bis 155,devry bis 155,devry bis 155 complete course,devry bis 155 entire course,bis 155 final exams,devry bis 155 week 1,devry bis 155 week2,devry bis 155 week 3,devry bis 155 week 4,devry bis 155 week 5,devry bis 155 week 6,devry bis 155 tutorials,devry bis 155 assignments,bis 155 help
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
Budget AnalysisARAPAHOE COUNTY BUDGET PROJECTION 1ST WAY (Regressi.docxrichardnorman90310
Budget AnalysisARAPAHOE COUNTY BUDGET PROJECTION 1ST WAY (Regression)--Public WorksAdopted Budgets for 2014 through 2017(by regression)
2018 ProjectionExpenditure Category20142015201620172018Salaries and Wages$ 7,491,467$ 7,804,584$ 8,086,791$ 8,232,077$ 8,529,739<-- DO NOT COPY FROM HEREEmployee Benefits$ 2,365,082$ 2,419,845$ 2,501,179$ 2,474,823$ 2,542,872<-- AND PASTE INTO HERESupplies$ 2,511,620$ 2,350,798$ 2,579,989$ 3,008,160$ 3,042,345[Read instruction #14, after "IMPORTANT"]Services & Other$ 10,081,347$ 11,704,317$ 12,943,006$ 6,527,952$ 7,958,782Community Programs$ -$ -$ -$ -$ -Capital Outlay$ 1,350,092$ 2,014,569$ 1,832,918$ 7,842,175$ 8,083,588Central Services$ 2,045,442$ 2,499,827$ 2,683,073$ 2,671,716$ 2,990,532Transfers$ 492,466$ 548,106$ 384,962$ 511,563$ 457,811Total$26,337,516$29,342,046$31,011,918$31,268,466$33,605,667BUDGET PROJECTION 2ND WAY (Compounded annual % change)--Public WorksExpenditure Category% Change
2014-15% Change
2015-16% Change
2016-17Compounded Annual % Chg.(using compounded
annual % change)
2018 ProjectionSalaries and Wages4.2%3.6%1.8%3.19%$ 8,494,874Employee Benefits2.3%3.4%-1.1%1.52%$ 2,512,523BUDGET PROJECTION 2ND WAY (3-year moving average)--Public WorksExpenditure Category3-yr average for 2014-162018 Projection = 3-yr average for 2015-17Supplies$ 2,480,802.33$ 2,646,316Services & Other$ 11,576,223.33$ 10,391,758Community Programs$ - 0$ -Capital Outlay$ 1,732,526.33$ 3,896,554Central Services$ 2,409,447.33$ 2,618,205Transfers$ 475,178.00$ 481,544ARAPAHOE COUNTY 2018 BUDGET COMPARISON COMBINING 2 WAYS--Public Works% difference btw 2018 budget and…Expenditure Category2018 Adop-
ted Budget2018 Low
Projection2018 High
ProjectionLow ProjectionHigh ProjectionSalaries and Wages$ 8,570,370$ 8,494,874$ 8,529,7390.89%0.48%Employee Benefits$ 2,589,033$ 2,512,523$ 2,542,8723.05%1.82%Supplies$ 3,382,160$ 2,646,316$ 3,042,34527.81%11.17%Services & Other$ 6,766,833$ 7,958,782$ 10,391,758-14.98%-34.88%Community Programs$ -$ -$ -Capital Outlay$ 7,823,512$ 3,896,554$ 8,083,588100.78%-3.22%Central Services$ 2,744,050$ 2,618,205$ 2,990,5324.81%-8.24%Transfers$ 157,895$ 457,811$ 481,544-65.51%-67.21%Total$ 32,033,853$ 28,585,065$ 36,062,37712.06%-11.17%
Sheet2
Sheet3
INSTRUCTIONS FOR COMPLETING FORECASTING ASSIGNMENT
You’re a budget analyst who’s tasked with doing a “sanity check” on Arapahoe County’s 2018 adopted budget. In doing so, you’ll need to think about the nature of forecasting. What we are doing here, as budget examiners, is to build projections using the previous years to develop our own independent estimates of what to expect for the 2018 budget.
This type of analysis would usually be done on the front end as part of budget formulation and is logically prior to budget adoption. So we have to use “make believe” to get past the timing being backwards.
bis 155,devry bis 155,devry bis 155 complete course,devry bis 155 entire course,bis 155 final exams,devry bis 155 week 1,devry bis 155 week2,devry bis 155 week 3,devry bis 155 week 4,devry bis 155 week 5,devry bis 155 week 6,devry bis 155 tutorials,devry bis 155 assignments,bis 155 help
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
Budget AnalysisARAPAHOE COUNTY BUDGET PROJECTION 1ST WAY (Regressi.docxrichardnorman90310
Budget AnalysisARAPAHOE COUNTY BUDGET PROJECTION 1ST WAY (Regression)--Public WorksAdopted Budgets for 2014 through 2017(by regression)
2018 ProjectionExpenditure Category20142015201620172018Salaries and Wages$ 7,491,467$ 7,804,584$ 8,086,791$ 8,232,077$ 8,529,739<-- DO NOT COPY FROM HEREEmployee Benefits$ 2,365,082$ 2,419,845$ 2,501,179$ 2,474,823$ 2,542,872<-- AND PASTE INTO HERESupplies$ 2,511,620$ 2,350,798$ 2,579,989$ 3,008,160$ 3,042,345[Read instruction #14, after "IMPORTANT"]Services & Other$ 10,081,347$ 11,704,317$ 12,943,006$ 6,527,952$ 7,958,782Community Programs$ -$ -$ -$ -$ -Capital Outlay$ 1,350,092$ 2,014,569$ 1,832,918$ 7,842,175$ 8,083,588Central Services$ 2,045,442$ 2,499,827$ 2,683,073$ 2,671,716$ 2,990,532Transfers$ 492,466$ 548,106$ 384,962$ 511,563$ 457,811Total$26,337,516$29,342,046$31,011,918$31,268,466$33,605,667BUDGET PROJECTION 2ND WAY (Compounded annual % change)--Public WorksExpenditure Category% Change
2014-15% Change
2015-16% Change
2016-17Compounded Annual % Chg.(using compounded
annual % change)
2018 ProjectionSalaries and Wages4.2%3.6%1.8%3.19%$ 8,494,874Employee Benefits2.3%3.4%-1.1%1.52%$ 2,512,523BUDGET PROJECTION 2ND WAY (3-year moving average)--Public WorksExpenditure Category3-yr average for 2014-162018 Projection = 3-yr average for 2015-17Supplies$ 2,480,802.33$ 2,646,316Services & Other$ 11,576,223.33$ 10,391,758Community Programs$ - 0$ -Capital Outlay$ 1,732,526.33$ 3,896,554Central Services$ 2,409,447.33$ 2,618,205Transfers$ 475,178.00$ 481,544ARAPAHOE COUNTY 2018 BUDGET COMPARISON COMBINING 2 WAYS--Public Works% difference btw 2018 budget and…Expenditure Category2018 Adop-
ted Budget2018 Low
Projection2018 High
ProjectionLow ProjectionHigh ProjectionSalaries and Wages$ 8,570,370$ 8,494,874$ 8,529,7390.89%0.48%Employee Benefits$ 2,589,033$ 2,512,523$ 2,542,8723.05%1.82%Supplies$ 3,382,160$ 2,646,316$ 3,042,34527.81%11.17%Services & Other$ 6,766,833$ 7,958,782$ 10,391,758-14.98%-34.88%Community Programs$ -$ -$ -Capital Outlay$ 7,823,512$ 3,896,554$ 8,083,588100.78%-3.22%Central Services$ 2,744,050$ 2,618,205$ 2,990,5324.81%-8.24%Transfers$ 157,895$ 457,811$ 481,544-65.51%-67.21%Total$ 32,033,853$ 28,585,065$ 36,062,37712.06%-11.17%
Sheet2
Sheet3
INSTRUCTIONS FOR COMPLETING FORECASTING ASSIGNMENT
You’re a budget analyst who’s tasked with doing a “sanity check” on Arapahoe County’s 2018 adopted budget. In doing so, you’ll need to think about the nature of forecasting. What we are doing here, as budget examiners, is to build projections using the previous years to develop our own independent estimates of what to expect for the 2018 budget.
This type of analysis would usually be done on the front end as part of budget formulation and is logically prior to budget adoption. So we have to use “make believe” to get past the timing being backwards.
