SIR
CD
Society for Reÿearch
n Child Development
sharing child and youth development knowledge
volume 28, number 2
2014
I Social Policy Report
Common Core
Development and Substance
David T. Conley
University of Oregon
Abstract
his poticy report provides an overview of the Common Core State
Standards, how they were developed, the sources that were ref-
erenced in their development, the need for educationa[ standards
generatty, what they entail, and what it wit[ mean for educators
to imptement them. The report draws from research and refer-
ence materia[ to outtine the argument for the Common Core and the sources
used in its development. These inctude cortege and career readiness standards
developed over the past 15 years, high quality state standards, and the con-
tent spec]fications from other nations whose educationa[ systems are widety
respected. Additiona[ research demonstrates the retationship between the
Common Core and co[[ege and career readiness. While this report does offer
insight into the structure of the standards, most of the information presented
here is designed to hetp po[icymakers, educators, and other interested parties
understand the effects on educationa[ practice.
Common Core
Development and Substance
'he Common Core State Standards burst upon
the scene in June 2010 and were quickly
adopted by the vast majority of states, 43 as
of spring 2013. This initial embrace has been
followed by a period of reexamination in
some states. Although the idea of standards
that are consistent across states has become controver-
sial in certain circles, the undertying content knowledge
and cognitive skills that comprise the Common Core State
Standards themselves have not been seriously questioned
or chaltenged. When ideological arguments about edu-
cational governance and who should control curriculum
are stripped away, the Common Core State Standards are
more likely to be viewed more dispassionately as a syn-
thesis of college and career readiness standards already
developed, the expectations contained in the standards
of high performing U.S. states and in the educational sys-
tems of countries that are equipping their citizens for life
in the dynamically changing economic and social systems
of the 21st century (Conley, Drummond, de GonzaLez,
Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon-
zalez, Rooseboom, & Stout, 2011b; Council of Chief State
School Officers Et National Governors Association Center
for Best Practices, 2010).
This Social Policy Report considers the Common
Core State Standards, where they came from, what they
are, and what effect they are likely to have on educa-
tion. It begins with an overview of the importance of
educational standards in U.S. schools, the need for more
students who are college and career ready, and the role
of the Common Core State Standards in achieving this
goaL. The process by which the standards were deveL-
oped is described, followed by a consideration of the
facts about.
This document discusses the implementation of Common Core standards in Mississippi public schools. It reviews literature on the challenges of Common Core implementation and the use of professional development to help teachers adapt. The document then analyzes test score data from 2014-2016 to see if Common Core improved student performance on standardized tests like PARCC, MCT2, MAP, and SATP2. The data shows initial struggles but eventual growth in test scores and graduation rates over time. Implementing Common Core was difficult for teachers but professional development training helped them embrace the new standards, leading students to perform at the level of their peers in other states.
This document discusses best practices for student success in community college developmental courses. It recommends that community colleges implement professional development for instructors in developmental education, require all students to participate in a mandatory orientation on transitioning to college, provide comprehensive advising to assist students with goal-setting and course planning, and foster collaboration between support services. The literature review found that these practices can help more community college students complete their credentials by improving preparation, motivation, and academic and non-academic support.
Chapter 5Understanding the Standards And I’m calling.docxjoyjonna282
The document discusses the development and key elements of various education standards, including the Common Core State Standards, Next Generation Science Standards, and National Educational Technology Standards. It provides an overview of the Common Core State Standards for English Language Arts and mathematics, noting they aim to ensure students gain 21st century skills and are prepared for college and careers. The document also discusses concerns about the new standards and their implementation.
Outcome-based education aims to shift the focus of education from inputs like course credits to outputs or results demonstrated by students. It seeks to have students master higher-order skills and integrate knowledge across subjects. Supporters believe it promotes high expectations and prepares students for modern life and work, while critics worry it relies too much on subjective evaluations over objective measurements and could undermine local control of education. There is debate around terminology and how outcomes are developed and implemented at different levels of the education system.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
This study explored the perceptions of North Carolina freshmen academy principals and counselors regarding social and educational issues impacting student academic success. The researchers conducted a survey of 103 principals and 103 counselors. Two key themes emerged from their responses: (1) the need for a student-centered environment within the academy and (2) beliefs that the academy model could lead to improved student outcomes. Respondents identified challenges such as high teacher turnover, a lack of respect from the regular high school staff, and insufficient parental involvement. Prior to implementing the academies, schools commonly faced issues like high absenteeism, discipline problems, and low student performance among ninth-graders. The study provided insights into freshmen transition programs from
Presentation made at the Hawaii International Conference on Education, 2015. Explains why and how college faculty should align with the Common Core and NGSS.
10 Things You Should Know About the Common Corene atoday.o.docxpaynetawnya
10 Things You Should Know About the Common Core
ne atoday.org /2013/10/16/10-things-you-should-know-about-the-common-core/
October 16, 2013 by twalker
Filed under ,
By Tim Walker
An enormous effort to implement the Common Core State
Standards (CCSS) is underway in more than 40 states and the
District of Columbia. Districts are training staff, field-testing
assessments, and evaluating technology requirements.
Teachers are rewriting curriculum and instruction to prepare
students for more rigorous coursework. Some states are further
ahead than others. And as the 2014 – 2015 implementation
deadline draws near, it’s likely that the road has been—and will
continue to be—a bit rocky. But schools are forging ahead with
the initiative—even as it faces opponents who are determined to
mislabel the effort as everything from “Obamacore” to a
“national curriculum.” The Common Core is a set of voluntary
K–12 standards in English language arts/literacy and
mathematics. The White House did not create the initiative, nor is it leading it. The standards were developed by
governors and state school officials, with input from a wide range of educators, content experts, national
organizations (including NEA), and community groups.
The challenges surrounding implementation, however, are formidable. Teachers are concerned about adapting
their classrooms to the rigorous new standards and receiving the proper training. Many are also wondering about
the role of new assessments. But they also recognize the enormous opportunity that lies ahead.
“Educators desperately want to reclaim the joy in teaching—which means creative lesson plans, meaningful
exploration of topics, and inspiring the joy of real learning in our students,” says NEA President Dennis Van Roekel.
“Common Core could help achieve that if the implementation is done correctly.”
To reach that goal, all stakeholders must work together and take a leadership role in educating each other and the
general public about the Common Core. It’s a complex subject. The following facts are intended to clarify key
points, allay concerns about what the Common Core isn’t, and—most importantly—highlight how the standards
can be the game -change r stude nts ne e d.
1. M ost NEA M e mbe rs Support the Common Core
Are many teachers anxious about the Common Core? Absolutely. Are some die-hard
critics? No doubt. But there is no massive groundswell of opposition to the Common
Core among NEA members. An NEA poll conducte d in July by Gre e nbe rg Quinlan
Rosne r Re se arch found that 75 percent of its members—teachers and education
support professionals —supported the standards outright or supported “with
reservations.” Whether it’s tighter content focus or opportunities for deeper critical
thinking, the majority of teachers see the new standards as something to get excited
about. Another poll released by the American Federation of Teachers revealed similar
levels of enthusiasm, again i ...
The document discusses how governors can play a leadership role in supporting effective implementation of the Common Core State Standards (CCSS). It outlines several actions governors can take, including communicating a vision for reform, identifying performance goals and measuring progress, engaging key education leaders, building educator capacity, aligning state assessments to the CCSS, rethinking state accountability, supporting development of new curricula and materials, and maximizing resources. Implementing the CCSS will require significant changes but governors are well-positioned to provide leadership through their policymaking authority.
This document discusses the implementation of Common Core standards in Mississippi public schools. It reviews literature on the challenges of Common Core implementation and the use of professional development to help teachers adapt. The document then analyzes test score data from 2014-2016 to see if Common Core improved student performance on standardized tests like PARCC, MCT2, MAP, and SATP2. The data shows initial struggles but eventual growth in test scores and graduation rates over time. Implementing Common Core was difficult for teachers but professional development training helped them embrace the new standards, leading students to perform at the level of their peers in other states.
This document discusses best practices for student success in community college developmental courses. It recommends that community colleges implement professional development for instructors in developmental education, require all students to participate in a mandatory orientation on transitioning to college, provide comprehensive advising to assist students with goal-setting and course planning, and foster collaboration between support services. The literature review found that these practices can help more community college students complete their credentials by improving preparation, motivation, and academic and non-academic support.
Chapter 5Understanding the Standards And I’m calling.docxjoyjonna282
The document discusses the development and key elements of various education standards, including the Common Core State Standards, Next Generation Science Standards, and National Educational Technology Standards. It provides an overview of the Common Core State Standards for English Language Arts and mathematics, noting they aim to ensure students gain 21st century skills and are prepared for college and careers. The document also discusses concerns about the new standards and their implementation.
Outcome-based education aims to shift the focus of education from inputs like course credits to outputs or results demonstrated by students. It seeks to have students master higher-order skills and integrate knowledge across subjects. Supporters believe it promotes high expectations and prepares students for modern life and work, while critics worry it relies too much on subjective evaluations over objective measurements and could undermine local control of education. There is debate around terminology and how outcomes are developed and implemented at different levels of the education system.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
This study explored the perceptions of North Carolina freshmen academy principals and counselors regarding social and educational issues impacting student academic success. The researchers conducted a survey of 103 principals and 103 counselors. Two key themes emerged from their responses: (1) the need for a student-centered environment within the academy and (2) beliefs that the academy model could lead to improved student outcomes. Respondents identified challenges such as high teacher turnover, a lack of respect from the regular high school staff, and insufficient parental involvement. Prior to implementing the academies, schools commonly faced issues like high absenteeism, discipline problems, and low student performance among ninth-graders. The study provided insights into freshmen transition programs from
Presentation made at the Hawaii International Conference on Education, 2015. Explains why and how college faculty should align with the Common Core and NGSS.
10 Things You Should Know About the Common Corene atoday.o.docxpaynetawnya
10 Things You Should Know About the Common Core
ne atoday.org /2013/10/16/10-things-you-should-know-about-the-common-core/
October 16, 2013 by twalker
Filed under ,
By Tim Walker
An enormous effort to implement the Common Core State
Standards (CCSS) is underway in more than 40 states and the
District of Columbia. Districts are training staff, field-testing
assessments, and evaluating technology requirements.
