SECOND CHANCE RBC
Organizational Summary
Mission: Second Chance RBC purpose is to provide programming to offer alternatives to the criminal justice system in Riverbend City.
Overview: As a nonprofit organization, SC RBC provides services to adults and juveniles throughout the city. While the programming for adults focuses on reducing recidivism, the programming for juveniles provides prevention and diversion services. The adult programs are integrated throughout Riverbend City. The student programs are available in all high schools within the district.
Who we serve:
Adults
37% female, 63% male
57% Hispanic/Latino, 26% White/Caucasian, 16% African-American, 1% other
Second Chance Program
32% female, 68% male
12% middle school, 88% high school
62% Hispanic/Latino, 22% White/Caucasian, 13% African-American, 3% other
77% of participants also receive Free School Breakfast and/or lunch
First Chance Program
41% female, 59% male
27% middle school, 73% high school
68% Hispanic/Latino, 19% White/Caucasian, 11% African-American, 2% other
81% of participants also receive Free School Breakfast and/or lunch
History: SC RBC was established in 2000, when it brought 10 of the city’s halfway houses into one nonprofit. This initial focus was on adults and supporting adults in their reentry into society.
In 2005, the programming was expanded with the collaborative partnership with the RBC School District, the Police Department and the RBC Juvenile Justice system. The RBC School District had instituted zero-tolerance policies for weapons, drugs and other school violations. As a result, they had experienced an increase in expulsions and drop-outs while the juvenile justice system saw an increase in juvenile offenders. To address this school-to-prison pipeline, Second Chance RBC began offering alternative programming for students with non-violent school offenses. After several years of this public-private partnership, the RBC School District began to see a decrease with students entering the juvenile justice system. Nevertheless, RBC School District was interested furthering this success to translate into decreases in expulsions and drop-outs. In 2008, Second Chance RBC launched its First Chance programming, providing character development, counseling and anger management. While the First and Second Chance programs are in all the high schools, there are culturally competent First Chance programs offered at Orrin Collins High School for the school’s Latino and African-American students, and at Swann High with a focus on the school’s Somali students.
Nonprofit Transparency:
Second Chance is a nonprofit organization with a board that provides oversight. The board meets at least five times per year. The board membership includes:
1 Rebecca Reeves, Chair
2 Keshana Berger , Treasurer
3 Michael Santos
4 Erika Jensen
5 Neha Lang
6 Richard Allen
Funding Sources:
Module Two Assignment
Name:
Elements
Instructions: Using the periodic table, answer the followi.
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Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docxjeffsrosalyn
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docxjeffsrosalyn
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
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Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
Problem 14-4AFinancial information for Ernie Bishop Company is pre.docxjeffsrosalyn
Problem 14-4A
Financial information for Ernie Bishop Company is presented below.
ERNIE BISHOP COMPANY
Balance Sheets
December 31
Assets
2013
2012
Cash
$ 70,000
$ 65,000
Short-term investments
52,000
40,000
Receivables (net)
98,000
80,000
Inventory
125,000
135,000
Prepaid expenses
29,000
23,000
Land
130,000
130,000
Building and equipment (net)
168,000
175,000
$672,000
$648,000
Liabilities and Stockholders’ Equity
Notes payable
$100,000
100,000
Accounts payable
48,000
42,000
Accrued liabilities
44,000
40,000
Bonds payable, due 2016
150,000
150,000
Common stock, $10 par
200,000
200,000
Retained earnings
130,000
116,000
$672,000
$648,000
ERNIE BISHOP COMPANY
Income Statement
For the Years Ended December 31
2013
2012
Net sales
$858,000
$798,000
Cost of goods sold
611,000
575,000
Gross profit
247,000
223,000
Operating expenses
204,500
181,000
Net income
$ 42,500
$ 42,000
Additional information:
1.
Inventory at the beginning of 2012 was $118,000.
2.
Total assets at the beginning of 2012 were $632,000.
3.
No common stock transactions occurred during 2012 or 2013.
4.
All sales were on account.
5.
Receivables (net) at the beginning of 2012 were $88,000.
(a)
Indicate, by using ratios, the change in liquidity and profitability of Ernie Bishop Company from 2012 to 2013.
(Round Earnings per share to 2 decimal places, e.g. 1.65, and all others to 1 decimal place, e.g. 6.8 or 6.8% .)
2012
2013
Change
LIQUIDITY
Current
Acid-test
Receivables turnover
Inventory turnover
PROFITABILITY
Profit margin
Asset turnover
Return on assets
Earnings per share
$
(b)
Given below are three independent situations and a ratio that may be affected. For each situation, compute the affected ratio (1) as of December 31, 2013, and (2) as of December 31, 2014, after giving effect to the situation. Net income for 2014 was $50,000. Total assets on December 31, 2014, were $700,000.