MISY 3331 Advanced Database Concepts
Assignment 3
Dr. Sotirios Zygiaris
[email protected]
Room:F084, tel. ext 5471
10% of your final grade (Covers chapters 7,8,10,11)
1. In Exercise 2.6, related to sales forecasting, the following business requirements were set. A-Oil & Chemical is chemical company that plans to create a database to forecast sales.
· A salesperson is responsible for a lead to sales. Each lead consists of the responsible salesperson, the customer targeted, date occur, projected date, projected sale amount and possibility of the sale to occur.
· Each Salesperson is specified by : First name, last name, telephone, date of hire
· Each customer is specified by title, address, telephone
· Leads that became sales are marked as “s” for success. Leads that fail are marked as “F” for fail. Leads that not have a final outcome yet are marked as “I” for idle.
The following diagram reflects the design for the database.
Guidelines
1. Attend and participate in assignment labs
2, . For each of the questions above create a clear screen shot that will include the database name, the SQL command and the produced results. Make sure that you have tested the results for correctness
3. show your work to your professor and get green light allowing you to submit assignment 1. Instructor will sign the evaluation rubric allowing you to submit.
7. Submit report on line on BB and print the report and hand it to your instructor. For late submissions 2 marks off for late submission penalty applies.
Exercises (chapter 7-10)
1. Create a view VE1 that will customer_id, cust_title and the total amount for each customer.
2. You want the same group results as in 1 but only for customers with total amount more than 25,000 (HAVING). Can you do it with a consecutive view VE2 from VE1, if not why? If cannot do it as consecutive do it as new view VE3.
3. Create a view VV4 to list customer_id, amount, possibility, cust_title. Create a consecutive view from VV4, named High_Possibility, for leads with possibility >80. Create a consecutive view from VV4 called TX_CUST_LIST to list the same three attributes for only the Texas customers. Why you cannot do It?
4. Using the ROUND function create an SQL query that will COUNT LEADS in possibilities in 10S. Show only 10s with that counted more than three possibilities. Shorted by 10s.
5. Using the FLOOR function show create an SQL query that will COUNT LEADS in AMOUNTS IN EVERY 5000 but with only for leads with amount more than the average amount. Shorted by 5000s.
6. Write an SQL query that will display the customers as customer title in capital, underscore, City with first letter in Capital and the rest in lower characters, dot, state in capital,dot, and zip code inside brackets [], dot , telephone the first three character in parenthesis followed by a dash . Example:
NCR_Houston.TX.[55120].(345)-99345625
7. Write an SQL query that will lead list all leads with expected day 2000 days before today.
8. Us ...
CARTO en 5 Pasos: del Dato a la Toma de Decisiones [CARTO]CARTO
En este webinar repasamos - mediante una demostración con el mercado de Real Estate de Los Angeles como ejemplo - cada uno de los cinco pasos que la plataforma de CARTO sigue para una toma de decisiones eficaz basada en los datos.
Watch it now at: https://go.carto.com/carto-pasos-dato-toma-decisiones-recorded
Course Project AJ DAVIS DEPARTMENT STORESIntroduction.docxvanesaburnand
Course Project: AJ DAVIS DEPARTMENT STORES
Introduction
AJ DAVIS is a department store chain, which has many credit customers and wants to find out more information about these customers. A sample of 50 credit customers is selected with data collected on the following five variables.
1. Location (rural, urban, suburban)
2. Income (in $1,000's—be careful with this)
3. Size (household size, meaning number of people living in the household)
4. Years (the number of years that the customer has lived in the current location)
5. Credit balance (the customers current credit card balance on the store's credit card, in $).
The data is available in Doc Sharing Course Project Data Set as an Excel file. You are to copy and paste the data set into a minitab worksheet.
PROJECT PART A: Exploratory Data Analysis
· Open the file MATH533 Project Consumer.xls from the Course Project Data Set folder in Doc Sharing.
· For each of the five variables, process, organize, present, and summarize the data. Analyze each variable by itself using graphical and numerical techniques of summarization. Use minitab as much as possible, explaining what the printout tells you. You may wish to use some of the following graphs: stem-leaf diagram, frequency or relative frequency table, histogram, boxplot, dotplot, pie chart, bar graph. Caution: Not all of these are appropriate for each of these variables, nor are they all necessary. More is not necessarily better. In addition, be sure to find the appropriate measures of central tendency and measures of dispersion for the above data. Where appropriate use the five number summary (the Min, Q1, Median, Q3, Max). Once again, use minitab as appropriate, and explain what the results mean.
· Analyze the connections or relationships between the variables. There are 10 pairings here (location and income, location and size, location and years, location and credit balance, income and size, income and years, income and balance, size and years, size and credit balance, years and Credit Balance). Use graphical as well as numerical summary measures. Explain what you see. Be sure to consider all 10 pairings. Some variables show clear relationships, while others do not.
· Prepare your report in Microsoft Word (or some other word processing package), integrating your graphs and tables with text explanations and interpretations.Be sure that you have graphical and numerical back up for your explanations and interpretations. Be selective in what you include in the report. I'm not looking for a 20-page report on every variable and every possible relationship (that's 15 things to do). Rather, what I want you do is to highlight what you see for three individual variables(no more than one graph for each, one or two measures of central tendency and variability (as appropriate), and two or three sentences of interpretation). For the 10 pairings, identify and report only on three of the pairings, again using graphical and numerical summary (as.
1720, 1001 PMPrintPage 1 of 5httpscontent.ashford.ed.docxaulasnilda
1/7/20, 10:01 PMPrint
Page 1 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
15.6 CONSTRUCTING CHARTS TO SHOW THE DATA
Managers use charts to explain their projects and to report their results. Thus constructing accurate
and effective charts is a valuable skill.
Types of Charts
There are four basic chart styles as follows:
■ Column chart
■ Pie chart
■ Bar chart
■ Line chart
The column chart’s data is presented in vertical columns. The pie chart is typically circular (like a
pie, thus its name). The bar chart presents data in horizontal bars. The line chart generally uses
multiple lines that track along a grid. Figures 15-7
(http://content.thuzelearning.com/books/Baker.6866.18.1/sections/ch15_sect1_6#ch15_fig7) , 15-8,
(http://content.thuzelearning.com/books/Baker.6866.18.1/sections/ch15_sect1_6#ch15_fig8) and 15-9
(http://content.thuzelearning.com/books/Baker.6866.18.1/sections/ch15_sect1_6#ch15_fig9) illustrate
examples of the pie chart, bar chart, and line chart respectively.
https://content.ashford.edu/books/Baker.6866.18.1/sections/ch15_sect1_6%23ch15_fig7
https://content.ashford.edu/books/Baker.6866.18.1/sections/ch15_sect1_6%23ch15_fig8
https://content.ashford.edu/books/Baker.6866.18.1/sections/ch15_sect1_6%23ch15_fig9
1/7/20, 10:01 PMPrint
Page 2 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Figure 15–7 Distribution of DRG 0xx Cases by Physician.
Modified from R. Hankins & J.J. Baker, Management Accounting for Health Care Organizations (Sudbury, MA: Jones &
Bartlett 2004). p. 375.
1/7/20, 10:01 PMPrint
Page 3 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Figure 15–8 Cost per Case by Physician for DRG 0xx.
Modified from R. Hankins & J.J. Baker, Management Accounting for Health Care Organizations (Sudbury, MA: Jones &
Bartlett 2004). p. 376.
1/7/20, 10:01 PMPrint
Page 4 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Figure 15–9 Total Cost per Case by Physician for DRG 0xx.
Modified from R. Hankins & J.J. Baker, Management Accounting for Health Care Organizations (Sudbury, MA: Jones &
Bartlett 2004). p. 377
1/7/20, 10:01 PMPrint
Page 5 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Chart Content and Format
Constructing the chart means answering a series of questions about content and format, as follows:
■ What is the subject of the chart?
■ What are the specific elements to be included?
■ What type of chart will best serve my purpose?
■ Is the information accurate and consistent?
■ If applicable, is the information comparable?
■ What are the dim ...
Median Housing Price Model for D. M. Pan National Real Estate CompMargenePurnell14
Median Housing Price Model for D. M. Pan National Real Estate Company 2
[
Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your outline.]
Report: Housing Price Prediction Model for D. M. Pan National Real Estate Company
[Your Name]
Median Housing Price Prediction Model for D. M. Pan National Real Estate Company 1
Southern New Hampshire University
Introduction
[
Describe the report: Include in this section a brief overview, including the purpose of the report and your approach.]