Teachers are rewriting curriculum and instruction to prepare
students for more rigorous coursework. Some states are further
ahead than others. And as the 2014 – 2015 implementation
deadline draws near, it’s likely that the road has been—and will
continue to be—a bit rocky. But schools are forging ahead with
the initiative—even as it faces opponents who are determined to
mislabel the effort as everything from “Obamacore” to a
“national curriculum.” The Common Core is a set of voluntary
K–12 standards in English language arts/literacy and
mathematics. The White House did not create the initiative, nor is it leading it. The standards were developed by
governors and state school officials, with input from a wide range of educators, content experts, national
organizations (including NEA), and community groups.
The challenges surrounding implementation, however, are formidable. Teachers are concerned about adapting
their classrooms to the rigorous new standards and receiving the proper training. Many are also wondering about
the role of new assessments. But they also recognize the enormous opportunity that lies ahead.
“Educators desperately want to reclaim the joy in teaching—which means creative lesson plans, meaningful
exploration of topics, and inspiring the joy of real learning in our students,” says NEA President Dennis Van Roekel.
“Common Core could help achieve that if the implementation is done correctly.”
To reach that goal, all stakeholders must work together and take a leadership role in educating each other and the
general public about the Common Core. It’s a complex subject. The following facts are intended to clarify key
points, allay concerns about what the Common Core isn’t, and—most importantly—highlight how the standards
can be the game -change r stude nts ne e d.
1. M ost NEA M e mbe rs Support the Common Core
Are many teachers anxious about the Common Core? Absolutely. Are some die-hard
critics? No doubt. But there is no massive groundswell of opposition to the Common
Core among NEA members. An NEA poll conducte d in July by Gre e nbe rg Quinlan
Rosne r Re se arch found that 75 percent of its members—teachers and education
support professionals —supported the standards outright or supported “with
reservations.” Whether it’s tighter content focus or opportunities for deeper critical
thinking, the majority of teachers see the new standards as something to get excited
about. Another poll released by the American Federation of Teachers revealed similar
levels of enthusiasm, again i ...
The document discusses how governors can play a leadership role in supporting effective implementation of the Common Core State Standards (CCSS). It outlines several actions governors can take, including communicating a vision for reform, identifying performance goals and measuring progress, engaging key education leaders, building educator capacity, aligning state assessments to the CCSS, rethinking state accountability, supporting development of new curricula and materials, and maximizing resources. Implementing the CCSS will require significant changes but governors are well-positioned to provide leadership through their policymaking authority.
The Common Core State Standards (CCSS) provide consistent educational standards across states to ensure students are prepared for college and careers. The standards were developed by teachers, education experts, and state leaders to define the knowledge and skills students should have from kindergarten through high school. Forty-five states have adopted the CCSS, which emphasize literacy and mathematics, with the goal of students gaining the skills they need to succeed after graduation.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
This document outlines plans to develop and pilot an early warning system (EWS) tool to identify middle school and high school students at risk of dropping out. The tool will use indicators like attendance, course performance, and suspensions to predict risk. Several districts will pilot the EWS and related interventions in the 2011-2012 school year. Feedback from the pilot will be used to refine the tool and intervention strategies to provide statewide through an online portal. The goal is to support Common Core implementation and improve graduation rates by addressing dropout prevention earlier.
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
The L.A. Compact is an unprecedented commitment by 18 major L.A. institutions that want to see positive change in Los Angeles public schools, and better prepare local students for college and the 21st century workplace.
The L.A. Compact identifies important areas where its partners can work together to address pressing educational issues, better leverage resources and have a measurable impact.
Academic Achievement And Admission Policy As Correlate Of Student Retention I...Mary Calkins
This document summarizes a research study on the relationship between admission policies, academic achievement, and student retention in Nigerian federal universities. The study analyzed data from 42,288 first-year undergraduate students across five universities. The main findings were:
1) There was a significant relationship between the academic performances of students admitted through different admission criteria policies and their retention in the university system.
2) Admission policies should better align with institutional strategies to improve student academic performance and subsequently impact student retention.
3) Early identification of at-risk students and support services could help foster student commitment and integration to increase retention.
The document provides information about the Common Core State Standards (CCSS), including:
1) The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2) The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3) Implementing the CCSS will impact students with disabilities by holding them to the same high standards with supports like accommodations, assistive technologies, and teacher professional development on helping struggling students meet the standards.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
A CLOSE READING AND ANALYSIS OF THE NEW YORK STATE COMPUTER SCIENCE LEARNING ...IJITE
In this paper, we perform a close reading of the New York State Computer Science/Digital Fluency Learning Standards document to determine its coherence and areas of incoherence and disconnection. This investigation, which utilizes content/discourse and textual analysis tools and methods from the tidytext tools developed for the R programming language, sought to understand the structure of the document itself, as well as the types and patterns of the language used in this document by analyzing word frequencies and networks of terms (engrams). The findings indicate a coherence across document in terms of its articulate of key ideas and principles of computer science and digital fluency. The findings describe an incoherence/disconnection between that the language used to articulate high level goals and objectives articulated in the executive summary of the standards document, such as interdisciplinarity, addressing the learning needs of all students, and equity of access, is mostly absent from the articulation of the standards themselves. In addition, the language used in the standards heavily addressed Bloom’s lower level thinking skills (such as identify, discuss, and explain) and less so Bloom’s high level thinking skills (such as design, create, and analyze). Implications for teacher education and curriculum design are addressed. Implications for teacher education and professional development in the development of rich curricular experiences in computer science and digital fluency are discussed.
The Common Core State Standards Initiative aims to establish consistent K-12 standards in English/language arts and mathematics across states. 48 states and territories have adopted the standards to better prepare students for college and careers and ensure clear expectations regardless of location. The standards emphasize fewer, higher concepts and apply knowledge through skills like problem solving. They were developed through an evidence-based process incorporating feedback from educators and other experts.
GROUP 1- PRACTICAL Research paper for 12lynsumbrana
This document discusses factors that influence the strand preference of grade 10 students at Liloy National High School. It presents a literature review on interest in strand, peer influence, and parental support as key factors. Regarding interest in strand, personal interest is found to be the most influential factor in choosing a strand according to previous studies. Peer influence is also identified as a strong predictor that can affect students' decisions. Stable family support and socioeconomic status are shown to provide benefits that lead to higher academic achievement and influence the strand chosen. The study aims to investigate strand preferences and factors affecting preferences among grade 10 students at the school.
The document discusses the historical context and definitions of college and career readiness. It describes how the term has been used in legislation, education reforms, and workforce initiatives over time. While education and workforce groups share an interest in preparing students, there is no common definition or metrics to measure success. The document outlines several key reports and initiatives over the decades that have aimed to define and measure readiness, competencies, and standards, but autonomous groups working independently have limited progress toward a unified definition.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
This document summarizes North Carolina's report on competency-based assessments and teaching models as required by Session Law 2019-212. It defines competency-based teaching and assessments, outlines North Carolina's standard course of study, and reviews state policies and practices that support competency-based learning at the local level. While competency-based learning is implemented locally, the state provides scaffolding through policies, standards, and collaboration to enable widespread transformation so students can succeed.
The Impact of Open Educational Resources on Various Student Success MetricsSidharthS28
This study examined the impact of open educational resources (OER) on student success metrics using data from 21,822 students enrolled in eight large enrollment courses at a public university. The courses switched from using traditional textbooks to using free OER textbooks. The results showed:
1) Students performed better in courses using OER textbooks, with higher end-of-course grades and lower "DFW" (grades of D, F, or withdrawal) rates.
2) Pell grant recipients, part-time students, and other historically underserved groups saw even greater improvements in grades and greater reductions in DFW rates when OER textbooks were used.
3) OER textbooks helped address challenges related to student
The Effects Of Parental Involvement On Public SchoolsDenise Enriquez
Career and technical education (CTE) can benefit students with disabilities by providing practical skills training. However, CTE teachers need to be prepared to meet the needs of students with disabilities to ensure they have equal access to CTE programs and services. Implementing accommodations and supports outlined in students' individualized education programs (IEPs) or 504 plans is crucial for students with disabilities to succeed in CTE courses.
Smallpox has been widely reported as a possible bio-terror weapon..docxjennifer822
Smallpox has been widely reported as a possible bio-terror weapon.
Explain what you
know about the etiology of the disease.
Include what you know about the
current state of the world’s immunity to smallpox.
Discuss how
effective (or ineffective) a smallpox weapon might be.
Include what kind
of defense could be mounted against such an attack.
.
The Common Core State Standards (CCSS) provide consistent educational standards across states to ensure students are prepared for college and careers. The standards were developed by teachers, education experts, and state leaders to define the knowledge and skills students should have from kindergarten through high school. Forty-five states have adopted the CCSS, which emphasize literacy and mathematics, with the goal of students gaining the skills they need to succeed after graduation.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
This document outlines plans to develop and pilot an early warning system (EWS) tool to identify middle school and high school students at risk of dropping out. The tool will use indicators like attendance, course performance, and suspensions to predict risk. Several districts will pilot the EWS and related interventions in the 2011-2012 school year. Feedback from the pilot will be used to refine the tool and intervention strategies to provide statewide through an online portal. The goal is to support Common Core implementation and improve graduation rates by addressing dropout prevention earlier.
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
The L.A. Compact is an unprecedented commitment by 18 major L.A. institutions that want to see positive change in Los Angeles public schools, and better prepare local students for college and the 21st century workplace.
The L.A. Compact identifies important areas where its partners can work together to address pressing educational issues, better leverage resources and have a measurable impact.
Academic Achievement And Admission Policy As Correlate Of Student Retention I...Mary Calkins
This document summarizes a research study on the relationship between admission policies, academic achievement, and student retention in Nigerian federal universities. The study analyzed data from 42,288 first-year undergraduate students across five universities. The main findings were:
1) There was a significant relationship between the academic performances of students admitted through different admission criteria policies and their retention in the university system.
2) Admission policies should better align with institutional strategies to improve student academic performance and subsequently impact student retention.
3) Early identification of at-risk students and support services could help foster student commitment and integration to increase retention.