Situation
Ratio
(1)
18,000 shares of common stock were sold at par on July 1, 2014.
Return on common stockholders’ equity
(2)
All of the notes payable were paid in 2014. The only change in liabilities was that the notes payable were paid.
Debt to total assets
(3)
Market price of common stock was $9 on December 31, 2013, and $12.50 on December 31, 2014.
Price-earnings ratio
2013
2014
Change
Return on common stockholders’ equity
Debt to total assets
Price-earnings ratio
Click if you would like to Show Work for this question:
Open Show Work
.
Problem and solution essay about the difficulties of speaking Engli.docxjeffsrosalyn
Problem and solution essay about the difficulties of speaking English language for international students in the foriegn country.
- introduction with good thesis statement( start with transition word and include the problem and solution)
- first body paragraph ( define and explain the problem)
- second body paragraph. give the solution
- conclusion
two paraphrase
.
problem 8-6 (LO 4) Worksheet, direct and indirect holding, interco.docxjeffsrosalyn
problem 8-6 (LO 4) Worksheet, direct and indirect holding, intercompany mer-
chandise,
machine. The
following
diagram
depicts
the
relationships
among
Mary
Company, John Company, and Joan Company on December 31, 2014:
Mary
John
Owns 60%
Owns 40%
Joan
Owns 50%
Mary Company purchases its interest in John Company on January 1, 2012, for $204,000.
John Company purchases its interest in Joan Company on January 1, 2013, for $75,000. Mary
Company purchases its interest in Joan Company on January 1, 2014, for $72,000. All invest-
ments are accounted for under the equity method. Control over Joan Company does not occur
until the January 1, 2014, acquisition. Thus, a D&D schedule will be prepared for the invest-
ment in Joan as of January 1, 2014.
The following stockholders’ equities are available:
John
Joan
Company
December31
,
December 31
2011
2012
2013
Commonstock ($10par). ........... ............
$150,000
Commonstock ($10par). ........... ............
$100,000
$100,000
Paid-incapitalinexcess of par ............. ..... 75,000
Retained earnings .............................
75,000
50,000
80,000
Totalequity ......... ........... ............
$300,000
$150,000
$180,000
On January 2, 2014, Joan Company sells a machine to Mary Company for $20,000. The
machine has a book value of $10,000, with an estimated life of five years and is being depre-
ciated on a straight-line basis.
John Company sells $20,000 of merchandise to Joan Company during 2014 to realize a gross
profit of 30%. Of this merchandise, $5,000 remains in Joan Company’s December 31, 2014,
inventory. Joan owes John $3,000 on December 31, 2014, for merchandise delivered during
2014.
Trial balances of the three companies prepared from general ledger account balances on
December 31, 2014, are as follows:
Mary
John
Joan
Cash ...................... ........... ......
62,500
60,000
30,000
Accounts Receivable ........................... 200,000
55,000
30,000
Inventory ................... ........... ......
360,000
80,000
50,000
Investmentin JohnCompany........... ........ 270,000
Investmentin JoanCompany........... .......... 86,000
107,500
Property, Plant,andEquipment.... ........... ...2,250,000
850,000
350,000
Accumulated Depreciation ....... ........... .... (938,000)
(377,500)
(121,800
Mary
John
Joan
Intangibles.... ........... ........... .........
15,000
Accounts Payable ............... ........... ...
(215,500)
(61,000)
(22,000)
AccruedExpenses............... ........... ...
(12,000)
(4,000)
(1,200)
BondsPayable. ........... ........... .........
(500,000)
(300,000)
(100,000)
Common Stock($5par) ........................
(500,000)
Common Stock($10par) ....................... (150,000)
Common Stock($10par) ....................... (100,000)
Paid-In Capital inExcessof Par ...... ........... (700,000)
(75,000).
Problem 4-5ADevine Brown opened Devine’s Carpet Cleaners on March .docxjeffsrosalyn
Problem 4-5A
Devine Brown opened Devine’s Carpet Cleaners on March 1. During March, the following transactions were completed.
Mar. 1
Invested $10,940 cash in the business.
1
Purchased used truck for $6,050, paying $3,025 cash and the balance on account.
3
Purchased cleaning supplies for $1,128 on account.
5
Paid $1,788 cash on one-year insurance policy effective March 1.
14
Billed customers $4,723 for cleaning services.
18
Paid $1,538 cash on amount owed on truck and $402 on amount owed on cleaning supplies.
20
Paid $1,648 cash for employee salaries.
21
Collected $1,926 cash from customers billed on March 14.
28
Billed customers $2,561 for cleaning services.
31
Paid gasoline for month on truck $393.
31
Withdrew $769 cash for personal use.
(a)
Your answer is correct.
Journalize the March transactions.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
[removed]
[removed]
[removed]
Click if you would like to Show Work for this question:
Open Show Work
SHOW LIST OF ACCOUNTS
SHOW ANSWER
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
Attempts: 2 of 5 used
(b) and (c)
Your answer is partially correct. Try again.