Data Collection
[
Sampling the data: Outline how you obtained your sample data, including the response and predictor variables.]
[
Scatterplot: Insert a correctly labeled scatterplot of your chosen variables.]
Data Analysis
[
Histogram: Insert the histogram of the two variables. Be sure to include appropriate labels.]
[
Summary statistics: Insert a table to show the summary statistics.]
[
Interpret the graphs and statistics: Describe the shape, center, spread, and any unusual characteristic (outliers, gaps, etc.) and what they mean based on your sample data and the graphs you created.]
[Explain how these characteristics of the sample data compare to the same characteristics of the national population. Also, determine whether your sample is representative of the national housing market sales.]
The Regression Model
[
Scatterplot: Include the scatterplot graph of the sample with a line of best fit and the regression equation.]
[Based on your graph, explain whether a regression model can be developed for the data and how.]
[
Discuss associations: Explain the associations in the scatterplot, including the direction, strength, form in the context of your model.]
[
Find
r:
Calculate the correlation coefficient and explain how it aligns with your interpretation of the data from the scatterplot.]
The Line of Best Fit
[
Regression equation: Insert the regression equation.]
[
Interpret regression equation: Interpret the slope and intercept in context.]
[
Strength of the equation: Interpret the strength of the regression equation,
R-squared.]
[
Use regression equation to make predictions: Use the regression equation to make a sample prediction.]
Conclusions
[
Summarize findings: Summarize your findings in clear and concise plain language. Outline any questions arising from the study that might be interesting for follow-up research.]
Journal 1: Research a Unionized Group (4%)
This is the second of six journal entries you will write in this course. You will self-select four of your entries for submission and grading to your Open Learning Faculty Member. ...
Cover PageComplete and copy the following to Word for your cover p.docxfaithxdunce63732
Cover PageComplete and copy the following to Word for your cover page. Be sure that the document is stapled properly. Do not use a plastic cover or folder.In the Footer of the Word documents, add the Now() function to show what day and time the documents were printed.Submit the Excel file to CANVAS as: lastname_firstname.xls. Hand-in the Word document immediately prior to Exam 1.Although students are encouraged to ask questions for clarification, this exercise is intended to be well within the capability of students at the 3000 level and studentsshould be able to complete the project with minimal assistance. Instructions are included on each worksheet but feel free to request clarification.ACG 3401 Accounting Information SystemsExcel AssignmentSubmitted By:Name Last: First:<-- Only use this for cover page.Spring 2015By submitting this document, I affirm that the work is the product of my own efforts withoutthe assistance of another person and that I have not given assistance to another student.<-- You must sign for the submission to be graded.Signature of student
InstructionsINSTRUCTIONS:This is an .xls file and should not be changed to another filetype in order to preserve macros.Follow the instructions on each worksheet. Copy results to MS Word and include pages numbers.The page numbers for each exercise are given below (at bottom of this worksheet).Appearance counts. Be sure that results are presented professionally and are readable.Three worksheets are data files and are referenced in the instructions. These are named Product Data, Industry Data, and Data Worksheet.Create range names for the following:Remember ranges should not include the headers (field names). Be careful to insure you have selected the entire range for that field.(Click F3 to view the range names - click these to insert to formula or you can type them in directly.)You may need to create range names other than these.From the Industry Data Worksheet, create range names for the following:1) Employees2) Sales3) Address4) Name5) State6) ZIPFrom the Data Worksheet, create range names for the following:1) Cash2) Company3) EBIT4) Eff_Tax_Rate5) Exchange6) SICCreate a range name for the entire Product Data table but include the headers. I used the name 'Product'.Tab ColorsGreenDatabases to be used.YellowExamplesBlueInstructions to perform graded exercisesWhen copying portions of the worksheet to your MS Word document, you will find the "Snipping Tool" very helpful.Checklist for Submitted Documents (Be sure that all documents are formatted properly and readable)Page No.naCover page with name and section number (stapled)ResultsFormulas1Horizontal and Vertical AnalysisYesYes2Financial Ratio Analysis - Results and Formulas.YesYes3VlookupYesYes3HLookupYesYes4DataTableYesYes4DropDown Box - Result Only.YesNo5Dfunctions - Results and Formulas.YesYes6Functions1YesYes7Functions2YesYes8Annual Income StatementYesYes9Macro.
MISY 3331 Advanced Database Concepts
Assignment 3
Dr. Sotirios Zygiaris
[email protected]
Room:F084, tel. ext 5471
10% of your final grade (Covers chapters 7,8,10,11)
1. In Exercise 2.6, related to sales forecasting, the following business requirements were set. A-Oil & Chemical is chemical company that plans to create a database to forecast sales.
· A salesperson is responsible for a lead to sales. Each lead consists of the responsible salesperson, the customer targeted, date occur, projected date, projected sale amount and possibility of the sale to occur.
· Each Salesperson is specified by : First name, last name, telephone, date of hire
· Each customer is specified by title, address, telephone
· Leads that became sales are marked as “s” for success. Leads that fail are marked as “F” for fail. Leads that not have a final outcome yet are marked as “I” for idle.
The following diagram reflects the design for the database.
Guidelines
1. Attend and participate in assignment labs
2, . For each of the questions above create a clear screen shot that will include the database name, the SQL command and the produced results. Make sure that you have tested the results for correctness
3. show your work to your professor and get green light allowing you to submit assignment 1. Instructor will sign the evaluation rubric allowing you to submit.
7. Submit report on line on BB and print the report and hand it to your instructor. For late submissions 2 marks off for late submission penalty applies.
Exercises (chapter 7-10)
1. Create a view VE1 that will customer_id, cust_title and the total amount for each customer.
2. You want the same group results as in 1 but only for customers with total amount more than 25,000 (HAVING). Can you do it with a consecutive view VE2 from VE1, if not why? If cannot do it as consecutive do it as new view VE3.
3. Create a view VV4 to list customer_id, amount, possibility, cust_title. Create a consecutive view from VV4, named High_Possibility, for leads with possibility >80. Create a consecutive view from VV4 called TX_CUST_LIST to list the same three attributes for only the Texas customers. Why you cannot do It?
4. Using the ROUND function create an SQL query that will COUNT LEADS in possibilities in 10S. Show only 10s with that counted more than three possibilities. Shorted by 10s.
5. Using the FLOOR function show create an SQL query that will COUNT LEADS in AMOUNTS IN EVERY 5000 but with only for leads with amount more than the average amount. Shorted by 5000s.
6. Write an SQL query that will display the customers as customer title in capital, underscore, City with first letter in Capital and the rest in lower characters, dot, state in capital,dot, and zip code inside brackets [], dot , telephone the first three character in parenthesis followed by a dash . Example:
NCR_Houston.TX.[55120].(345)-99345625
7. Write an SQL query that will lead list all leads with expected day 2000 days before today.
8. Us ...
CARTO en 5 Pasos: del Dato a la Toma de Decisiones [CARTO]CARTO
En este webinar repasamos - mediante una demostración con el mercado de Real Estate de Los Angeles como ejemplo - cada uno de los cinco pasos que la plataforma de CARTO sigue para una toma de decisiones eficaz basada en los datos.
Watch it now at: https://go.carto.com/carto-pasos-dato-toma-decisiones-recorded
Course Project AJ DAVIS DEPARTMENT STORESIntroduction.docxvanesaburnand
Course Project: AJ DAVIS DEPARTMENT STORES
Introduction
AJ DAVIS is a department store chain, which has many credit customers and wants to find out more information about these customers. A sample of 50 credit customers is selected with data collected on the following five variables.
1. Location (rural, urban, suburban)
2. Income (in $1,000's—be careful with this)
3. Size (household size, meaning number of people living in the household)
4. Years (the number of years that the customer has lived in the current location)
5. Credit balance (the customers current credit card balance on the store's credit card, in $).
The data is available in Doc Sharing Course Project Data Set as an Excel file. You are to copy and paste the data set into a minitab worksheet.
PROJECT PART A: Exploratory Data Analysis
· Open the file MATH533 Project Consumer.xls from the Course Project Data Set folder in Doc Sharing.
· For each of the five variables, process, organize, present, and summarize the data. Analyze each variable by itself using graphical and numerical techniques of summarization. Use minitab as much as possible, explaining what the printout tells you. You may wish to use some of the following graphs: stem-leaf diagram, frequency or relative frequency table, histogram, boxplot, dotplot, pie chart, bar graph. Caution: Not all of these are appropriate for each of these variables, nor are they all necessary. More is not necessarily better. In addition, be sure to find the appropriate measures of central tendency and measures of dispersion for the above data. Where appropriate use the five number summary (the Min, Q1, Median, Q3, Max). Once again, use minitab as appropriate, and explain what the results mean.