The document provides information about the Common Core State Standards (CCSS), including:
1) The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2) The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3) Implementing the CCSS will impact students with disabilities by holding them to the same high standards with supports like accommodations, assistive technologies, and teacher professional development on helping struggling students meet the standards.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
A CLOSE READING AND ANALYSIS OF THE NEW YORK STATE COMPUTER SCIENCE LEARNING ...IJITE
In this paper, we perform a close reading of the New York State Computer Science/Digital Fluency Learning Standards document to determine its coherence and areas of incoherence and disconnection. This investigation, which utilizes content/discourse and textual analysis tools and methods from the tidytext tools developed for the R programming language, sought to understand the structure of the document itself, as well as the types and patterns of the language used in this document by analyzing word frequencies and networks of terms (engrams). The findings indicate a coherence across document in terms of its articulate of key ideas and principles of computer science and digital fluency. The findings describe an incoherence/disconnection between that the language used to articulate high level goals and objectives articulated in the executive summary of the standards document, such as interdisciplinarity, addressing the learning needs of all students, and equity of access, is mostly absent from the articulation of the standards themselves. In addition, the language used in the standards heavily addressed Bloom’s lower level thinking skills (such as identify, discuss, and explain) and less so Bloom’s high level thinking skills (such as design, create, and analyze). Implications for teacher education and curriculum design are addressed. Implications for teacher education and professional development in the development of rich curricular experiences in computer science and digital fluency are discussed.
The Common Core State Standards Initiative aims to establish consistent K-12 standards in English/language arts and mathematics across states. 48 states and territories have adopted the standards to better prepare students for college and careers and ensure clear expectations regardless of location. The standards emphasize fewer, higher concepts and apply knowledge through skills like problem solving. They were developed through an evidence-based process incorporating feedback from educators and other experts.
GROUP 1- PRACTICAL Research paper for 12lynsumbrana
This document discusses factors that influence the strand preference of grade 10 students at Liloy National High School. It presents a literature review on interest in strand, peer influence, and parental support as key factors. Regarding interest in strand, personal interest is found to be the most influential factor in choosing a strand according to previous studies. Peer influence is also identified as a strong predictor that can affect students' decisions. Stable family support and socioeconomic status are shown to provide benefits that lead to higher academic achievement and influence the strand chosen. The study aims to investigate strand preferences and factors affecting preferences among grade 10 students at the school.
The document discusses the historical context and definitions of college and career readiness. It describes how the term has been used in legislation, education reforms, and workforce initiatives over time. While education and workforce groups share an interest in preparing students, there is no common definition or metrics to measure success. The document outlines several key reports and initiatives over the decades that have aimed to define and measure readiness, competencies, and standards, but autonomous groups working independently have limited progress toward a unified definition.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
This document summarizes North Carolina's report on competency-based assessments and teaching models as required by Session Law 2019-212. It defines competency-based teaching and assessments, outlines North Carolina's standard course of study, and reviews state policies and practices that support competency-based learning at the local level. While competency-based learning is implemented locally, the state provides scaffolding through policies, standards, and collaboration to enable widespread transformation so students can succeed.
The Impact of Open Educational Resources on Various Student Success MetricsSidharthS28
This study examined the impact of open educational resources (OER) on student success metrics using data from 21,822 students enrolled in eight large enrollment courses at a public university. The courses switched from using traditional textbooks to using free OER textbooks. The results showed:
1) Students performed better in courses using OER textbooks, with higher end-of-course grades and lower "DFW" (grades of D, F, or withdrawal) rates.
2) Pell grant recipients, part-time students, and other historically underserved groups saw even greater improvements in grades and greater reductions in DFW rates when OER textbooks were used.
3) OER textbooks helped address challenges related to student
The Effects Of Parental Involvement On Public SchoolsDenise Enriquez
Career and technical education (CTE) can benefit students with disabilities by providing practical skills training. However, CTE teachers need to be prepared to meet the needs of students with disabilities to ensure they have equal access to CTE programs and services. Implementing accommodations and supports outlined in students' individualized education programs (IEPs) or 504 plans is crucial for students with disabilities to succeed in CTE courses.
Similar to SIRCDSociety for Reÿearchn Child Developmentsharin.docx (20)
Smallpox has been widely reported as a possible bio-terror weapon..docxjennifer822
Smallpox has been widely reported as a possible bio-terror weapon.
Explain what you
know about the etiology of the disease.
Include what you know about the
current state of the world’s immunity to smallpox.
Discuss how
effective (or ineffective) a smallpox weapon might be.
Include what kind
of defense could be mounted against such an attack.
.
Small mistakes are the steppingstones to large failures. How mig.docxjennifer822
Small mistakes can often lead to larger failures or consequences as described in the saying. For example, a pilot's small mistake of missing important checklist items before takeoff resulted in an airplane crash that killed everyone on board due to the ensuing systems failure. While small errors may seem insignificant, they can sometimes snowball into much worse outcomes, as shown in this real-world tragedy.
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa.
Small Group Discussion Grading RubricParticipation for MSNSmal.docxjennifer822
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
SM Nonprofit Ad Campaign Term Project InstructionsOverview.docxjennifer822
SM Nonprofit Ad Campaign Term Project Instructions
Overview
Marketing can inspire change, generate donations, and inform the public. However, nonprofits often lack the marketing prowess needed to reach consumers. You are tasked to create a marketing ad and social media campaign for a nonprofit you choose. Visit the nonprofit website to understand their purpose and align the ad campaign you create.
Choose one of the following charities on the website to build a social media ad campaign.
https://charity.lovetoknow.com/Top_100_Charities
The below items are to be turned in on Blackboard in a Word document. Each student is responsible for submitting their own unique work. Check SafeAssign at submission for plagiarism; unintentional plagiarism is still plagiarism.
Ad Content
1) Ad/image that can standalone (if posted on a social media platform in smartphone or desktop view). Ad should be unambiguously clear, easy to read within moments, and eye-catching. Content needs to be accurate, informative, and convincing to change behavior.
Include the name of the charity and method to connect with existing platforms.
Written responses describing the ad campaign
Written work: 2-3 pages, 1-inch margins 12-point Times New Roman/Arial font, double spaced. Be specific with details, use examples, and thoroughly explain your reasoning. The written work should articulate your knowledge about social media strategy, marketing mix, research measures, and other materials covered throughout this course. Demonstrate your understanding of course materials by writing about these topics.
2) Describe what is the content in the ad (e.g. Call to Action (CTA) hashtag, information guide, change behavior, draw clicks to website)? Be specific. Restating these examples is insufficient.
3) What is the name of the ad campaign? What is this social media ad campaign trying to do? Thoroughly explain your reasoning and be specific.
4) What is the method for releasing on social media (e.g. platform, timing, target market, length of campaign)? Elaborating and be specific with details.
5) What are the measures for success (e.g. how many likes/comments/shares)? State specific goals and figures that would indicate if the campaign was successful.
Sample Ads
Note: These are basic samples. The quality of work and attention to details should be greater. Expectations in the workplace are higher for employees creating marketing materials because businesses depend on generating revenue from these kinds of ads. In fact, these sample ads draw website visits. Notice what works and doesn’t work from the samples.
https://www.studentdigz.co.za/sharing-is-caring/
Graphic CPR ad example with moving pictures:
https://carrington.edu/blog/medical/how-to-perform-cpr/
https://www.cprcertified.com/how-to-perform-hands-only-cpr-infographic
https://www.dreamstime.com/stock-illustration-benefits-drinking-water-infographic-vector-illustration-image675702.
Small Business State of the UnionInterest and involvement in s.docxjennifer822
Small Business "State of the Union"
Interest and involvement in small business and entrepreneurial activities is an integral part of United States economy thorough both good and "challenging" times. To see how "things" are doing, your assignment is to research the today's climate of small business and its economic impact. Included in your submission could/should be information related to numbers of what "defines" a small business , employers and employees, job growth, current numbers of small businesses (which will vary dependent upon sources utilized), women-owned and minority-owned business statistics, as well as information related to business turnover (closures for whatever reasons). Other economic areas to explore include exporting activities tied to small business, federal and state procurement activities (selling to the government), innovation activities (and federal funds which may have been awarded to small businesses to assist with innovation), and federal and/or state sources of funding which may have been utilized.
Recommended resources for use on this assignment would be the U.S. Census data, Small Business Administration (SBA), Department of Labor (DOL), Internal Revenue Service (IRS) and other reputable sites. Popular press information can also be utilized to supplement (e.g. Entrepreneur Magazine, INC. Magazine, Forbes, etc.)
Please utilize the most current year data available
in your narrative and provide a source document at the end of your work identifying the resources cited.
This paper should be 3-4 pages (not including source document) in length with a thorough discussion and explanation of the information provided. As always, your final thoughts regarding the findings are acceptable and appreciated.
.
Small Business and Forms of Business Ownershiphttpwww.wil.docxjennifer822
Small Business and Forms of Business Ownership
http://www.wileybusinessupdates.com
Chapter
5
1
Discuss why most businesses are small businesses.
Determine the contributions of small businesses to the economy.
Discuss why small businesses fail.
Identify the available assistance for small businesses.
1
Learning Objectives
Outline the forms of private business ownership.
Describe the public and collective ownership of business.
Discuss organizing a corporation.
Explain what happens when businesses join forces.
2
3
4
7
8
5
6
2
99.7% of all U.S. companies are considered small businesses.
These firms have generated 65% of new jobs in the past two decades
They employ half of all private sector workers
Most Businesses are Small Businesses
3
The Small Business Administrationdefines a small business to be a firm that is independently owned and operated and is not dominant in the field.
Manufacturing business: fewer than 500 workers
Wholesalers: fewer than 100 workers
Retailers: less than $7 million in annual sales
Agricultural business: less than $750,000
What is Small Business?
4
Typical Small-Business Ventures
5
Major Industries Dominated by Small Businesses
6
Creating New Jobs
Creating New Industries
Innovation
Contributions of Small Business
7
3 in 10 businesses close permanently within two years.
50% of businesses fail within five years.
By the 10-year mark, 66% of all small businesses have closed permanently.
Small Business Failure
8
Management Shortcomings
Inadequate Financing
Government Regulation
Reasons Why Small Business Fail
9
Government agency concerned with helping small business firms
Financial Assistance
Loan Guarantees
Microloans
Small Business Investment Companies (SBICs)
Small Business Administration
10
More than 40% of U.S. businesses are owned by women (10 million businesses)
The number of businesses owned by minorities outpaced the growth in the number of U.S. businesses overall.
Women and minorities still face challenges:
Opportunities for Women & Minorities
11
Minority-Owned Businesses
12
Forms of Private Business Ownership
Figure 5.4 Forms of Business Ownership
13
Domestic, foreign, alien
S Corporation
Limited Liability Companies
Employee-Owned Corporations
Not-for-Profit Corporations
Types of Corporations
14
Public ownership – a unit or agency of government owns and operates an organization. Parking structures, water systems, turnpike authority.