Prepare a trial balance at March 31 on a worksheet. Enter the following adjustments on the worksheet and complete the worksheet.
(1)
Earned but unbilled revenue at March 31 was $843.
(2)
Depreciation on equipment for the month was $463.
(3)
One-twelfth of the insurance expired.
(4)
An inventory count shows $273 of cleaning supplies on hand at March 31.
(5)
Accrued but unpaid employee salaries were $598.
DEVINE’S CARPET CLEANERS
Worksheet
For the Month Ended March 31, 2012
Trial Balance
Adjustments
Adjusted Trial Balance
Income Statement
Balance Sheet
Account Titles
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Cash
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Accounts Receivable
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Supplies
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Prepaid Insurance
[removed]
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[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Equipment
[removed]
[removed]
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[removed]
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[removed]
[removed]
Accounts Payable
[removed]
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[removed]
[removed]
[removed]
Owner’s Capital
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Owner’s Drawings
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[remove.
Problem 1-4A (Part Level Submission)Matt Stiner started a delivery.docxjeffsrosalyn
Problem 1-4A (Part Level Submission)
Matt Stiner started a delivery service, Stiner Deliveries, on June 1, 2014. The following transactions occurred during the month of June.
June 1
Stockholders invested $14,493 cash in the business in exchange for common stock.
2
Purchased a used van for deliveries for $14,932. Matt paid $3,189 cash and signed a note payable for the remaining balance.
3
Paid $669 for office rent for the month.
5
Performed $4,502 of services on account.
9
Declared and paid $203 in cash dividends.
12
Purchased supplies for $109 on account.
15
Received a cash payment of $1,468 for services provided on June 5.
17
Purchased gasoline for $124 on account.
20
Received a cash payment of $1,385 for services provided.
23
Made a cash payment of $531 on the note payable.
26
Paid $122 for utilities.
29
Paid for the gasoline purchased on account on June 17.
30
Paid $1,255 for employee salaries.
(a)
Show the effects of the previous transactions on the accounting equation.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
STINER DELIVERIES
Assets
=
Liabilities
+
Stockholders' Equity
Retained Earnings
Date
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Revenues
–
Expenses
–
Dividends
June 1
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
2
[removed]
[removed]
[removed]
[removed]
[removed]
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[removed]
3
[removed]
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[removed]
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5
[removed]
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9
[removed]
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12
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15
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17
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20
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23
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26
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PROBLEM 5-5BPrepare a correct detailed multiple-step income stat.docxjeffsrosalyn
PROBLEM 5-5B
Prepare a correct detailed multiple-step income statement.
Assume a tax rate of 25%.
WRIGHT COMPANY
Income Statement
For the Month Ended December 31, 2014
Sales Revenues
Account title
Amount
Account title
Amount
Account title
Amount
Net Sales
Cost of goods sold
Gross profit
Amount
Operating Expenses
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Total operating expenses
Amount
Income from operations
Amount
Other revenues and gains
Account title
Amount
Other expenses and losses
Account title
Amount
Amount (Total)
Income before income taxes
Income tax expense
Net Income
P5-5B
An inexperienced accountant prepared this condensed income statement for
Wright Company, a retail firm that has been in business for a number of years.
WRIGHT COMPANY
Income Statement
For the Year Ended December 31, 2014
Revenues
Net sales $952,000
Other revenues 16,000
968,000
Cost of goods sold 548,000
Gross profit 420,000
Operating expenses
Selling expenses 160,000
Administrative expenses
104,000
264,000
Net earnings $156,000
As an experienced, knowledgeable accountant, you review the statement and determine
the following facts.
1. Net sales consist of sales $972,000, less freight-out on merchandise sold $20,000.
2. Other revenues consist of sales discounts $12,000 and interest revenue $4,000.
3. Selling expenses consist of salespersons’ salaries $88,000; depreciation on equip-
ment $4,000; sales returns and allowances $46,000; advertising $12,000; and sales
commissions $10,000. All compensation should be recorded as Salaries and Wages
Expense.
4. Administrative expenses consist of office salaries $54,000; dividends $14,000; utili-
ties $13,000; interest expense $3,000; and rent expense $20,000, which includes
prepayments totaling $2,000 for the first month of 2015. The utilities represent
utilities paid. At December 31, utility expense of $3,000 has been incurred but not
paid.
Problem 6-2B
(a) Determine the Cost of Goods Available for Sale
Date
Explanation
Units
Unit Cost
Total Cost
Total
(b) Determine the ending inventory and cost of goods sold under each of the assumed cost flow methods.
Prove the accuracy of the cost of goods sold under FIFO and LIFO.
FIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of Cost of Goods Sold (FIFO)
Date
Units
Unit Cost
Total Cost
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Total
Amount
Total
Amount
LIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of .