· Analyze the connections or relationships between the variables. There are 10 pairings here (location and income, location and size, location and years, location and credit balance, income and size, income and years, income and balance, size and years, size and credit balance, years and Credit Balance). Use graphical as well as numerical summary measures. Explain what you see. Be sure to consider all 10 pairings. Some variables show clear relationships, while others do not.
· Prepare your report in Microsoft Word (or some other word processing package), integrating your graphs and tables with text explanations and interpretations.Be sure that you have graphical and numerical back up for your explanations and interpretations. Be selective in what you include in the report. I'm not looking for a 20-page report on every variable and every possible relationship (that's 15 things to do). Rather, what I want you do is to highlight what you see for three individual variables(no more than one graph for each, one or two measures of central tendency and variability (as appropriate), and two or three sentences of interpretation). For the 10 pairings, identify and report only on three of the pairings, again using graphical and numerical summary (as.
1720, 1001 PMPrintPage 1 of 5httpscontent.ashford.ed.docxaulasnilda
1/7/20, 10:01 PMPrint
Page 1 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
15.6 CONSTRUCTING CHARTS TO SHOW THE DATA
Managers use charts to explain their projects and to report their results. Thus constructing accurate
and effective charts is a valuable skill.
Types of Charts
There are four basic chart styles as follows:
■ Column chart
■ Pie chart
■ Bar chart
■ Line chart
The column chart’s data is presented in vertical columns. The pie chart is typically circular (like a
pie, thus its name). The bar chart presents data in horizontal bars. The line chart generally uses
multiple lines that track along a grid. Figures 15-7
(http://content.thuzelearning.com/books/Baker.6866.18.1/sections/ch15_sect1_6#ch15_fig7) , 15-8,
(http://content.thuzelearning.com/books/Baker.6866.18.1/sections/ch15_sect1_6#ch15_fig8) and 15-9
(http://content.thuzelearning.com/books/Baker.6866.18.1/sections/ch15_sect1_6#ch15_fig9) illustrate
examples of the pie chart, bar chart, and line chart respectively.
https://content.ashford.edu/books/Baker.6866.18.1/sections/ch15_sect1_6%23ch15_fig7
https://content.ashford.edu/books/Baker.6866.18.1/sections/ch15_sect1_6%23ch15_fig8
https://content.ashford.edu/books/Baker.6866.18.1/sections/ch15_sect1_6%23ch15_fig9
1/7/20, 10:01 PMPrint
Page 2 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Figure 15–7 Distribution of DRG 0xx Cases by Physician.
Modified from R. Hankins & J.J. Baker, Management Accounting for Health Care Organizations (Sudbury, MA: Jones &
Bartlett 2004). p. 375.
1/7/20, 10:01 PMPrint
Page 3 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Figure 15–8 Cost per Case by Physician for DRG 0xx.
Modified from R. Hankins & J.J. Baker, Management Accounting for Health Care Organizations (Sudbury, MA: Jones &
Bartlett 2004). p. 376.
1/7/20, 10:01 PMPrint
Page 4 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Figure 15–9 Total Cost per Case by Physician for DRG 0xx.
Modified from R. Hankins & J.J. Baker, Management Accounting for Health Care Organizations (Sudbury, MA: Jones &
Bartlett 2004). p. 377
1/7/20, 10:01 PMPrint
Page 5 of 5https://content.ashford.edu/print/Baker.6866.18.1?sections=ch15_s…=content&clientToken=292284d0-7b63-2313-94d2-1b32db6d3479&np=ch11
Chart Content and Format
Constructing the chart means answering a series of questions about content and format, as follows:
■ What is the subject of the chart?
■ What are the specific elements to be included?
■ What type of chart will best serve my purpose?
■ Is the information accurate and consistent?
■ If applicable, is the information comparable?
■ What are the dim ...
Median Housing Price Model for D. M. Pan National Real Estate CompMargenePurnell14
Median Housing Price Model for D. M. Pan National Real Estate Company 2
[
Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your outline.]
Report: Housing Price Prediction Model for D. M. Pan National Real Estate Company
[Your Name]
Median Housing Price Prediction Model for D. M. Pan National Real Estate Company 1
Southern New Hampshire University
Introduction
[
Describe the report: Include in this section a brief overview, including the purpose of the report and your approach.]
Data Collection
[
Sampling the data: Outline how you obtained your sample data, including the response and predictor variables.]
[
Scatterplot: Insert a correctly labeled scatterplot of your chosen variables.]
Data Analysis
[
Histogram: Insert the histogram of the two variables. Be sure to include appropriate labels.]
[
Summary statistics: Insert a table to show the summary statistics.]
[
Interpret the graphs and statistics: Describe the shape, center, spread, and any unusual characteristic (outliers, gaps, etc.) and what they mean based on your sample data and the graphs you created.]
[Explain how these characteristics of the sample data compare to the same characteristics of the national population. Also, determine whether your sample is representative of the national housing market sales.]
The Regression Model
[
Scatterplot: Include the scatterplot graph of the sample with a line of best fit and the regression equation.]
[Based on your graph, explain whether a regression model can be developed for the data and how.]
[
Discuss associations: Explain the associations in the scatterplot, including the direction, strength, form in the context of your model.]
[
Find
r:
Calculate the correlation coefficient and explain how it aligns with your interpretation of the data from the scatterplot.]
The Line of Best Fit
[
Regression equation: Insert the regression equation.]
[
Interpret regression equation: Interpret the slope and intercept in context.]
[
Strength of the equation: Interpret the strength of the regression equation,
R-squared.]
[
Use regression equation to make predictions: Use the regression equation to make a sample prediction.]
Conclusions
[
Summarize findings: Summarize your findings in clear and concise plain language. Outline any questions arising from the study that might be interesting for follow-up research.]
Journal 1: Research a Unionized Group (4%)
This is the second of six journal entries you will write in this course. You will self-select four of your entries for submission and grading to your Open Learning Faculty Member. ...
Cover PageComplete and copy the following to Word for your cover p.docxfaithxdunce63732
Cover PageComplete and copy the following to Word for your cover page. Be sure that the document is stapled properly. Do not use a plastic cover or folder.In the Footer of the Word documents, add the Now() function to show what day and time the documents were printed.Submit the Excel file to CANVAS as: lastname_firstname.xls. Hand-in the Word document immediately prior to Exam 1.Although students are encouraged to ask questions for clarification, this exercise is intended to be well within the capability of students at the 3000 level and studentsshould be able to complete the project with minimal assistance. Instructions are included on each worksheet but feel free to request clarification.ACG 3401 Accounting Information SystemsExcel AssignmentSubmitted By:Name Last: First:<-- Only use this for cover page.Spring 2015By submitting this document, I affirm that the work is the product of my own efforts withoutthe assistance of another person and that I have not given assistance to another student.<-- You must sign for the submission to be graded.Signature of student
InstructionsINSTRUCTIONS:This is an .xls file and should not be changed to another filetype in order to preserve macros.Follow the instructions on each worksheet. Copy results to MS Word and include pages numbers.The page numbers for each exercise are given below (at bottom of this worksheet).Appearance counts. Be sure that results are presented professionally and are readable.Three worksheets are data files and are referenced in the instructions. These are named Product Data, Industry Data, and Data Worksheet.Create range names for the following:Remember ranges should not include the headers (field names). Be careful to insure you have selected the entire range for that field.(Click F3 to view the range names - click these to insert to formula or you can type them in directly.)You may need to create range names other than these.From the Industry Data Worksheet, create range names for the following:1) Employees2) Sales3) Address4) Name5) State6) ZIPFrom the Data Worksheet, create range names for the following:1) Cash2) Company3) EBIT4) Eff_Tax_Rate5) Exchange6) SICCreate a range name for the entire Product Data table but include the headers. I used the name 'Product'.Tab ColorsGreenDatabases to be used.YellowExamplesBlueInstructions to perform graded exercisesWhen copying portions of the worksheet to your MS Word document, you will find the "Snipping Tool" very helpful.Checklist for Submitted Documents (Be sure that all documents are formatted properly and readable)Page No.naCover page with name and section number (stapled)ResultsFormulas1Horizontal and Vertical AnalysisYesYes2Financial Ratio Analysis - Results and Formulas.YesYes3VlookupYesYes3HLookupYesYes4DataTableYesYes4DropDown Box - Result Only.YesNo5Dfunctions - Results and Formulas.YesYes6Functions1YesYes7Functions2YesYes8Annual Income StatementYesYes9Macro.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Relational database design by er and err-to-relational ma
1. Relational Database Design by ER- and ERR-to-
Relational Mapping
Dr. Buleje
Outline
◼ ER-to-Relational Mapping Algorithm
◼ Step 1: Mapping of Regular Entity Types
◼ Step 2: Mapping of Weak Entity Types
◼ Step 3: Mapping of Binary 1:1 Relation Types
◼ Step 4: Mapping of Binary 1:N Relationship Types.