Collective Ownership– collective ownership of a production, storage, transportation or marketing organization is a cooperative.
Public and Collective Ownership of Business
15
Stockholders – acquire stocks in exchange for ownership
Preferred Stock
Common Stock
Board of Directors – elected by stockholders to oversee corporation
Corporate Officers & Management – make major corporate de.
Small business was considered the future. Is it still amidst ev.docxjennifer822
Small business was considered the future. Is it still amidst everything going on in today's society? That being said, it is important to understand what an entrepreneur is and what is required to be successful.
What is your definition of an entrepreneur as applied business management? Do you think you have the motivation, determination, and resolve that are required for successful entrepreneurship? Explain. Including references and link.
.
SMALL BUSINESS LAW 1
SMALL BUSINESS LAW 3
Week 6 – Draft Research Paper
Brian Cooke
Wilmington University
BLA 310 – Small Business Law
04/23/2020
Abstract
It is indeed true that proper management of small businesses can offer protection from liability. Liability refers to the situation of being responsible for a particular act. A business is liable financially and legally. Proper liability risk management protects small businesses. The paper discusses several ways in which adequate management of liability risks can help in protecting small businesses against liabilities such as financial liabilities and legal liabilities. Proper procurement, cost, and change management also protect small businesses against liabilities.
How Proper Management of a Small Business Can Provide Protection from Liability
Operating a business can be fun, profitable, and challenging. However, the owner of a small business is legally liable hence can get sued. A lawsuit can be costly, emotionally draining, and time-consuming. For many small businesses, accusations associated with pending lawsuits can seriously damage their reputation. Civil suits against companies have increased by over 300% in the past two decades. Owners of small businesses need to protect themselves from huge expenses and devastating results resulting from unfavorable decisions in court. Many owners of small businesses fear to incur losses if a particular individual sues them. This is mainly for business owners who finance their companies using their capital. Liability comes in the form of financial liability and legal liability. These forms of liability have significant impacts on small businesses. There are several ways in which small business owners can go about limiting the possibility of legal liabilities to ensure the continuity of a business. They include purchasing specific types of insurance covers and transforming the business into a limited liability company or corporation (LLC) (Gupta, 2019). These ways will help safeguard small companies against liability. However, one significant way in which small business owners can protect their businesses from liability is to ensure that various aspects of a business are properly managed. This paper examines how proper management of small companies can offer protection from liability.
Getting to Understand the Business Liability
Liability refers to the situation of being responsible for a particular act (Mancuso, 2019). A business is liable financially and legally (Mancuso, 2019). Any business is financially liable since there are some liabilities, such as payable debts. For instance, if a business applies for a loan, the outstanding loan balance will be regarded as a liability. This is because the business is responsible and obli.
Small Business Data BreachThesis statement In this i.docxjennifer822
Small Business Data Breach
Thesis statement:
In this incredibly fast pace world where technology is moving at the speed of light, it is becoming normal to hear of different businesses being invaded by cyber attacks. When this happens, the personal information of consumers and private information about the company are exposed. This exposure can create a financial hardship for small businesses and break the trust of their consumers.
Body
Small Business
How to protect the personal information of their customers.
How to respond to attack
What do they say to customers when there has been a breach
Who are the people trying to breach your business’s information and what are they after?
Personal information
Money
Business secrets
Conclusion
Being prepared and what it looks like to be prepared
The number of small business effected every year
.
Small Business Consulting Report I. INTRODUCTION In this sma.docxjennifer822
Small Business Consulting Report
I. INTRODUCTION In this small consulting report, we will be analyzing the company WOSH to determine its strengths, weaknesses and possible solutions to all of its operational problems which can be addressed from a consulting perspective. We will provide an in depth report which will outline the approach we feel should be deemed best for the company to follow to gain success in their industry. In this report we will not present a financial analysis of the company due to the fact that the company’s owner has decided the information is too confidential to share with anyone, but himself and his personal financial team at this moment. We will instead focus on the other aspects of the business which can be fully analyzed and possibly improved upon. In our report we will be looking directly into many aspects of the company’s current operations. We will begin by analyzing the company’s background. We will look briefly at when and where it was founded, who founded it, what their mission statement is, what their ultimate goal is in terms of expansion and what are their primary products or services they offer. We will then take a brief look at what the company’s structure is like. We will do this in order to try to later determine where all decisions are made and by who and which level in the company has the most influence on how effectively the company is run. This can be very important when analyzing how a firm conducts day-to day operations. We will then take a look at all aspects of the company separately to try to find problems in the company’s operations. We will first take a look at the company’s current management approach, which refers to the way current management is handling all assets and employees which can be either loosely or closely managed. We will try to determine if all assets are being put to the best use possible with their approach or if a different approach is needed. We will also be looking into the company’s current marketing strategy and we will try to determine why they have chosen that specific strategy. In addition, we will determine whether or not this chosen strategy is the best fit for the company or if a different strategy approach may serve the company better and more effectively. Next we will look at the company’s current target market and we will determine if it is in fact the current target market the company is attracting. If it is not, then we will try to analyze why this is happening or even try to evaluate if they are even reaching those who they want and need to reach. Additionally, we will also take a look at how regular customers and businesses customers feel about the company. Talking to regular customers and business customers will help us determine their level of satisfaction and also to determine whether the company has any competitive advantages which helps distinguish it from competition. We will then evaluate if these advantages could possibly can be.
SlumlordsAssume you are the Chief of Police in a large city..docxjennifer822
Slumlords
Assume you are the Chief of Police in a large city. You have received several complaints regarding dilapidated homes in the city. These homes appear to be run by a slumlord(s). You must present this issue at the city council meeting for action.
Discuss the steps you would take to resolve this problem. What consequences do you foresee? What will you do?
.
SLP- IT Governance Dashboards, which display data using graphi.docxjennifer822
SLP- IT Governance
Dashboards, which display data using graphics, have become commonplace. They are used for many applications, such as showing voter turnout in different states during national elections. The first informational dashboards were used in early automobiles and featured gauges to indicate speed and mileage. Current automobile dashboards have become digital and can tell us much more about car performance than just miles per hour and distance traveled.
The dashboard concept is now used to render large amounts of data into a form that can be easily interpreted. Often, dashboards are interactive to allow the user to change some of the data inputs and displays. The Web now abounds in dashboards. The news media (CNN, MSNBC, etc.) are big on them.
The following dashboard was powered by live election results in the 2016 presidential election: www.politico.com/2016-election/results/map/president
Describe another website (not about elections) that provides an example of a dashboard that can be used in Business Intelligence or in other areas to inform the viewer. Describe the data in the dashboard and discuss how the information is provided in the dashboard.
SLP Assignment Expectations
Provide a link to a digital dashboard used for Business Intelligence. Provide details on how the digital dashboard is used and your impression of the effectiveness of the dashboard. This should take 2 to 3 pages.
Background Readings
https://youtu.be/03jCdpwmdsU -Lecture Database and Big Data
Anand, Abhijith, Coltman, Tim, & Sharma, Rajeev (2016). Four steps to realizing business value from digital data stream. MIS Quarterly Executive,15(4), 259-277. How to Find MIS Quarterly Executive
Read Chapters 2 and 3 in:
Business Information Systems (2015). Business Information Systems (2015). The Saylor Foundation. www.saylorbooks.com Creative Commons Book.
Chen, Hong-Mei, Schütz, Roland, Kazman, Rick, & Matthes, Florian (2017). How Lufthnsa capitalized on big data for business model renovation. MIS Quarterly Executive, 16(1), 19-34. How to Find MIS Quarterly Executive
Introduction to Computer Information Systems/Information Systems, Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems
Ives, Blake, Palese, Biagio, & Rodriguez, Joaquin A. (2016). Enhancing customer service through the Internet of Things and digital data streams. MIS Quarterly Executive, 15(4), 279-297. How to Find MIS Quarterly Executive
Maring, Kristen. E (2015) Ethical issues in the big data industry. MIS Quarterly Executive, 14(2), 67-85. How to Find MIS Quarterly Executive
Mehrabani, Afshin (2014). Mongo: DB high availability: Design and implement a highly available server using the latest features of MondoDB. Birmingham, UK: Packt Publishing. Available in the Trident Online Library.
Read Chapter 8 in: Pearlson, K.E. and Saunders, C.S. (2010). Managing and using information systems: A strategic approach. John Wiley & Sons. .
Slowing Down Global WarmingAs Hite and Seitz (2016) discuss .docxjennifer822
Slowing Down Global Warming
As Hite and Seitz (2016) discuss in Chapter 5: Climate Change, reputable scientific studies continue to show that the Earth is warming at an unsustainable rate because of a rise in the release of CO2 and methane gases.
What is the relationship between population increases and climate change? Do you think fertility control is an effective strategy to halt climate change? Why or why not?
.
SLO 4 - Technology Use the computer for research, computation and.docxjennifer822
SLO 4 - Technology:
Use the computer for research, computation and word processing for written reports, conducting online quizzes, problem solving, and electronic communication and to become aware of available tools and resources.
SLO 5: Discipline/Subject Area Specific Content Material:
Analyze and apply sociological concepts to understanding the structure and dynamics of marriages, families and relationships.
Instructions
For this analysis, you will choose just ONE source from one of the following groups that that relates to the topic and goals you stated in your proposal. Use ONE sociological theory to analyze and interpret the content of the source you chose.
Mainstream News Media: newspaper, magazine, or web-based articles
Entertainment: Recent T.V. shows, movies, books, music (lyrics, videos)
Government or public policy sources
Peer-reviewed professional or academic Journals – articles for analysis 5 must be from peer-reviewed journals
.
SLO # 1Apply knowledge of the roles of interdisciplinary team m.docxjennifer822
SLO # 1:
Apply knowledge of the roles of interdisciplinary team members to improving access to healthcare and health outcomes of clients from various cultures
SLO # 2:Discuss barriers to healthcare access for clients from various cultures
3 pages excluding cover page and reference page
.
slides10 Crusade and the Twelfth Century.pptx.docxjennifer822
slides/10 Crusade and the Twelfth Century.pptx
3
León’s First Queen
Alfonso VI married his daughter to
Alfonso I of Aragon.
Urraca was already a widow, with a
legitimate son (and heir) born in 1104
named… Alfonso.