Problem 12-9ACondensed financial data of Odgers Inc. follow.ODGE.docxjeffsrosalyn
Problem 12-9A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.
Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 147,864
$ 88,572
Accounts receivable
160,674
69,540
Inventory
205,875
188,216
Prepaid expenses
51,972
47,580
Long-term investments
252,540
199,470
Plant assets
521,550
443,775
Accumulated depreciation
(91,500
)
(95,160
)
Total
$1,248,975
$941,993
Liabilities and Stockholders’ Equity
Accounts payable
$ 186,660
$ 123,159
Accrued expenses payable
30,195
38,430
Bonds payable
201,300
267,180
Common stock
402,600
320,250
Retained earnings
428,220
192,974
Total
$1,248,975
$941,993
ODGERS INC.
Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$710,882
Less:
Cost of goods sold
$247,892
Operating expenses, excluding depreciation
22,710
Depreciation expense
85,095
Income tax expense
49,922
Interest expense
8,656
Loss on disposal of plant assets
13,725
428,000
Net income
$ 282,882
Additional information:
1.
New plant assets costing $183,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $105,225 and accumulated depreciation of $88,755 were sold for $2,745 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $47,636 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method.
(Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.
Statement of Cash Flows
For the Year Ended December 31, 2014
$
$
$
[removed]
.
Problem 13-6AIrwin Corporation has been authorized to issue 20,80.docxjeffsrosalyn
*Problem 13-6A
Irwin Corporation has been authorized to issue 20,800 shares of $100 par value, 10%, noncumulative preferred stock
and 981,000 shares of no-par common stock. The corporation assigned a $2.50 stated value to the common stock. At
December 31, 2014, the ledger contained the following balances pertaining to stockholders’ equity.
The preferred stock was issued for land having a fair value of $142,900. All common stock issued was for cash. In
November, 1,500 shares of common stock were purchased for the treasury at a per share cost of $14. In
December, 500 shares of treasury stock were sold for $15 per share. No dividends were declared in 2014.
Preferred Stock $119,000
Paid-in Capital in Excess of Par—Preferred Stock 23,900
Common Stock 981,000
Paid-in Capital in Excess of Stated Value—Common Stock 1,781,300
Treasury Stock (1,000 common shares) 14,000
Paid-in Capital from Treasury Stock 500
Retained Earnings 81,600
.
Prior to posting in this discussion, completeThe Parking Garage.docxjeffsrosalyn
Prior to posting in this discussion, complete
The Parking Garage
scenario interactivity module and view the video,
This is Water by David Foster Wallace
. Reflect on what you have seen and recall a time when you experienced simplistic and unfounded stereotypical thinking. What could you have done differently? What is something that you need to work on in the future to become a better critical thinker? 200 words
.
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docxjeffsrosalyn
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Privacy in a Technological AgePrivacy protection is a hot top.docxjeffsrosalyn
Privacy in a Technological Age:
Privacy protection is a hot topic in today’s data-hungry technological world
. In a well-written paper,
1.
Begin with an examination of an individual’s right to privacy
.
Then consider
2.
How advanced surveillance and monitoring technologies might intrude upon this right to privacy.
3.
How might the roles and obligations of an organization conflict with its workers right to privacy?
Provide specific examples to support your analysis.
Your well-written paper should be 2-3 pages in length and formatted according to the
CSU-Global Guide to Writing and
APA Requirements
. You should reference 2-3 scholarly sources (your textbook can count as one of these). The CSU-Global Library is a good place to find these scholarly sources
Textbook is attached
Reynolds, G. W. (2014).
Ethics in information technology
(5th ed.). Stamford, CT: Cengage Learning
Note:
I don’t need cover page.
.
Privacy Introduction Does the technology today Pene.docxjeffsrosalyn
Privacy :
Introduction
Does the technology today
Penetrates
our
privacy
?
Harms and the benefits.
What is the natural right for privacy ?
How we can trust the people or the organizations in our privacy ?
Does the governments have the right to go through our privacy? why ?
What the limit for privacy ?
How we can protect our privacy ?
Conclusion
.
Prisoner rights in America are based largely on the provisions of th.docxjeffsrosalyn
Prisoner rights in America are based largely on the provisions of the Bill of Rights. In this assignment, you will research the U.S. Bill of Rights and explain its major provisions. You should address the impact that the Bill of Rights has had on the field of criminal justice, corrections, and prisoners' rights. Also, explain how the Bill of Rights is applied at the state level.
Identify and explain the major provisions of the Bill of Rights.
How has the Bill of Rights significantly impacted the prisoners' rights and the fields of criminal justice and corrections?
Explain how the Bill of Rights is applied at the state level.
What are 2 major avenues of relief pursued by prisoners?
You must reference at least 2 credible sources in APA style.