◼ Step 5: Mapping of Binary M:N Relationship Types.
◼ Step 6: Mapping of Multivalued attributes.
◼ Step 7: Mapping of N-ary Relationship Types.
◼ Mapping EER Model Constructs to Relations
◼ Step 8: Options for Mapping Specialization or
Generalization.
◼ Step 9: Mapping of Union Types (Categories).
2. Mapping
GOALS
◼ Preserve all information
◼ Maintain the constraints to the extent possible
◼ Minimize null values
ER-to-Relational Mapping Algorithm
◼ Step 1: Mapping of Regular Entity Types.
◼ Example:
◼ We create the relations EMPLOYEE, DEPARTMENT, and
PROJECT in the relational schema corresponding to the
regular entities in the ER diagram.
Figure 9.1 The ER conceptual schema
diagram for the COMPANY database.
ER-to-Relational Mapping Algorithm (contd.)
◼ Step 2: Mapping of Weak Entity Types
◼ Example:
◼ Create the relation DEPENDENT in this step to correspond
3. to the weak entity type DEPENDENT.
◼ Include the primary key SSN of the EMPLOYEE relation as a
foreign
key attribute of DEPENDENT (renamed to ESSN).
◼ The primary key of the DEPENDENT relation is the
combination
{ESSN, DEPENDENT_NAME} because DEPENDENT_NAME
is the
partial key of DEPENDENT.
ER-to-Relational Mapping Algorithm (contd.)
◼ Step 3: Mapping of Binary 1:1 Relation Types
◼ There are three possible approaches:
1. Foreign Key ( 2 relations) approach
Example:
1:1 relation MANAGES is mapped by choosing the participating
entity type DEPARTMENT to
serve in the role of S, because its participation in the
MANAGES relationship type is total.
2. Merged relation (1 relation) option
3. Cross-reference or relationship relation ( 3 relations) option
ER-to-Relational Mapping Algorithm (contd.)
4. ◼ Step 4: Mapping of Binary 1:N Relationship Types.
◼ Example: 1:N relationship types WORKS_FOR,
CONTROLS, and SUPERVISION in the figure.
◼ For WORKS_FOR we include the primary key DNUMBER
of the DEPARTMENT relation as foreign key in the
EMPLOYEE relation and call it DNO.
◼ An alternative approach is to use a Relationship relation
(cross referencing relation)
ER-to-Relational Mapping Algorithm (contd.)
◼ Step 5: Mapping of Binary M:N Relationship Types.
◼ Example: The M:N relationship type WORKS_ON from the
ER
diagram is mapped by creating a relation WORKS_ON in the
relational database schema.
◼ The primary keys of the PROJECT and EMPLOYEE relations
are
included as foreign keys in WORKS_ON and renamed PNO and
ESSN,
respectively.
◼ Attribute HOURS in WORKS_ON represents the HOURS
attribute of the
relation type.
◼ The primary key of the WORKS_ON relation is the
combination of the
5. foreign key attributes {ESSN, PNO}.
ER-to-Relational Mapping Algorithm (contd.)
◼ Step 6: Mapping of Multivalued attributes.
◼ Example: The relation DEPT_LOCATIONS is created.
◼ The attribute DLOCATION represents the multivalued
attribute
LOCATIONS of DEPARTMENT, while DNUMBER-as foreign
key-
represents the primary key of the DEPARTMENT relation.
◼ The primary key of R is the combination of {DNUMBER,
DLOCATION}.
ER-to-Relational Mapping Algorithm (contd.)
◼ Step 7: Mapping of N-ary Relationship Types.
◼ Example:
◼ The relationship type SUPPY in the ER on the next slide.
◼ This can be mapped to the relation SUPPLY shown in the
relational
schema, whose primary key is the combination of the three
foreign
keys {SNAME, PARTNO, PROJNAME}
6. Summary of Mapping constructs and
Constraints
Mapping of Generalization and
Specialization Hierarchies
to a Relational Schema
Mapping EER Model Constructs to
Relations
◼ Step8: Options for Mapping Specialization or
Generalization.
◼ Convert each specialization with m subclasses {S1,
S2,….,Sm} and generalized superclass C, where the
attributes of C are {k,a1,…an} and k is the (primary)
key, into relational schemas using one of the four
following options:
◼ Option 8A: Multiple relations-Superclass and
subclasses
◼ Option 8B: Multiple relations-Subclass relations only
◼ Option 8C: Single relation with one type attribute
◼ Option 8D: Single relation with multiple type
7. attributes
Mapping EER Model Constructs to
Relations (contd.)
◼ Step 9: Mapping of Union Types (Categories).
◼ Surrogate Key
Chapter Summary
◼ ER-to-Relational Mapping Algorithm
◼ Step 1: Mapping of Regular Entity Types
◼ Step 2: Mapping of Weak Entity Types
◼ Step 3: Mapping of Binary 1:1 Relation Types
◼ Step 4: Mapping of Binary 1:N Relationship Types.
◼ Step 5: Mapping of Binary M:N Relationship Types.
◼ Step 6: Mapping of Multivalued attributes.
◼ Step 7: Mapping of N-ary Relationship Types.
◼ Mapping EER Model Constructs to Relations
◼ Step 8: Options for Mapping Specialization or
Generalization.
◼ Step 9: Mapping of Union Types (Categories).
8. F-195 TABLE OF CONTENTS
Fiscal Year 2018-2019
Detail of Outstanding Bonds DS4
Revenue Worksheet: Local Excess Levies and Timber Excise
Tax DS3
Summary of Capital Projects Fund CP1
Capital Projects Fund Budget
Revenues and Other Financing Sources DS2
Summary of Associated Student Body Fund ASB1
Long-Term Financing: Condition Sales Contract TVF4
Summary of Debt Service Fund DS1
Debt Service Fund Budget
Transportation Vehicle Fund Budget
Long-Term Financing: Conditional Sales Contracts CP9
Revenue Worksheet: Local Excess Levies and Timber Excise
Tax TVF3
Summary of Transportation Vehicle Fund TVF1
9. Salary Exhibit: Classified Employees CP8
Revenue Worksheet: Local Excess Levies and Timber Excise
Tax CP5
Revenues and Other Financing Sources CP3
Salary Exhibt: Certificated Employees CP7
Description of Projects CP6
Summary of General Fund GF2
Enrollment and Staff Counts GF1
Expenditure by Program GF8
Revenues and Other Financing Sources GF4
Financial Summary Budget Summary
Budget and Excess Levy Certification Certification Page
Associated Student Body Fund Budget
General Fund Budget
Budget and Excess Levy Summary Fund Summary
Revenue Worksheet: Local Excess Levies and Timber Excise
Tax GF13
Activity Summary GF11
Certificated/Classified Staff Counts by Activity GF15
10. Long-Term Financing: Conditional Sales Contract GF14
Objects of Expenditure GF10
Program Matrices GF9-XX
Program Summary by Object of Expenditure GF9
Salary Exhibits: Classified Employees GF9-301-XX
Salary Exhibits: Certificated Employees GF9-201-XX
REPORT TITLE PAGE NUMBER
Run: 7/10/2018 12:52:28 PM
Port Townsend School District No.050
FY 2018-2019
Form F-195 Fund SummaryPage 1 of 1
002,750,000XXXX3,880,000
00000
00003,880,000
63,500543,1531,535,309340,7901,039,030
213,0008,229,0001,270,000328,0001,200,000
-149,500-7,685,847265,30912,790-160,970
11. 000XXXX0
0117,8750XXXX0
250,0008,229,0002,556,075268,61018,004,826
100,500661,0282,821,384281,40017,843,856
Net excess levy amount for 2019 collection
after rollback
Rollback mandated by school district Board
of Directors 1/
Excess levies approved by voters for 2019
collection
Ending Total Fund Balance
Beginning Total Fund Balance
Excess of Revenues/Other Financing Sources
Over/(Under) Expenditures and Other
Financing Uses
Other Financing Uses (G.L. 535)
Other Financing Uses--Transfers Out (G.L.