Ruled the kingdom from
1109-1126.
Incest makes the world go round
The marriage of Urraca and Alfonso of Aragon was a violation of canon (Church) law, which forbid relations between third (or closer) cousins.
Both Urraca and Alfonso were great-grandchildren of Sancho the Great, and were thus cousins.
Such marriages were considered consanguineous, meaning the partners “shared blood”.
What is more important… political expediency or Church approval?
Unhappy Marriage
Political expediency doesn’t work… no kids.
Urraca said Alfonso beat her, and she used this as grounds for separation.
Alfonso said Urraca was an adulteress, and blamed her scandalous sexuality on her polygamous father.
Urraca as Queen
Alfonso el Batallador
King of Aragon from 1104-1134
Conquered Zaragoza in 1118, more than doubling the size of Aragon.
Military man, uninterested in family
life. After Urraca died, he remarried,
but never produced an heir.
Fascination with the crusade.
Christendom and Crusade
Church Reform in the Eleventh Century
Cluny
Monastic reform
Church reform
Independence from kings and nobles
Restore the leading role of the church in society
Power of the pope, hierarchy
Create a stronger Christian society
Peace and Truce of God
Curb the bad behavior of knights, lords, the warrior aristocracy
Limit sinful activity (murder, violence, etc)
Church councils began placing restrictions on combat, forbidding fighting on Sundays, holidays (Holy Days), and anywhere near churches.
Spiritual sanctions were used to enforce this– excommunication.
The Reform movement in Iberia
Cluniac monasteries
Cluniac bishops: Toledo, Valencia
Around 1100 the Kingdom of León abandoned its traditional mass (known as the Mozarabic mass) in favor of the Roman mass, on Alfonso VI’s orders.
Beginning in the eleventh century, the papacy began taking greater interest in Iberian affairs… for example, condemning the incestual marriage of Urraca and Alfonso of Aragon.
Gregory VII
Pope 1073-1085
Aggressively promoted the rights of the Church over secular rulers– he excommunicated the Holy Roman Emperor (King of Germany)
Imagined harnessing the power of a united Christendom, under papal control, which could do all sorts of great things, like conquer the Holy Land!
The Holy Land
Pilgrimage destination since the days of Constantine… Visit the sites of the Bible.
Pilgrimage was very popular in the elventh century… most people visited local holy sites, but the ambitious (or wealthy) might travel to Rome, Santiago or even Jerusalem
Pope Urban and the Idea of Crusade
The secretary of Gregory VII became Pope Urban II in 1088.
Help Constantinople against the
Turks
Gregory’s idea of an armed
pilgrimage to Jerusalem
Council of Clermont,.
Slides should include highlight major points with detailed speaker n.docxjennifer822
Slides should include highlight major points with detailed speaker notes to
elaborate on your points made on the slide. Use sub-sections when discussing Security/Counterterrorism Measures.
Length
: Minimum of 12 slides (not counting reference slide).
Citations/References:
You must use APA style for this assignment. Adhere to the APA for reference formatting: alphabetize, only first initials for first names, double space references, and use a hanging indent.
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Film vocab for eal 3 students: Australia the movie
SIRCDSociety for Reÿearchn Child Developmentsharin.docx
1. SIR
CD
Society for Reÿearch
n Child Development
sharing child and youth development knowledge
volume 28, number 2
2014
I Social Policy Report
Common Core
Development and Substance
David T. Conley
University of Oregon
Abstract
his poticy report provides an overview of the Common Core
State
Standards, how they were developed, the sources that were ref-
erenced in their development, the need for educationa[
standards
generatty, what they entail, and what it wit[ mean for educators
to imptement them. The report draws from research and refer-
ence materia[ to outtine the argument for the Common Core and
the sources
2. used in its development. These inctude cortege and career
readiness standards
developed over the past 15 years, high quality state standards,
and the con-
tent spec]fications from other nations whose educationa[
systems are widety
respected. Additiona[ research demonstrates the retationship
between the
Common Core and co[[ege and career readiness. While this
report does offer
insight into the structure of the standards, most of the
information presented
here is designed to hetp po[icymakers, educators, and other
interested parties
understand the effects on educationa[ practice.
Common Core
Development and Substance
'he Common Core State Standards burst upon
the scene in June 2010 and were quickly
adopted by the vast majority of states, 43 as
of spring 2013. This initial embrace has been
followed by a period of reexamination in
some states. Although the idea of standards
that are consistent across states has become controver-
sial in certain circles, the undertying content knowledge
and cognitive skills that comprise the Common Core State
3. Standards themselves have not been seriously questioned
or chaltenged. When ideological arguments about edu-
cational governance and who should control curriculum
are stripped away, the Common Core State Standards are
more likely to be viewed more dispassionately as a syn-
thesis of college and career readiness standards already
developed, the expectations contained in the standards
of high performing U.S. states and in the educational sys-
tems of countries that are equipping their citizens for life
in the dynamically changing economic and social systems
of the 21st century (Conley, Drummond, de GonzaLez,
Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon-
zalez, Rooseboom, & Stout, 2011b; Council of Chief State
School Officers Et National Governors Association Center
for Best Practices, 2010).
This Social Policy Report considers the Common
Core State Standards, where they came from, what they
are, and what effect they are likely to have on educa-
tion. It begins with an overview of the importance of
educational standards in U.S. schools, the need for more
students who are college and career ready, and the role
of the Common Core State Standards in achieving this
goaL. The process by which the standards were deveL-
oped is described, followed by a consideration of the
facts about the standards and the evidence base used to
create and validate them. Next is a high level summary
of the standards at the college and career ready Level,
which indicates the targets toward which the educational
system should be pointing from preschool onward. This is
followed by a discussion of the implications for teaching
and learmng generally and for early chldhood educators
particularly. The brief concludes with tips on how educa-
tors can be successful implementing the Common Core,
policy implications and recommendations, and sites where
4. readers can go for Common Core-related resources.
Why Common Standards?
Educational standards are not new. They have been
around since the early 1990s. Every state has had
grade-level educational standards for at [east a decade,
and most for much Longer than that. They express the
knowledge and skills students need to master at each
grade level and in specified courses or subject areas to
be successful. Standards by their very nature leave the
choice of the curriculum and teaching methods to local
educators. Educational standards are well established in
schools throughout the nation. They are widely accepted
as the reference point for decisions about curriculum and
instruction at the schoot district and school Level
Educational standards are important in the US be-
cause of its long tradition of local governance of schools.
Educational standards can help ensure that students in
every school have the opportunity to acquire the knowl-
edge and skills critical to success in college, career, and
life. Standards serve as a frame of reference for local
school boards as they make critical decisions about cur-
ricu[um, textbooks, teachers, course offerings, and other
aspects of district instructional programs. When devel-
oped and implemented properly, they help ensure all
students have access to an education that addresses the
knowledge and skills they will need to be successful
In the past, vast differences in educational expec-
tations existed across states. However, this variation had
fewer consequences in part because formal education
5. was not as important to all students, many of whom were
able to obtain stable, well-paying employment in their
focal community without high revels of education. The
Soc=aÿ Policy Repolt V28 #2 3 ConlmOFI
Oole
Development and Substance
situation is much different today. The U.S. economy has
transformed over the past 40 years (Carnevale, t991).
Local economies in many parts of the country have seen
radical transformation. Fewer jobs provide career-tong
security. To retain their jobs, workers more often need to
acquire new, more complex skills (Carnevale, Gainer,
Me[zer, 1990). An educational system that is based on the
assumption that people will hve in one community doing
one job their whole Uves is no longer as rea[isUc. Neither
is a system that enables some students to be lifelong,
adaptive learners while leaving many others with only
minima[ knowledge and skills. The role of educational
standards is to ensure that all students have access to an
education that enables them to be successful in a rapidly
changing economy and society. Success is going to require
the strong knowledge foun-
dation that high, consistent
academic standards provide.
The need for improved
college and career readiness
has been made elsewhere in
6. greater detail (Carnevale,
Jayasundera, Iÿ Cheah,
2012; Con[ey, 2014). How-
ever, several staUstics help
it[us[rate the need for stu-
dents to be prepared better
for college. ACT annually
publishes a report on the
number of students taking
its test who meet its col-
lege readiness benchmarks.
In 2012, 52 percent of all
high school graduates took the ACT, and 25 percent of
test takers reached the college readiness level in all
four areas tested (English, reading, mathematics, and
science) (ACT, 2012). The Institute for Education Sci-
ences reported that 20 percent of students in 2007-2008
indicated that they took remedial courses in college
(Sparks ÿ Malkus, 2013). The rate was higher for two-
year institutions and open-enroUment cot[eges.
The Common Core State Standards are a potentially
important component in any comprehensive strategy to
make more students fully ready for cotlege and careers.
Evidence suggests they are aUgned with the demands of
college and careers (Con[ey eta[., 2011a, 2011b). They
can be used to create a common language that identi-
fies what students need to learn to be college and career
ready. Building upon previous experience with U.S. and
international standards, Common Core State Standards
are a focused and challenging set of [earmng expecta-
tions that educators can interpret and implement locally
through the curriculum, programs, and teaching methods
they decide are best stated to their students.
7. How They Were Developed
The Common Core State Standards came into being in
response to the challenges of the new U.S. economy and
the desire of states to ensure their standards were suf-
ficient to meet those challenges. They were designed to
ensure that students have the opportumty to [earn core
knowledge and develop critical skirls and to eqmp stu-
dents to be successful lifelong [earners who can adapt to
new challenges and take advantage of new opportumtles.
They hop educators create
consistency of expectations,
equity of opportunity, clar-
ity of [earmng targets, and
economies of scale as they
make decisions about their
cumculum and instructional
practTces.
Evidence Used in the
Development of the
Common Core State
Standards
The development process
for the Common Core State
Standards drew upon over a
decade's worth of ewdence
describing what ]t takes to
be ready to succeed in postsecondary career-training
or generabeducatlon courses. The evidence base that
underUes the standards contains much of what has been
learned about college and career readiness standards
over the past decade and includes studies of the content
8. of entry-level co[tege courses, focus groups of instructors
in those courses, readiness standards developed from
expert judgment processes, vaUdatlon studies of these
standards, and instructor surveys of the ma)or topics
taught in genera[ education courses.