4 pages
No plagerism
Abstract and Reference Page
.
Principles of Supply and Demanda brief example of supply and deman.docxjeffsrosalyn
Principles of Supply and Demand
a brief example of supply and demand for public health goods and services. Select two factors that might influence price elasticity of demand for public health goods or services in your example. Explain how and why price elasticity might influence the quantity of goods and services demanded in that example.
.
Primary Task Response Within the Discussion Board area, write 300.docxjeffsrosalyn
Primary Task Response:
Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Interest groups play a significant role in contemporary American politics, on a wide range of public policy issues, from healthcare (Affordable Care Act, for example) to gun control (the NRA is a well-known example), and from financial services regulation to regulating food production.
For this discussion board, choose an interest group that appeals to you and then identify a public policy issue that your selected interest group is working on impacting. In addition, include the following information:
What types of activities are conducted by your interest group? Provide examples of activities undertaken by the group within the last 12 months. Activities can include lobbying, television or radio spots, media spots, rallies or other activities. Also, if available, provide links to any news articles about the organization’s activities or press releases from the organization or other articles from the organization’s website for your classmates’ reference.
How is your chosen interest group connected to the average citizen, if at all? Provide examples of average citizens’ involvement in your chosen interest group, if any. If your chosen interest group rarely or does not interact with the average citizen, please discuss how the work of your chosen interest group indirectly impacts the average citizen, if at all.
Do you believe that interest groups do, or have the ability to, promote corruption in government? Explain your position. If they do or have the potential to do so, why do you believe so? If not, what do you think prevents them from corrupting government? Support your position with specific examples.
.
Pretend you are a British government official during the time leadin.docxjeffsrosalyn
Pretend you are a British government official during the time leading up the Revolutionary War.
Write a 2-3 paragraph letter to the editor of your local newspaper explaining your feelins about the actions of the colonists. Be sure to give examples. (Things to possibly include: Do you think they are overreacting? Why or why not? How do you feel the issues should be resolved?) Really put some thought into this assignment, it wouldn't hurt to do some outside research to support your Letter to the Editor
.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
SECOND CHANCE RBCOrganizational SummaryMission Second Chance.docx
1. SECOND CHANCE RBC
Organizational Summary
Mission: Second Chance RBC purpose is to provide
programming to offer alternatives to the criminal justice system
in Riverbend City.
Overview: As a nonprofit organization, SC RBC provides
services to adults and juveniles throughout the city. While the
programming for adults focuses on reducing recidivism, the
programming for juveniles provides prevention and diversion
services. The adult programs are integrated throughout
Riverbend City. The student programs are available in all high
schools within the district.
Who we serve:
Adults
37% female, 63% male
57% Hispanic/Latino, 26% White/Caucasian, 16% African-
American, 1% other
Second Chance Program
32% female, 68% male
12% middle school, 88% high school
62% Hispanic/Latino, 22% White/Caucasian, 13% African-
American, 3% other
77% of participants also receive Free School Breakfast and/or
lunch
First Chance Program
41% female, 59% male
27% middle school, 73% high school
68% Hispanic/Latino, 19% White/Caucasian, 11% African-
American, 2% other
81% of participants also receive Free School Breakfast and/or
lunch
History: SC RBC was established in 2000, when it brought 10
of the city’s halfway houses into one nonprofit. This initial
focus was on adults and supporting adults in their reentry into
2. society.
In 2005, the programming was expanded with the collaborative
partnership with the RBC School District, the Police
Department and the RBC Juvenile Justice system. The RBC
School District had instituted zero-tolerance policies for
weapons, drugs and other school violations. As a result, they
had experienced an increase in expulsions and drop-outs while
the juvenile justice system saw an increase in juvenile
offenders. To address this school-to-prison pipeline, Second
Chance RBC began offering alternative programming for
students with non-violent school offenses. After several years
of this public-private partnership, the RBC School District
began to see a decrease with students entering the juvenile
justice system. Nevertheless, RBC School District was
interested furthering this success to translate into decreases in
expulsions and drop-outs. In 2008, Second Chance RBC
launched its First Chance programming, providing character
development, counseling and anger management. While the
First and Second Chance programs are in all the high schools,
there are culturally competent First Chance programs offered at
Orrin Collins High School for the school’s Latino and African-
American students, and at Swann High with a focus on the
school’s Somali students.
Nonprofit Transparency:
Second Chance is a nonprofit organization with a board that
provides oversight. The board meets at least five times per year.
The board membership includes:
1 Rebecca Reeves, Chair
2 Keshana Berger , Treasurer
3 Michael Santos
4 Erika Jensen
5 Neha Lang
6 Richard Allen
Funding Sources:
3. Module Two Assignment
Name:
Elements
Instructions: Using the periodic table, answer the following
questions about elements.