536)
Total Appropriation (Expenditures)
Total Revenues and Other Financing Sources
Transportation
Vehicle Fund
12. Capital
Projects Fund
Debt Service
Fund
Associated
Student Body
FundGeneral Fund
BUDGET AND EXCESS LEVY SUMMARY
1/ Rollback of levies needs to be certified pursuant to RCW
84.52.020. Please do NOT include such resolution as part of
this document.
Run: 7/10/2018 12:52:29 PM
Port Townsend School District No.050
GENERAL FUND FINANCIAL SUMMARY
FY 2018-2019
Form F-195 Budget SummaryPage 1 of 2
16.112,899,75514.842,435,85315.902,393,474
36.596,588,20037.066,084,31642.426,386,871
100.0018,004,826100.0016,417,832100.0015,056,597
15. Compensatory Education
Skill Center Instruction
Vocational Instruction
Special Education Instruction
Federal Stimulus
Regular Instruction
EXPENDITURE SUMMARY BY PROGRAM
GROUPS
Total Ending Fund Balance
Total Beginning Fund Balance
Total Expenditures
Total Revenues and Other
Financing Sources
FINANCIAL SUMMARY
FTE Classified Employees
FTE Certificated Employees
Total K-12 FTE Enrollment
Counts
ENROLLMENT AND STAFFING
SUMMARY
16. Run: 7/10/2018 12:52:29 PM
Port Townsend School District No.050
GENERAL FUND FINANCIAL SUMMARY
FY 2018-2019
Form F-195 Budget SummaryPage 2 of 2
100.0018,004,826100.0016,417,832100.0015,056,597
0.91164,1390.3455,0000.81121,633
0.2138,6110.2946,8500.3248,855
18.453,322,44619.873,261,70513.141,978,244
5.46983,2496.02988,8045.15774,702
22.264,008,42621.593,545,30422.273,352,819
Total - Objects
Capital Outlay
Travel
Purchased Services
Supplies, Instructional
Resources and Noncapitalized
Items
17. Employee Benefits and Payroll
Taxes
Run: 7/10/2018 12:52:30 PM
Port Townsend School District No.050
FY 2018-2019
Form F-195 GF1Page 1 of 1
62.46056.82956.776
88.10084.75087.033
1,158.001,113.801,147.42
70.0070.0069.57
0.000.000.00
32.0032.0033.74
1,056.001,011.801,044.11
58.0065.4592.02
72.0064.4270.45
91.0072.9869.42
76.0076.0072.98
19. 12. Grade 11 (excluding Running Start)
11. Grade 10
10. Grade 9
9. Grade 8
8. Grade 7
7. Grade 6
6. Grade 5
5. Grade 4
4. Grade 3
3. Grade 2
2. Grade 1
1. Kindergarten /2
A. FTE ENROLLMENT COUNTS (calculate to two decimal
places)
Average 1/
2016-2017
FY ENROLLMENT AND STAFF COUNTS
4/ The staff counts for the prior year are the actual counts
reported on Form S-275 and the current fiscal year are budgeted
counts reported on
Form F-195.
20. 5/ Beginning in 2011-2012 kindergarten is considered full day
and basic education. Beginning with 2011-2012, kindergarten
enrollment counts should
include any additional FTE attributable to the state funded full
day kindergarten allocation based on total kindergar ten
enrollment, as reflected
in the F-203.
3/ Enrollment should include special ed., part-time private,
home-based, and summer students eligible for BEA funding, as
reflected in the F-203.
1/ Enrollment are the average counts at school year?s end as
reported in the P-223 system. These counts do not include
Ancillary and Non-Standard
(summer) data.
2/ Enrollment and staff counts are entered in the budget for the
school year. These counts remain constant and are not subject to
change with
subsequent updates to the P-233 and S-275 system, respectively.
Port Townsend School District No.050
SUMMARY OF GENERAL FUND BUDGET
Run: 7/10/2018 12:52:31 PMFY 2018-2019
GF2Form F-195 Page 1 of 3
000
000
23. E. EXCESS OF REVENUES/OTHER FINANCING SOURCES
OVER (UNDER)
EXPENDITURES AND OTHER FINANCING USES (A-B-C-D)
D. OTHER FINANCING USES (G.L.535) 2/
C. OTHER FINANCING USES--TRANSFERS OUT (G.L.536)
1/
B. TOTAL EXPENDITURES
90 | Support Services
80 | Community Services
70 | Other Instructional Programs
50 and 60 | Compensatory Education Instruction
40 | Skill Center Instruction
30 | Vocational Education Instruction
20 | Special Education Instruction
10 | Federal Stimulus
00 | Regular Instruction
EXPENDITURES
A. TOTAL REVENUES AND OTHER FINANCING SOURCES
9000 | Other Financing Sources
24. 8000 | Revenues from Other Entities
7000 | Revenues from Other School Districts
6000 | Federal, Special Purpose
5000 | Federal, General Purpose
4000 | State, Special Purpose
3000 | State, General Purpose
2000 | Local Nontax Support
1000 | Local Taxes
REVENUES AND OTHER FINANCING SOURCES
Port Townsend School District No.050
SUMMARY OF GENERAL FUND BUDGET
Run: 7/10/2018 12:52:31 PMFY 2018-2019 Continued
GF2Form F-195 Page 2 of 3
1,039,030667,009913,035
821,000300,000589,892
-28,263263,803222,652
46,79315,00037,134
26. 46,79315,00012,960
000
50,00050,00050,000
000
000
000
000
1,5001,5001,360
H. TOTAL ENDING FUND BALANCE (E+F, +OR-G) 3/
G.L.891 Unassigned to Minimum Fund Balance Policy
G.L.890 Unassigned Fund Balance
G.L.888 Assigned to Other Purposes
G.L.884 Assigned to Other Capital Projects
G.L.875 Assigned to Contingencies
G.L.872 Committed to Economic Stabilization
G.L.870 Committed to Other Purposes
G.L.850 Restricted for Uninsured Risks
G.L.845 Restricted for Self-Insurance
27. G.L.840 Nonspendable Fund Balance-Inventory & Prepaid
Items
G.L.835 Restricted for Arbitrage Rebate
G.L.830 Restricted for Debt Service
G.L.828 Restricted for Carryover of Food Service Revenue
G.L.825 Restricted for Skill Center
G.L.821 Restricted for Carryover of Restricted Revenues
G.L.815 Restricted for Unequalized Deductible Revenue
G.L.810 Restricted for Other Items
ENDING FUND BALANCE
G. G.L.898 PRIOR YEAR CORRECTIONS OR
RESTATEMENTS(+ OR -)
F. TOTAL BEGINNING FUND BALANCE
G.L.891 Unassigned to Minimum Fund Balance Policy
G.L.890 Unassigned Fund Balance
G.L.888 Assigned to Other Purposes
G.L.884 Assigned to Other Capital Projects
G.L.875 Assigned to Contingencies
G.L.872 Committed to Economic Stabilization
28. G.L.870 Committed to Other Purposes
G.L.850 Restricted for Uninsured Risks
G.L.845 Restricted for Self-Insurance
G.L.840 Nonspendable Fund Balance-Inventory & Prepaid
Items
1/ G.L. 536 is an account that is used to summarize actions for
other financing uses--transfers out.
Port Townsend School District No.050
SUMMARY OF GENERAL FUND BUDGET
Run: 7/10/2018 12:52:31 PMFY 2018-2019 Continued
GF2Form F-195 Page 3 of 3
3/ Line H must be equal to or greater than all restricted fund
balances.
2/ G.L.535 is an account that is used to summarize actions for
other financing uses such as long-term financing and debt
extingishments. Nonvoted
debts may be serviced in the Debt Service Fund (DSF) rather
than in the fund that received the debt proceeds. In order to
provide the resources to
retire the debt, a transfer is used by the General Fund, Capital
Projects Fund, or Transportation Vehicle Fund to transfer
resources to the DSF.
Refer to Page DS4 for detail of estimated outstanding nonvoted
bond detail information.