In 2003, Standards for Success (Conley, 2003) re-
teased the first comprehensive set of college readiness
standards based on research conducted at over a dozen
universities around the country, all members of the As-
sociation of American Universities. The American Diploma
Project (Achieve, Inc., The Education Trust, ÿ Thomas
Social Policy Repot1 V28 #2 4 Common OOlO
Development and Substance
B. Fordham Foundation, 2004) quickly followed suit with
standards that also addressed community college and
workplace readiness. Both ACT and the College Board
released their versions of co[(ege readiness standards, as
did the Texas Higher Education Coordinating Board, soon
thereafter (ACT, 2011; The ColLege Board, 2006; Texas
Higher Education Coordinating Board 8t Educational Pohcy
Improvement Center, 2009). National testing orgamzation
ACT in 2009 conducted a nationwide curriculum survey
that collected information about college instructor per-
ceptions of the skills students need to succeed in their
courses (ACT, 2009). The College Board administered a
similar survey that included high school teachers along
with college instructors (Kim, Wiley, & Packman, 2009).
All of these documents provided important reference
points for the Common Core State Standards. They helped
9. ensure they were derived from standards that were devel-
oped with significant educator input and previously tested
in the field and validated (ConLey, McGaughy, Cadigan,
Ftynn, et at., 2009; ConLey, McGaughy, Cadigan, Forbes,
a Young, 2009). Content area standards from prestigious
groups such as the National Assessment Governing Board
and the National Council of Teachers of Mathematics also
served as important reference points (National Assess-
ment Governing Board, 2008; National Cound[ of Teachers
of Mathematics, 2003). In addition, state standards were
referenced. Most notably, Massachusetts and Catiforma
standards were valuable sources, and both have been
identified as being of high quality by independent studies
of state standards (KLein et al., 2005; Stotsky, 2005).
The standards are longitudinal in scope, designed
down from the goal of college and career readiness.
This is a departure from most previous standards, which
tended to be designed independently at the elementary,
middle, and high school levels. The standards sought to
follow a developmentally appropriate sequence across
grade levels leading to cotteÿe and career readiness by
the end of high school WhiLe the standards do repre-
sent a challenge, they are based on expectations that
students in the US and elsewhere have proven capable
of meeting. Achieving them will require changes in
educational practice though, and examples of which are
discussed tater.
In addition, the experience of other countries with
high educational expectations helped identify knowledge
and skills that are universally important (Schmidt et at.,
2001). These international comparisons helped ensure
the standards were set at the right Level of challenge.
For example, the Third International Mathematics and
10. Science Study (TIMSS) yielded detmted profiles of the
subject matter taught at each grade [eve[ in numerous
countries, which assisted in identifying the most effec-
tive sequencing of mathematics topics (Schmidt et a[.,
2001). Additional research conducted on TIMSS data and
the results from the Programme for International Student
Assessment (PISA) along with observations about high
performing nations such as Singapore, Hong Kong, and Ko-
rea helped to identify the mathematics skills that are ex-
pected in other countries and the types of texts and [eve[
of complexity found in other nations (Ginsburg, Cooke,
Leinwand, Noell, ÿ Pollock, 2005; G]nsburg, Lelnwand,
Anstrom, & Pollock, 2005; Ginsburg, Leinwand, ÿ Decker,
2009). A study by the American Institutes of Research
demonstrated the wide range of challenge levels pres-
ent in U.S. state standards when they were benchmarked
against TIMSS (Phillips, 2010).
Development and Review Process
The initial drafts of the Common Core State Standards
were w|dety reviewed and commented upon by educa-
tors, state education department staffers, subject-area
orgamzat]ons, and a wide range of interested parties
in the genera[ public. The results generated from the
review process were incorporated into the final version,
which was presented to states in June 2010. Forty-four
states have now adopted the Enghsh language arts (ELA)
Common Core State Standards, and 43 have adopted the
math standards. Figure 1 presents an overwew of the
timehne for the development process for the Common
Core State Standards.
The evidence base underlying the Common Core
State Standards and the process used to develop the
standards was reviewed fn detaff by a Vahdatlon Commit-
11. tee appointed by the sponsors, the Council of Chief State
School Officers and the National Governors Association
(Council of Chief State School Officers Ft National Gover-
nors Association Center for Best Practices, 2010). After
five months of review that included group meetings and
individual critiques and comments, the committee voted
overwhelmingly to endorse the standards. It indicated
that standards contained the core knowledge students
need to be college and career ready, was informed by re-
search, had been developed appropriately, was dear and
challenging, and was comparable to expectations that
other leading nations have of their students.
Social Policy_Report V28//2 -5 Common Coÿe
Development and Substance
i+gUÿ ÿmmÿn/Cotedege!opment process timeline
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• [ ÿ+ t
D Mid 1990s-2010 Tÿcnty :,ears of standards based ¢ducattorÿ
.. • States develop conlent standards "ÿolunlanl) and
opolattonally
*No Olld Lÿtl Behind (2001) mandates steps to adopt standards
• Considerable vartatlon across states m terms of subject matter
taught and chaUenge ]es el at whicker is taught, sÿquenced, and
requÿd
12. • 1996 group of nathan's go,.emorx e stahlBhed Achieve,
devoted Io improving educal:onat quahty across states and
develop mg of
of the Dst sets ofeolkÿgo rÿadmÿss standards, the American
Diploma Pÿojv ct
. Adequate )earl) progress (AÿP) data, requtred byNtlB, along
ÿ,vlth othernational dala sources such as those Iÿom the
National
% " ÿ Assessment ofEducattorml Pÿogress
(NAIÿ. alhw compamon of student pezformanc¢ across states
i O P0ase 1 2009+2010 Standardÿ Dovebpment, cosponsored b)
the Counoÿ of GatofState School Oltÿers (CCSSO) and Iho
Hatmnal Go..emDrÿ ASSO.ÿ atÿan Cÿnt¢ r for ÿLst practices
(NGA O¢nt¢ 0
.. +ÿ"ÿ ÿ+ÿ++ 1 .StandardsDo,¢lopmentWot].group State
lÿdÿffarLmade upofparents, teach ...... hoolad ........... p ......
d state
"ÿ " " leaders through membarshlp m
the CCSSO and the NGA Center
i 4 ÿ I IaPhaso 2 FÿedbaekGcoup
Multiplo[oundsoffeedbackgarnoÿd from slates, teachors,
researehÿrs, htghcredueation, and thegeneral pubbo
Paase 3 Vaitdatton Committee hldependent, natlonaleducatton
experts nomalalÿd bystatesand nattonatorÿanÿattons roxlswthe
(x:z,s to ensure the) meet dose!opmont cntam
JUnÿ 20t0 Final CCSS released m.hne 2010
E 2010-2011 Approxhnat¢ly fort) states adopLCCSS
2012-20t3 Forty.O.e states have adopted tba CC:SS
13. From Conleÿ D. T. 12014a). Gettm9 ready for college, careers,
and the common core: What every educa
- tor needs to know. San Franmsco, CA: Jossey-Bass.
Repnnted wÿth permlsmon.
Evidence of the
Quality of the Common Core State Standards
Once the standards were devetoped and reteased a num-
ber of analyses were conducted to ascertain the quahty of
the standards. Almost every state compared its standards
to the Common Core State Standards to identify common-
a[ities, differences, and omissions. National orgamzat]ons
undertook simitar anatyses. The authors of a 2010 study
sponsored by the Thomas B. Fordham Foundation con-
ctuded that the Common Core State Standards are clearer
and more rigorous than the vast major]ty of existing state
standards (Carm]chae[, Martino, Porter-Magee, Ft Wilson,
2010). A separate study pubtished in 2012 used statistica[
techniques to conctude that states with standards more
like the Common Core math standards had, on aver-
age, higher NAEP scores than did states whose standards
atigned less with the Common Core (Schmidt ÿt Houang,
2012). These studies strengthen the conc[umon that the
Common Core State Standards represent an improvement
on the standards currentty in place in most states•
Two other studies spec]fica[ty examined the reta-
tionship between the Common Core State Standards and
college and career readiness• The first study, Lininÿ Up,
compared the Common Core to five sets of high qua[-
ity standards (Con[ey eta[., 2011b). One was Standards
for Success, described previously. Two of the five were
14. exemplary state K-12 standards (Cahfornm and Mas-
sachusetts). One was the Texas postsecondary system's
co[{ege and career readiness standards, and one was the
Internat]ona[ Baccalaureate, an international orgamza-
tion with a long history of preparing students for the
most demand]ng postsecondary institutions in the wor[d.
The study found a high degree of ahgnment between the
Common Core State Standards and these exemplary stan-
dards geared to co[[ege and career readiness.
A second study, Reachÿnÿ the Goal, queried nearly
2,000 instructors from a cross-section of U.S. postsecond-
ary institutions to determine ]f the Common Core State
Standards were app[icabte and important to entry-[eve[
courses ÿn 25 different subject areas (Con[ey eta[.,
2011a). These included subjects necessary for a bacca-
laureate degree atong with those associated w]th career
preparation. The results of the study indicated that
instructors found nearty a[[ of the Common Core State
Standards to be appticabte and important to the success
of students in their courses.
A study of curricular coherence exptored the reta-
tionshÿp of the Common Core State Standards in math-
emat]cs to student achievement internat]ona[ty (Schm+dt
t Houang, 2012). It found a very high degree of mm][ar-
r---ÿ --
Social Pohcy Report V28 #2 O01-nlTlOFI O0le'
Development and Substance
15. ity between the Common Core mathemat]cs standards
and the standards of the hlghest-ach]ev]ng nations that
partldpated in the Third International Mathematics and
Science Study (TIMSS) in 1995. A subsequent analysis
revealed wide variation in the degree of alignment of the
math standards of state standards in effect ]n 2009 and
those ]n Mgh-achlevlng nations.
Looking at the ELA standards, Ach]eve, Inc. com-
pared high-achieving educat]onal systems in Alberta,
Canada and New South Wales, Australia with the Common
Core State Standards (Achieve, Inc., 2010). They found
that, while the specific language of grade-level expecta-
tions may differ, standards across all three systems are
comparable in rigor and share a s]mllar orgamz]ng struc-
ture (i.e., by outcomes, by strand, by [ever) and a com-
mon focus on the most important student knowledge and
skills in English language arts.
These studies support the conctusion that the Com-
mon Core State Standards are dearer in emphasis and at
a higher level of cogmtlve chatlenge than many previous
state standards. These analyses also illustrate the fact
that the Common Core State Standards are consistent
with the national and international consensus about stu-
dent performance important to post-high school success.