1. What is the atomic number for Carbon?
2. What is the chemical symbol for Tungsten?
3. What is the atomic number for strontium?
4. What is the atomic number for mercury?
5. What element has the symbol Ag?
6. What element has the symbol Nb?
7. What is the atomic number for gallium? Atoms and Ions
Instructions: Answer the following questions regarding ions
losing and gaining electrons.
1. How many electrons does potassium need to lose to become
an ion? Will it become a positively charged cation or a
negatively charged anion?
2. How many electrons must nitrogen gain to become like its
closest noble gas, Neon?
3. What are valence electrons?
Instructions: Answer the following questions about isotopes.
4. Given that the mass number for carbon is 13, how many
protons and how many neutrons does the isotope contain?
5. Hydrogen has two naturally occurring isotopes: hydrogen-1
and hydrogen-2. What is the symbol for each of these hydrogen
isotopes?
6. How many neutrons are contained in nitrogen-15?
7. How many protons does calcium-43 contain?
Atomic Mass
Instructions:
1. Find the atomic mass unit of Sulfur-32 with a mass of 31.972
and percent abundance 94.99%, Sulfur-33 with a mass of 32.971
and percent abundance 0.75%, Sulfur-34 with a mass of 33.968
and percent abundance 4.25%, and Sulfur-36 with a mass of
35.967 and percent abundance 0.01%.
4. 2. Find the atomic mass unit of Silicon-28, Silicon-29, Silicon-
30 with masses of 27.977, 28.976, 29.974, respectively. The
percent abundance of the silicon isotopes is 92.2%, 4.7% and
3.1%, respectively.
Periodic Table and Its Trends
Instructions: Answer the following questions regarding the
periodic table, the Bohr Model, and electron configuration.
1. Explain periodic table.
2. What is the Bohr Model? Provide a summary in your own
words.
3. What is the electron configuration of calcium?
4. What is the electron configuration of oxygen?
5. How many valence electrons does magnesium (Mg) have?
Molecules and Compounds
Instructions: Find the mass ratios and atomic ratios of the
following compounds.
1. PCI3
2. SbF5
3. BaCl2
4. BaI2
5. CCl4
6. OsO4
Instructions: Write the formula for each of the following ionic
compounds.
7. Sodium chloride
8. Potassium chloride
9. Ammonium chloride
10. Sodium hydroxide
11. Calcium Nitrate
Instructions: Name the following ionic compounds.
12. MgCl2
13. CaCl2
14. CuSO4
15. Al2O3
5. Instructions: Name the following molecular compounds.
16. PCI3
17. PCI5
18. CCI4
19. NI3
Instructions: Write the formulas for the following molecular
compounds.
20. Sulfur hexafluoride
21. Sulfur dioxide
22. Dinitrogen trioxide
23. Carbon tetrafluoride
Updated 10719
Intake Process Evaluation
The purpose of this process evaluation is to identify ways to
improve the referral process for a more timely start of
programing for eligible students. The findings of this process
evaluation will be included in a larger process evaluation of the
Second Chance Program RBC.
Background
The Second Chance Program is a public-private initiative with
the RBC School District. The Second Change Program RBC
provides an alternative to the criminal justice system for
students with school offenses. Students are referred to this
program by guidance counselors, school social workers, truant
officers, principals, security officers and School Resource
officers. While the Second Chance Program can receive
referrals from all of these entities, the referrals tend to come
from the principals, guidance counselors and school social
workers. It is unknown why truant officers, security officers and
School Resource officers do not refer or delay referring to the
Second Chance Program.
Method
6. This process evaluation is to assess this issue to inform program
improvements. The information gathered will include
qualitative and quantitative data to answer these research
questions:
· How is the referral process being implemented by these
officers?
· How is the overall Second Chance Program RBC being
received by these officers?
· What barriers to making referrals to the Second Chance
Program RBC do these officers identify?
The data was collected through an online survey of officers,
focus groups of officers and ethnographic interviews of other
referrals sources and Second Chance Program RBC Intake
workers. In addition, a document review was done of intake
records for one quarter. The thematic analysis was interpreted
with constructs of Implementation Theory. Implementation
Theory recognizes that implementation is a process with
characteristics of Capability, Capacity, Potential, and
Contribution; each can impact the success of implementation
and its outcomes (May, 2013).
Findings
While all officers were invited to participate in this evaluation,
all but two security officers participated. All Second Chance
Program RBC Intake workers did participate in this evaluation.
From the online survey, the officers indicated that they
completed paperwork for a referral at the same time that they
completed paperwork documenting the incident. Their referrals
were attached to the report that was sent to the principal. They
indicated that they made referrals for 80% of the incidents that
they report. To facilitate making referrals and getting students
in the program faster, the 100% of the officers wanted to make
referrals online.
From the focus groups, the officers indicated that they thought
the Second Chance Program RBC was a significant resource for
7. these students, the school district, and the community at large.