29. Port Townsend School District No.050
GENERAL FUND BUDGET--REVENUES AND OTHER
FINANCING SOURCES
Run: 7/10/2018 12:52:32 PMFY 2018-2019
GF4Form F-195 Page 1 of 6
9,432,8017,816,7617,504,632
467,000600,550431,488
40,00040,00070,200
12,00012,00011,821
000
34,00021,00024,215
1,5001,2501,878
200,000372,200167,805
000
10,0002,5007,438
107,00096,000108,639
5,7005,2505,272
31. 3,270,1803,662,9263,523,365
3100 | Apportionment
STATE, GENERAL PURPOSE
2000 | TOTAL LOCAL SUPPORT NONTAX
2910 | E-Rate
2900 | Local Support Nontax, Unassigned
2800 | Insurance Recoveries
2700 | Rentals and Leases
2600 | Fines and Damages
2500 | Gifts and Donations
2400 | Interfund Loan Interest Earnings
2300 | Investment Earnings
2298 | School Food Services, Sales of Goods, Supplies and Svcs
2289 | Other Community Svcs Sales of Goods, Supplies and
Svcs
2288 | Childcare, Sales of Goods, Supplies and Services
2245 | Skill Center, Sales of Goods, Supplies and Services
2231 | Secondary Voc. Ed., Sales of Goods, Supplies, and Svcs
2200 | Sales of Goods, Supplies, and Services, Unassigned
32. 2188 | Childcare Tuitions and Fees
2186 | Community School Tuition and Fees
2173 | Summer School Tuition and Fees
2171 | Traffic Safety Education Fees
2145 | Skill Center Tuitions and Fees
2131 | Secondary Vocational Education Tuition
2122 | Special Ed-Infants and Toddlers-Tuition and Fees
2100 | Tuitions and Fees, Unassigned
LOCAL SUPPORT NONTAX
1000 | TOTAL LOCAL TAXES
1900 | Other Local Taxes
1600 | County-Administered Forests
1500 | Timber Excise Tax
1400 | Local in lieu of Taxes
1300 | Sale of Tax Title Property
1100 | Local Property Tax
LOCAL TAXES
33. Port Townsend School District No.050
GENERAL FUND BUDGET--REVENUES AND OTHER
FINANCING SOURCES
Run: 7/10/2018 12:52:32 PMFY 2018-2019 Continued
GF4Form F-195 Page 2 of 6
000
000
000
3,098,4762,563,9132,121,144
000
000
000
000
000
000
000
000
000
35. 285,044252,723257,916
5329 | Impact Aid, Special Education Funding
5300 | Impact Aid, Maintenance and Operation
5200 | General Purpose Direct Federal Grants, Unassigned
FEDERAL, GENERAL PURPOSE
4000 | TOTAL STATE, SPECIAL PURPOSE
4399 | Transportation--Operations--Other State Agencies
4398 | School Food Services--Other State Agencies
4388 | Childcare--Other State Agencies
4365 | Transitional Bilingual--Other State Agencies
4358 | Speical and Pilot Programs--Other State Agencies
4356 | State Insts, Ctrs, Homes, Delinquent--Other St. Agcs
4326 | State Institutions--Special Education--Other State Agcs
4322 | Special Education-Infants and Toddlers-State
4321 | Special Education--Other State Agencies
4300 | Other State Agencies, Unassigned
4199 | Transportation--Operations
4198 | School Food Services
36. 4188 | Childcare
4174 | Highly Capable
4165 | Transitional Bilingual
4159 | Institutions-Juveniles in Adult Jails
4158 | Special and Pilot Programs
4156 | State Institutions, Centers, and Homes, Delinquent
4155 | Learning Assistance
4126 | State Institutions, Special Education
4122 | Special Ed-Infants and Toddlers-State
4121 | Special Education
4100 | Special Purpose, Unassigned
STATE, SPECIAL PURPOSE
3000 | TOTAL STATE, GENERAL PURPOSE
3900 | Other State General Purpose, Unassigned
3600 | State Forests
3300 | Local Effort Assistance
3121 | Special Education--General Apportionment
37. Port Townsend School District No.050
GENERAL FUND BUDGET--REVENUES AND OTHER
FINANCING SOURCES
Run: 7/10/2018 12:52:32 PMFY 2018-2019 Continued
GF4Form F-195 Page 3 of 6
000
000
000
000
000
47,29607,846
000
200,000190,000200,170
004,124
000
000
000
000
000
39. 000
6238 | Secondary Vocational Education
6225 | Special Education-Infants and Toddlers-Federal
6224 | Special Education--Supplemental
6222 | Special Ed-Infants and Toddlers-Medicaid
Reimbursements
6221 | Special Education--Medicaid Reimbursement
6200 | Direct Special Purpose Grants
6199 | Transportation--Operations
6198 | School Food Services
6189 | Other Community Services
6188 | Childcare
6178 | Youth Training Programs
6176 | Targeted Assistance
6168 | Indian Education, ED
6167 | Indian Education JOM
6164 | Limited English Proficiency (formerly Bilingual)
6162 | Math & Science--Professional Development
40. 6161 | Head Start
6157 | Institutions, Neglected and Delinquent
6154 | Reading First, Federal
6153 | Migrant ESEA Migrant, Federal
6152 | School Improve, Fed Other Title Grants under ESEA, Fed
6151 | Disadvantaged ESEA Disadvantaged, Fed
6146 | Skill Center
6138 | Secondary Vocational Education
6125 | Special Education-Infants and Toddlers-Federal
6124 | Special Education--Supplemental
6122 | Special Ed-Infants and Toddlers-Medicaid
Reimbursements
6121 | Special Education--Medicaid Reimbursement
6100 | Special Purpose, OSPI, Unassigned
FEDERAL, SPECIAL PURPOSE
5000 | TOTAL FEDERAL, GENERAL PURPOSE
5600 | Qualified Bond Interest Credit - Federal
5500 | Federal Forests
5400 | Federal in lieu of Taxes
41. Port Townsend School District No.050
GENERAL FUND BUDGET--REVENUES AND OTHER
FINANCING SOURCES
Run: 7/10/2018 12:52:32 PMFY 2018-2019 Continued
GF4Form F-195 Page 4 of 6
000
000
000
000
000
000
000
000
000
000
000
000
43. 000
000
000
000
6364 | Limited English Proficiency (formerly Bilingual)
6362 | Math & Science--Professional Development
6361 | Head Start
6357 | Institutions, Neglected and Delinquent
6354 | Reading First, Federal
6353 | Migrant ESEA Migrant, Federal
6352 | School Improve, Fed Other Title Grants under ESEA, Fed
6351 | Disadvantaged ESEA Disadvantaged, Fed
6346 | Skill Center
6338 | Secondary Vocational Education
6325 | Special Education-Infants and Toddlers-Federal
6324 | Special Education--Supplemental
6322 | Special Ed-Infants and Toddlers-Medicaid
Reimbursements
6321 | Special Education--Medicaid Reimbursement
44. 6318 | Federal Stimulus--Competitive Grants
6310 | Medicaid Administrative Match
6300 | Federal Grants Through Other Agencies, Unassigned
6299 | Transportation--Operations
6298 | School Food Services
6289 | Other Community Services
6288 | Childcare
6278 | Youth Training, Direct Grants
6276 | Targeted Assistance
6268 | Indian Education, ED
6267 | Indian Education JOM
6264 | Limited English Proficiency (formerly Bilingual)
6262 | Math & Science--Professional Development
6261 | Head Start
6257 | Institutions, Neglected and Delinquent
6254 | Reading First, Federal
6253 | ESEA Migrant, Federal
6252 | School Improve, Fed Other Title Grants under ESEA, Fed
45. 6251 | Disadvantaged ESEA Disadvantaged, Fed
6246 | Skill Center
Port Townsend School District No.050
GENERAL FUND BUDGET--REVENUES AND OTHER
FINANCING SOURCES
Run: 7/10/2018 12:52:32 PMFY 2018-2019 Continued
GF4Form F-195 Page 5 of 6
1,5002,2504,000
000