While additional efforts to validate, refine, and improve
the Common Core State Standards will be necessary, the
standards in their current form represent a solid starting
point toward the goat of ensuring consistent, high, and
appropriate expectations for U.S. students.
Figure 2. Readmg College and Career Readiness
16. Anchor Standards
Key Ideas and Details
• Read ctosely to determine what the text says exphcitly.
• Read ctosely to make togica[ inferences from it.
• Cite specific textural evidence when wnting or speaking to
support conclusion drawn from the text.
• Determine central, ideas or themes of a text and anatyze their
development
• Summarize the key supporting detaits and ideas.
• Analyze how and why individuals, events, or ideas develop
and
interact over the course of a text.
Craft and Structure
• Interpret words and phrases as they are used in a text, mctud-
mg determ|mng technicat, connotative, and figurative mean-
lngs.
• Analyze how specific word choices shape meaning or tone.
• Analyze the structure of texts, including how specific sentenc-
es, paragraphs, and l.arger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
• Assess how point of view or purpose shapes the content and
style of a text.
Summary of the Common Core State Standards
The major elements of the Common Core State Standards
can be accessed online. Below is a summary of several
17. important areas covered by the standards with an example
of their structure. The summaries include the college and
career readiness anchor standards in reading and writing
and the Standards for Mathematical Practice to provide
a better sense of what students are supposed to know in
these areas. Understanding the larger picture of [earn-
ing outcomes helps in the process of setting appropriate
expectations at each grade level reading to college and
career readiness. This is different from the more com-
mon practice of designing scope and sequence based on
grade-level preferences or traditions and not necessarily on
learning progressions tied to student developmental capa-
bilities and the goal of college and career ready students.
'Integration of Knowledge and Ideas
• Integrate and eval.uate content presented in diverse media
and formats, including visually and quantitatively, as well as in
words.
• Delineate and evaluate the argument and specific claims in
a text, including the validity of the reasoning as well as the
relevance and sufficiency of the ewdence.
• Analyze how two or more text address s]milar themes or
topics
in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
• Read and comprehend complex Literary and information texts
independently and proficientty.
18. From Conleyj O. T. (2014a). 6ettinÿ reody for college, careers,
and the common
core: What every educator needs to know. San Frans|sco, CA:
Jossey-Bass. Repnnted
th permission. The standards are Copyright 2010. National
Governors Assocla.
bon Center for Best Practices and Counal of Chief State School
Officers. AU rights
reserved,
S&clal Policy Repolt V28 #2 7 Common Coÿe'
Development and Substance
I
i Figure 3 Writing College and Career Readiness
i Anchor ÿandards
Figure 4 Standards for Mathemahcal Practice
s
!F ÿ - ................. ,'I Text Types and Purpose - -
• Wdte arguments to support da]ms m an analysis of substan-
twe topics or texts.
• ÿ Use valid reasoning and relevant and sufficient evidence, ii
I " wi;ite informatlve/explanatory text to examine and convey ii
! complex ideas and information dearly and accurately ,:
I thr0ughtheqffect]ve.se{bction, organlzafilon, and analysis ÿf
!l, ; t: , Ii
! • :Write naÿtratiÿies to develop:real or imagihed experiences
or
19. II events.
'! • Use effective technique, welbchosen details, and weft- (ÿ
structured event sequences,
I Produobon andDisinbuhon of Writing i.
i • Produce clear and coherent writing in which the develop. '
i mentÿgrganizati°nÿand style are appropnate to task, il
IllIÿ purpoSe;;ÿDdaudieilce, , , . ,
!ÿ,, QqYÿlop{ÿdÿstmngthenÿ.Wdt.mg as needed by p{anning,
revls- i'
i/ iiÿ, edltillÿ, l:ewHting, at:trying a new approach.
• Use technology, including the lnternet, to produce and pub- I
fish wnUng and to interact and collaborate with others.
h
Research to BUild and Present Knowledge
• Conduct short as well as more sustained research projects ÿ
• based On:fgcusedÿqUÿsti°Ds'L DemonÿnClerst'aÿd!ÿgof the
subject under
• Ga!heÿ" ÿetevant information from mutUpte print and
digita[ sources.
, • Assess the credibility and accuracy of each source.
• Integrate the information while avoiding ptaglarism.
• Draw evIdence from literary or informational, texts to
suppoÿ.ana[ysis, reflection, and research.
i, I. -Make sense of problems and persevere in solving them
ii 2. Reason abstractly and quanUtativety.
20. 3. Construct viabte arguments and cntique the reasoning of
: others.
i 4, Mode[ with mathematics,
Use appropriate tools stratesEaffy.
,,I 6, Attend to precision.
!i 7. Look for and make use of structure,
,i 8, Look for and express regularity in repeated reasoning.
enÿ Over extended time fra:ÿSe ,time for r:s" sÿarcliyÿ
"fle(ÿti0n,.anÿ;reVislon) ndsh r r time fram (a
singl,e sitUnÿ 9ra day or two) fora range of tasks, purposes,
and audiences.
From Contey, O. Tÿ (2014a), 6ettlng ready for college, careers,
and the com.
. mO)iCOÿe, Whaÿeveryeducatofneedstoknow. SanFransisco,
CN. Jossey.Bass,
' . Re#dnted ÿth QeÿIsslgn. Thestandards are Copynght 2010,
National Governors
i Assodalioo Center.for Best Practices and Counc [ of Chief
State School Officers All
From Conley, D, T, (2014a). Oettlnÿ ready for college, careers,
and the common core:
What every educator needs to know. San Fransÿsco, CA:
Jossey-Bass. Repnnted with
permission. The standards are Copynÿht 2010. National
GovernorsAssodat]on Center
for Best Practices and Council of Chief State School Officers
All nÿhts reserved.
Figure 5 Example of the Structure of
Common Core State Sÿandards Fourth Grade Math
21. Uildef$ Landilÿg
and praperhes 1
of o£eratloi,; 5taridÿrd
to perforrn
nlL'ÿtldlÿit ÿ .... +/
ariÿtirletlc
Standard
From Conley, D. T. (2014a). Gettmÿ ready,or colleÿe, careers,
and the common core:
What every educator needs to know. San Franslsco, CA: Jossey
Bass. Reprinted with
permission.
Social Policy Report V28 #2 8 Common Coie
Development and Substance
Practices Emphasized by the
Common Core State Standards
White much of what is in the Common Core State Stan-
dards is currently taught in schools that already success-
fully prepare students for college and careers, at[ schools
wilt need to review their practices to ensure their cur-
ricutum and instructional program addresses the content
and Learning processes contained in the standards (Con-
tey, 2014a). Student Achievement Partners (2014) has
identified practices that support successful implementa-
tion of the Common Core State Standards ("Florida Board
of Education", 2014). These examptes focus on math-
ematics and hteracy.
22. contexts. In content areas outside of math, particularly
science, students are given the opportunity to use math
to make meaning of and access content.
Mathematms
Greater focus on fewer toptcs The Common Core State
Standards call for greater focus in mathematics. Rather
than racing to cover numerous topics that are then not
retained, the Standards deepen student engagement with
key mathematical content. The standards focus deeply
on the major work of each grade so that students can
gain strong foundations, sohd conceptual understanding,
a high degree of procedural skit[ and fluency, and the
ability to apply math to solve problems inside and outside
the math classroom.
Stronger hnkage among topics and thinking across
grades. The Common Core State Standards are designed
around coherent progressions from grade to grade. Learn-
ing is carefully connected across grades so that students
can build new understanding onto foundations built in
previous years. Each standard is not a new event, but an
extension of …
fourteenth edition
College
Accounting
23. Chapters 1–30
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JOHN ELLIS PRICE, Ph.D., CPA
Professor of Accounting
University of North Texas
Denton, Texas
M. DAVID HADDOCK, JR., Ed.D., CPA
Professor of Accounting (Retired)
Chattanooga State Community College
Director of Training
Lattimore Black Morgan & Cain, PC
Brentwood, Tennessee
MICHAEL J. FARINA, MBA, CPA, CGMA
Professor of Accounting
Cerritos College
Norwalk, California
fourteenth edition
College
Accounting
Chapters 1–30
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25. Kimberly Meriwether David
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All credits appearing on page or at the end of the book are
considered to be an extension of the copyright page.
The Library of Congress has cataloged the single volume
edition of this work as follows
Price, John Ellis.
College accounting / John Ellis Price, Ph.D., CPA, Professor of
Accounting, University of North
Texas, Denton, Texas, M. David Haddock, JR., Ed.D., CPA,
Professor of Accounting Emeritus,
Chattanooga State Community College, Director of Training,
Lattimore Black Morgan & Cain, PC,
Brentwood, Tennessee, Michael J. Farina, MBA, CPA, Professor
of Accounting, Cerritos College,
Norwalk, California. — 14th Edition.
26. pages cm
Includes index.
ISBN 978-0-07-786239-8 (chapters 1–30 : alk. paper) — ISBN
0-07-786239-2 (chapters 1–30 : alk.
paper) — ISBN 978-0-07-763992-1 (chapters 1–24 : alk. paper)
— ISBN 0-07-763992-8 (chapters 1–24 :
alk. paper) — ISBN 978-0-07-763991-4 (chapters 1–13 : alk.
paper) — ISBN 0-07-763991-X (chapters 1–13 :
alk. paper)
1. Accounting. I. Haddock, M. David. II. Title.
HF5636.P747 2015
657'.044—dc23
2013034693
The Internet addresses listed in the text were accurate at the
time of publication. The inclusion of a website does not
indicate an endorsement by the authors or McGraw-Hill
Education, and McGraw-Hill Education does not guarantee the
accuracy of the information presented at these sites.
www.mhhe.com
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to printer
About the Authors
JOHN ELLIS PRICE is professor of accounting at the
University of North Texas. Dr. Price has
previously held positions of professor and assistant professor,
as well as chair and dean, at the Uni-
27. versity of North Texas, Jackson State University, and the
University of Southern
Mississippi. Dr. Price has also been active in the Internal
Revenue Service as a member of the Com-
missioner’s Advisory Group for two terms and as an Internal
Revenue agent.
Professor Price is a certified public accountant who has twice
received the UNT College of Busi-
ness Administration’s Outstanding Teaching Award and the
university’s President’s Council Award.