They emphasized that this youth development program redirects
students at-risk and curbs their entry or recidivism into the
criminal justice system. While they were adamant that they
complete paper referrals in a timely fashion, the officers
complained about not being able to make online referrals.
Several officers explained that they attached the referral to the
report and forwarded it to the principal because there was no
Second Chance Program RBC office on their campus and did
not know where to send it. Lastly, a handful of officers
indicated that they would like to call in to make a referral
because they were not sure which program would best serve the
student.
The interviews with the Second Chance Program RBC intake
workers gave a different perspective, but corroborated a fair
amount of information that the officers had provided. Intake
workers confirmed that the officer referrals were received as
hard copies through the school district mail. One worker noted
that they often come in the same envelope as those from the
principal. They noted that the guidance counselors and social
workers tended to submit their referrals online, and occasionally
called in referrals by phone.
Through the document review, this confirmed that the officers
complete hard copy referrals. The referrals are dated the day of
the incident. There can be a delay of 10-14 days from the date
of the incident and the date that referral was received and
processed at the Second Chance Program Intake. The referrals
from the guidance counselors and social workers were primarily
done online (85% of the time). As for the principals, the ones
with a program on their campus used online referrals and the
ones without used hardcopy referrals through the school district
mail. The officer referrals were primarily for the Second
Chance program while the referrals from the guidance
counselors and school social workers were for the Second
Chance Program and the First Chance Program.
8. Discussion
The findings provide many insights into the referral process and
how it is currently being implemented. Overall, the information
from the various data sources converged further corroborating
the findings.
On a positive note, the officers were supportive of the Second
Chance Program and recognized it as a resource for the
students, the School District and the community. They were
interested in getting their referrals completed and these students
into supportive services and keeping them out of the criminal
justice system. This is significant in supporting the contribution
of the program and the referral process.
The referral implementation process of the officers
demonstrated their capability to complete paper referrals in a
timely fashion. The capability of the Second Chance Program is
to receive referrals by paper, by phone, and online. Since the
officers requested to do online referrals, this demonstrates their
capacity to adopt this change in their referral processing. By
changing to online referrals, the potential would be to eliminate
the confusion regarding where to send paper referrals, provide
explanation about different types of services on the online form,
and decrease the delay in students receiving services.
Recommendations & Plan of Action
To improve the referral process for more timely start of
programing for eligible students, the recommendation is to
provide access, information and training to the truant officers,
the security officers and the school resource officers regarding
online referrals. Although these officers are not Second Chance
RBC employees, they will be given direct, but limited access to
the online referral page. This is the same access that is
afforded the guidance counselors, social workers and principals.
While relatively intuitive, a workshop will be provided for them
to learn a bit more about the programs as well as the online
referral process. Individual training will be offered to those who
are unable to attend the initial workshop. The timing of this
9. change and the training is dependent upon the IT support along
with the school schedule. Nevertheless, the goal is to have this
complete within the quarter. As this quality assurance process
continues, there will be ongoing process evaluations on how the
change is being implemented, including: an outcome evaluation
of the training, and a follow-up process evaluation in one year.
References:
May, C. (2013). Towards a general theory of implementation.
Implementation Science. 8:18.
Doi: https://doi.org/10.1186/1748-5908-8-18
First Chance Program Evaluation --Working Draft for next
Month’s Board Meeting
Although the primary mission of the Second Chance Program of
RBC is to provide an alternative to criminal justice for school-
based the offenses, we further support this effort with additional
prevention services through the First Chance Program. The First
Chance Program offers youth development programming to
build character in supporting at-risk youth in adopting
behaviors that serve them better in school and society. The
success of this program is measured not only by participant
completion, but their academic improvement, high school
graduation, and the lack of school offenses or involvement with
the criminal justice system.
Currently, the First Chance Program is available to all students
in the school district by a referral from their principal or their
guidance counselor. The First Chance Program is offered at
several of the school campuses, specifically Ruby Lake High
School, Riverbend North, and Orrin Collins High School. These
schools were chosen due to their high portion of at-risk youth,
and immigrant populations, the wards’ socioeconomic
condition, and the lack of other resources in the area. For the
schools with high immigrant populations, additional English as
a Second Language tutoring is provided.