000
000
1,5002,2504,000
000
000
000
000
000
47. 000
000
000
OTHER FINANCING SOURCES
8000 TOTAL REVENUES FROM OTHER ENTITES
8522 | Ed Service Districts-Special Ed-Infants and Toddlers
8521 | Educational Service Districts-Special Education
8500 | Nonfederal, ESD
8200 | Private Foundations
8199 | Transportation
8198 | School Food Services
8189 | Community Services
8188 | Childcare
8100 | Governmental Entities
REVENUES FROM OTHER ENTITIES
7000 | TOTAL REVENUES FROM OTHER SCHOOL
DISTRICTS
7301 | Nonhigh Participation
7199 | Transportation
48. 7198 | School Food Services
7197 | Support Services
7189 | Other Community Services
7145 | Skill Center
7131 | Vocational Education
7122 | Special Education-Infants and Toddlers
7121 | Special Education
7100 | Program Participation, Unassigned
REVENUES FROM OTHER SCHOOL DISTRICTS
6000 TOTAL FEDERAL, SPECIAL PURPOSE
6998 | USDA Commodities
6399 | Transportation--Operations
6398 | School Food Services
6389 | Other Community Services
6388 | Childcare
6378 | Youth Training Programs
6376 | Targeted Assistance
6368 | Indian Education, ED
49. 6367 | Indian Education JOM
Port Townsend School District No.050
GENERAL FUND BUDGET--REVENUES AND OTHER
FINANCING SOURCES
Run: 7/10/2018 12:52:32 PMFY 2018-2019 Continued
GF4Form F-195 Page 6 of 6
17,843,85616,309,84115,219,201
58,350125,000115,103
58,350125,000115,103
000
000
000
000
TOTAL REVENUES AND OTHER FINANCING SOURCES
9000 TOTAL OTHER FINANCING SOURCES
9900 | Transfers
9500 | Long-Term Financing
50. 9400 | Compensated Loss of Fixed Assets
9300 | Sale of Equipment
9100 | Sale of Bonds
Port Townsend School District No.050
EXPENDITURE BY PROGRAM
Run: 7/10/2018 12:52:33 PMFY 2018-2019
GF8Form F-195 Page 1 of 2
000
628,892275,703311,576
000
000
105,31674,24574,865
408,094458,154489,929
000
00XXXXX
000
000
52. 56 | State Institutions, Centers and Homes, Delinquent
55 | Learning Assistance Program (LAP), State
54 | Reading First, Federal
53 | Migrant ESEA Migrant, Federal
52 | Other Title Grants under ESEA-Federal
51 | Disadvantaged (formerly Remediation) ESEA
Disadvantaged, Federal
COMPENSATORY EDUCATION INSTUCTION
40 | TOTAL SKILL CENTER INSTRUCTION
47 | Skill Center - Facility Upgrades
46 | Skill Center, Federal
45 | Skill Center, Basic, State
SKILL CENTER INSTRUCTION
30 | TOTAL VOCATIONAL EDUCATION INSTRUCTION
39 | Vocational, Other Categorical
38 | Vocational, Federal
34 | Middle School Career and Technical Education, State
31 | Vocational, Basic, State
VOCATIONAL EDUCATION INSTRUCTION
53. 20 | TOTAL SPECIAL EDUCATION INSTRUCTION
29 | Special Education, Other, Federal
26 | Special Education, Institutions, State
25 | Special Education, Infants and Toddlers, Federal
24 | Special Education, Supplemental, Federal
22 | Special Education, Infants and Toddlers, State
21 | Special Education, Supplemental, State
SPECIAL EDUCATION INSTRUCTION
10 | TOTAL FEDERAL STIMULUS
18 | Federal Stimulus - Competitive Grants
FEDERAL STIMULUS
00 | TOTAL REGULAR INSTRUCTION
03 | Basic Education - Dropout Reengagement
02 | Alternative Learning Experience
01 | Basic Education
REGULAR INSTRUCTION
Port Townsend School District No.050
54. EXPENDITURE BY PROGRAM
Continued Run: 7/10/2018 12:52:33 PMFY 2018-2019
GF8Form F-195 Page 2 of 2
18,004,82616,417,83215,056,597
4,296,9673,608,1593,490,307
584,718549,674527,018
476,805429,758433,607
3,235,4442,628,7272,529,682
14,70815,18322,625
14,70815,18322,625
000
000
000
830,4391,395,846293,292
800,1841,384,456284,246
000
000
000
56. 97 | District-wide Support
SUPPORT SERVICES
80 | TOTAL COMMUNITY SERVICES
89 | Other Community Services
88 | Child Care
86 | Community Schools
81 | Public Radio/Television
COMMUNITY SERVICES
70 | TOTAL OTHER INSTRUCTIONAL PROGRAMS
79 | Instructional Programs, Other
78 | Youth Training Programs, Federal
76 | Targeted Assistance, Federal
75 | Professional Development, State
74 | Highly Capable
73 | Summer School
71 | Traffic Safety
OTHER INSTRUCTIONAL PROGRAMS
50 and 60 | TOTAL COMPENSATORY EDUCATION
57. INSTRUCTION
69 | Compensatory, Other
68 | Indian Education, Federal, ED
67 | Indian Education, Federal, JOM
65 | Transitional Bilingual, State
64 | Limited English Proficiency, Federal
62 | Math and Science, Professional Development, Federal
61 | Head Start, Federal
59 | Institutions - Juveniles in Adult Jails
58 | Special and Pilot Programs, State
57 | State Institutions, Neglected and Delinquent, Federal
Port Townsend School District No.050
PROGRAM SUMMARY BY OBJECT OF EXPENDITURE
FY 2018-2019 Run: 7/10/2018 12:52:34 PM
GF9Form F-195 Page 1 of 4
000000000
000000000
59. 34 |
MidSchCar/Tec
31 | Voc, Basic,
St
TOTAL SPECIAL
EDUCATION
INSTRUCTION
29 | Sp Ed, Oth,
Fed
26 | Sp Ed, Inst,
St
25 | Sp Ed, I&T,
Fed
24 | Sp Ed, Sup,
Fed
22 | Sp Ed, I&T,
St
21 | Sp Ed, Sup,
St
TOTAL FEDERAL
STIMULUS
18 | Federal
Stimulus -
Competitive
Grants
60. TOTAL REGULAR
INSTRUCTION
03 | Basic
Education -
Dropout
Reengagement
02 | ALE
01 | Basic
Education
Program
Port Townsend School District No.050
PROGRAM SUMMARY BY OBJECT OF EXPENDITURE
ContinuedFY 2018-2019 Run: 7/10/2018 12:52:34 PM
GF9Form F-195 Page 2 of 4
000000000
000014,902034,804049,706
000000000
000000000
000000000
000000000
62. 61 | Head Start,
Fed
59 | I-JAJ
58 | Sp/Plt Pgm,
St
57 | St In, N/D,
Fed
56 | St In,
Ctr/Hm, D
55 | LAP
54 | Read First,
Fed
53 | ESEA
Migrant, Federal
52 | Other Title
Grants under ESEA
-Federal
51 | ESEA
Disadvantaged,
Federal
TOTAL SKILL
CENTER
INSTRUCTION
47 | Skill Cntr,
63. Fclty Upg
46 | Skill Cntr,
Fed
45 | Skil Cnt,
Bas, St
TOTAL VOCATIONAL
EDUCATION
INSTRUCTION
Program
Port Townsend School District No.050
PROGRAM SUMMARY BY OBJECT OF EXPENDITURE
ContinuedFY 2018-2019 Run: 7/10/2018 12:52:34 PM
GF9Form F-195 Page 3 of 4
00199,32598,300124,520217,8630-55,440150584,718
01,0008,750177,250107,789182,016000476,805
94,13917,0001,121,755173,850542,5241,025,893272,758-
12,9254503,235,444
00001,4123,2960010,00014,708
00001,4123,2960010,00014,708
000000000
65. SERVICES
89 | Othr Comm
Srv
88 | Child Care
86 | Comm Schools
81 | Public
Radio/TV
TOTAL OTHER
INSTRUCTIONAL
PROGRAMS
79 | Inst Pgm,
Othr
78 | Yth Trg Pm,
Fed
76 | Target Asst,
Fed
75 | Prof Dev,
State
74 | Highly
Capable
73 | Summer
School
71 | Traffic
Safety
66. TOTAL
COMPENSATORY
EDUCATION
INSTRUCTION
69 | Comp, Othr
68 | Ind Ed, Fd,
ED
Program
Port Townsend School District No.050
PROGRAM SUMMARY BY OBJECT OF EXPENDITURE
ContinuedFY 2018-2019 Run: 7/10/2018 12:52:34 PM
GF9Form F-195 Page 4 of 4
164,13938,6113,322,446983,2494,008,4262,899,7556,588,200-
68,36568,36518,004,826
94,13918,0001,329,830449,400774,8331,425,772272,758-
68,3656004,296,967
OBJECT TOTALS
TOTAL SUPPORT
SERVICES
Program