10. The information for this report has been gathered through the
ongoing joint reporting system of the First Chance Program
with the school district. Students who participate in the First
Chance Program and their parents are informed of the program
evaluation to receive consent to share the information across the
two organizations. The information gathered includes
qualitative data primarily related to demographic information
about the students that are served by this program. The
quantitative data is derived from students’ academic records and
First Chance Program records. In addition, participants receive
a survey via mail and email when they turn 18 years old and 21
years old to capture long-term outcomes. The statistics
presented are those for the last three school years. Who we
serve
41% female, 59% male
27% middle school, 73% high school
68% Hispanic/Latino, 19% White/Caucasian, 11% African-
American, 2% other
81% of participants also receive free school breakfast and/or
lunch What we do:
During the past academic year, we provided:
Tutoring
General Study Skills
1,045 sessions to 207 students
Math Skills
701 sessions to 129 students
Reading Skills
686 sessions to 141 students
Writing Skills
812 sessions to 234 students
English as a Second Language
1,224 sessions to 340 students
Courageous Characters Programs
171 courses to 166 students
Anger Management Programs
73 courses to 71 students
11. Programs
Goals
Benchmarks
Outcomes
Tutoring
Improved academic skills
Passing grades
Persistence in School
Graduation
*ESL proficiency
85% of participants graduate on time
84% of participants graduate on time.
5% of participants received GED
90% of participants pursue more education
Courageous Characters
Leadership skills
Healthy habits
Creative outlets
Interpersonal skills
Communications
75% of participants reach age 18 yrs. without a school violation
80% of participants adopt extracurricular activities
12. 35% of participants take on leadership positions in school or
other groups
60% of participants do not receive school violations before age
18yrs.
12% of participants receive detox or substance abuse services
7% of participants are referred to the anger management
program
25% of participants join a sports team
35% of participant engage in the Arts
45% of participants join a club
35% of participants are active in a religious youth group
37% of participants report leadership positions in the
organizations that they participate in
Anger Management
Coping with strong emotions
Alternatives to violence
Interpersonal skills
Communication skills
70% of participants will not require additional interventions to
not engage in violence or disruptive behavior in school settings
65% of participants graduate without a school offense
13. 15% of participants require additional outside counseling and/or
treatment for disruptive behaviors
7% of participants become involved with criminal justice due to
gang activity or violence
Discussion
Overall, the First Chance Program has experienced a fair
amount of success. Not only are participants in this program
more likely stay out of trouble, they tend to graduate and adopt
lifestyles that support leadership, wellness and good
citizenship.
Although the First Chance Program continues to struggle in
attaining its benchmarks, the annual percentages continue to
rise closer to that goal. During this time period, the First
Chance Program has seen continued growth and is in the process
of opening a new center next year. With the growth of the
program, the First Chance Program is continuing to review its
evaluation processes to determine what additional measures
would be beneficial to track. The ongoing program evaluation
process informs the program improvement initiatives so that the
First Chance Program can better serve the School district and its
students.
BBB Wise Giving Alliance
Annual Accreditation Review: Second Chance RBC
This is the Second Chance RBC’s application for accreditation.
This cover letter highlights the report. In addition to this
report, the following documents are being submitted as evidence
of upholding the BBB Wise Giving Alliance standards. Please,
be in contact with me if a file cannot be opened or if additional
information is needed.
Respectfully submitted,
Director, Second Chance RBC
APPLICATION OVERVIEW:
14. Governance:
The Second Chance Program has a board that meets at least
quarterly. The board reviews the chief executive officer
annually based upon hiring date. At the June meeting, it
approves the budget. Currently, no outside fund-raising firms
are used.
All board members serve voluntarily with travel reimbursement
as their only compensation. Each board member is required to
submit a conflict of interest form to determine if activities of
the board provide them specific financial gain.
Measuring effectiveness:
The board requires an annual report be submitted for review at
the Fall meeting. Upon approval, the annual report is sent to
donors and posted on the website.
Finances:
Second Chance RBC spends at least 85% of its total expenses
on program activities and less than 10% on fundraising. The
budget and audit are included in the annual report.
Fund raising and informational materials:
The Second Chance Program RBC updates its website and its
printed materials regularly, including an annual report. Our
materials provide current information on programming,
governance, and fiscal accountability and transparency. While
the program would like to highlight individual successes,
keeping the identity of the students’ confidential is a significant
part of the program—diverting students from the criminal
justice system.
These have been uploaded onto the specified links in your
application system.
GOVERNANCE
· Articles of incorporation *
· Bylaws*
· Conflict of Interest policy*
· Board roster, with officers specified
15. EFFECTIVENESS
· Written board policy on performance and effectiveness
assessment (Standard 6)
FINANCES
· Financial statements as required by Standards 11 and 12
· IRS Form 990 or 990EZ, if applicable
· Tax exempt status determination letter*
· Budget for the current fiscal year
SOLICITATIONS AND INFORMATIONAL MATERIALS
· Sample solicitation and informational materials, as described
under Standard 15
· Annual report (Standard 16)
· Sample written appeals that offer opportunity to donors to
state their wishes regarding use of their names and addresses (if
charity shares donor names) (Standard 18)
· Copies of promotional materials related to cause-related
marketing, if charity engages in such sales or transactions
(Standard 19)
· Evidence, such as copies of letters, that charity has responded
to complaints (if such complaints have been brought to its
attention by BBB WGA and/or a BBB) (Standard 20)