Majoring in accounting, he received his BBA and MS degrees
from the University of Southern
Mississippi and his PhD in accounting from the University of
North Texas.
Dr. Price is a member of the Mississippi Society of Certified
Public Accountants, the American
Accounting Association, and the American Taxation
Association (serving as past chair of the Sub-
committee on Relations with the IRS and Treasury). Dr. Price
has also served as chair of the American
Institute of Certified Public Accountants Minority Initiatives
Committee and as a member of the Foun-
dation Trustees.
M. DAVID HADDOCK, JR., is currently director of training for
Lattimore, Black, Morgan, &
Cain, PC, one of the top 50 CPA firms in the US. He is located
in the Brentwood, Tennessee, office. He
recently retired from a 35-year career in higher education,
having served in faculty and administrative
roles at Auburn University at Montgomery, the University of
Alabama in Birmingham, the University of
West Georgia, and Chattanooga State Community College. He
retired as professor of accounting at
28. Chattanooga State Community College in Tennessee. In addition
to his teaching, he maintained a sole
proprietorship tax practice for 20 years prior to taking his
current position.
He received his BS in accounting and MS in adult education
from the University of Tennessee, and
the EdD degree in administration of higher education from
Auburn University. He is a licensed CPA
in Tennessee.
Dr. Haddock served as chair of the Tennessee Society of CPAs
and the Educational & Memorial
Foundation of the TSCPAs for 2012–2013 and a member of
AICPA Council. He is a frequent speaker
for Continuing Professional Education programs.
MICHAEL J. FARINA is professor of accounting and finance at
Cerritos College in California.
Prior to joining Cerritos College, Professor Farina was a
manager in the audit department at a large
multinational firm of certified public accountants and held
management positions with other compa-
nies in private industry.
He received an AA in business administration from Cerritos
College, a BA in business adminis-
tration from California State University, Fullerton, and an MBA
from the University of California,
Irvine. Professor Farina is a member of Beta Gamma Sigma, an
honorary fraternity for graduate
business students. He is a licensed certified public accountant in
California, and a member of the
American Institute of Certified Public Accountants and the
California Society of Certified Public
Accountants. Professor Farina is also a Chartered Global
29. Management Accountant, a designation
bestowed by a joint venture of the American Institute of
Certified Public Accountants and the Char-
tered Institute of Management Accountants.
Professor Farina is currently the cochair of the Accounting and
Finance Department at Cerritos
College. Professor Farina has received an Outstanding Faculty
award from Cerritos College.
v
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vi
Price/Haddock/Farina
F
or students just embarking on a college career, an accounting
course can seem daunt-
ing, like a rushing river with no clear path to the other side. As
the most trusted and
readable text on the market, College Accounting, 14e, by Price,
Haddock, and Farina
presents material in a way that will help students understand the
content better and more
quickly. Through proven pedagogy, time-tested and accurate
problem material, and a
30. straightforward approach to the basics of accounting,
Price/Haddock/Farina bridges the
rushing river, offering first-time accounting students a path to
understanding and mastery.
Whether a student is taking the course in preparation for a four-
year degree or as the first
step to a career in business, Price/Haddock/Farina guides them
over the bridge to success.
The authors represent the breadth of educational
environments—a community college, a career
school, and a four-year university—ensuring that the text is
appropriate for all student popula-
tions. Throughout, they have adhered to a common philosophy
about textbooks: they should
be readable, contain many opportunities for practice, and be
able to make accounting
relevant for all.
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vii
• Encourages Reading The authors’ writing style and clear step-
by-step examples make
key concepts easy to grasp. College Accounting’s concise
chapters are broken into man-
31. ageable sections to avoid overwhelming students who might be
seeing the material for the
first time. Features like the Business Transaction Analysis
Model make it easy for students to
see how to analyze business transactions. The Important and
Recall margin elements briefly
highlight important concepts and remind students of key term
definitions as the topics begin
to build on each other.
• Emphasizes Practice Self reviews at the end of each section
give students the opportu-
nity to practice what they’ve just learned before moving on to
the next topic. The author-
created end-of-chapter material includes A and B problem sets,
exercises, critical thinking
problems, and Business Connection problems that utilize real-
world companies and scenar-
ios and address important topics like ethics. Mini-practice sets
included within the text itself
allow students to put theory into practice without paying
additional money for a separate
practice set. Select end-of-chapter content is tied to templates in
Sage 50 Complete
Accounting and Quickbooks, allowing students to practice using
software they are
likely to encounter in the real world.
32. • Answers the Question “Why Is Accounting Important?” The
“Why It’s
Important” explanation that accompanies each learning
objective explains to students why
the topics they’re studying matter. Well-known companies like
Google, Southwest, and
Urban Outfitters are used in vignettes and examples throughout
the text, making a clear
bridge for students between the concepts they’re learning and
how those concepts are
applied in the real world.
Bridges College to Career
The Price College Accounting text is
thoughtfully planned and well laid
out. It goes into detail incorporating
real-world examples and context for
the accounting student, making it
easier for students to understand the
content and its application.
—Lora Miller,
Centura College
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viii
33. College Accounting is designed to
help students learn and master the
material.
Chapter Opener
Brief features about real-world
companies—like Google,
Kellogg’s, Whole Foods, and
Carnival Cruise Lines—allow
students to see how the chapter’s
information and insights apply to the
world outside the classroom. Thinking
Critically questions stimulate thought on
the topics to be explored in the chapter.
How Does Price/Haddock/Farina Bridge
the Gap from Learning to Mastery?
Learning Objectives
Appearing in the chapter opener and within the
margins of the text, learning objectives alert
students to what they should expect as they
progress through the chapter. Many students
question the relevance of what they’re learning,
which is why we explain “Why It’s
Important.”
The Price/Haddock/Farina College Accounting text
is designed to introduce a nonaccounting student to
a succinct study of accounting concepts. Each chapter
is concise using effective visual aids to motivate the
student to read actively, while the additional learning
resources encourage practice to improve a student’s
retention.
34. —Gisela Dicklin,
Edmonds Community College
impo r tant !
For liability T accounts
• right side shows increases,
• left side shows decreases.
Recall and Important!
Recall is a series of brief
reinforcements that serve as
reminders of material covered in
previous chapters that are relevant
to the new information being
presented. Important! draws
students’ attention to critical
materials introduced in the
current chapter.
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ix
Business Transaction
Analysis Models
Instructors say mastering the ability to
properly analyze transactions is critical to
success in this course. Price’s step-by-step
transaction analysis illustrations show
how to identify the appropriate general
ledger accounts affected, determine debit
or credit activity, present the transaction
in T-account form, and record the entry in
35. the general journal.
The Bottom Line
Appears in the margins alongside select
transactions and concepts in the text.
These visuals offer a summary of the
effects of these transactions—the end
result—on the financial statements of a
business.
I love the business transaction illustrations that show students
the
analysis of a transaction, applies debit/credit rules, T-account
presentation, and journal entry.
—Morgan Rocket
Moberly Area Community College
Managerial Implications
Puts your students in the role of managers
and asks them to apply the concepts
learned in the chapter.
ABOUT
ACCOUNTINGEmployee Fraud
According to the U.S. Chamber ofCommerce, businesses lose
billions ofdollars each year to employee fraud.The best defense
against fraud is touse good internal controls: Havemultiple
employees in contact withsuppliers and screen employees
andvendors to reduce fraud opportunities.
About Accounting
These marginal notes contain
interesting examples of how
accounting is used in the real
36. world, providing relevance to
students who might not be going
on to a career in accounting.
ANA LY S I S
6. The business owner removes supplies that are
worth $900 from the company stockroom. She
intends to take them home for personal use. What
effect will this have on the company’s net income?
(Answers to Section 1 Self Review are on
page 184.)
c. liability, drawing, and expense accounts
d. revenue, drawing, and expense accounts
5. After the closing entries are posted, which account
normally has a balance other than zero?
a. Capital
b. Fees Income
c. Income Summary
d. Rent Expense
Q U E S T I O N S
1. How is the Income Summary account classified?
2. What are the four steps in the closing process?
3. What is the journal entry to close the drawing
account?
E X E R C I S E S
4. After closing, which accounts have zero balances?
a. asset and liability accounts
37. b. liability and capital accounts
S e c t i o n 1 Self Review
Self Review
Each section concludes with a Self
Review that includes questions,
multiple-choice exercises, and an analy-
sis assignment. A Comprehensive Self
Review appears at the end of each
chapter. Answers are provided at the
end of the chapter.
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Problem Sets A and B and Critical Thinking Problems conclude
with an Analyze question asking the
student to evaluate each problem critically.
How Can Price/Haddock/Farina Bridge
the Gap from Learning to “Doing”?
Mini-Practice Set 1
Service Business Accounting Cycle
Wells’ Consulting Services
This project will give you an opportunity to apply your
knowledge of accounting principles and proce-
dures by handling all the accounting work of Wells’Consulting
Services for the month of January 2017.
Assume that you are the chief accountant for Wells’ Consulting
Services. During January, the busi-
38. ness will use the same types of records and procedures that you
learned about in Chapters 1 through
6. The chart of accounts for Wells’ Consulting Services has
been expanded to include a few new
accounts. Follow the instructions to complete the accounting
records for the month of January.
INTRODUCTION
Assets
101 Cash
111 Accounts Receivable
121 Supplies
134 Prepaid Insurance
137 Prepaid Rent
141 Equipment
142 Accumulated Depreciation—Equipment
Liabilities
202 Accounts Payable
Owner’s Equity
301 Carolyn Wells, Capital
302 Carolyn Wells, Drawing
309 Income Summary
Wells’ Consulting Services
Chart of Accounts
1. Open the general ledger accounts and enter the balances for
January 1, 2017. Obtain the
necessary figures from the postclosing trial balance prepared on
December 31, 2016, which
appears on page 166.
INSTRUCTIONS
39. Revenue
401 Fees Income
Expenses
511 Salaries Expense
514 Utilities Expense
517 Supplies Expense
520 Rent Expense
523 Depreciation Expense—Equipment
526 Advertising Expense
529 Maintenance Expense
532 Telephone Expense
535 Insurance Expense
Mini-Practice Sets
In addition to two full-length practice sets that are
available to your students for purchase with the textbook,
Price/Haddock/Farina offers a number of mini-practice
sets right in the book. This means additional practice, but
less cost, for your students.
Business Connections
Reinforces chapter materials from practical and real-
world perspectives:
Managerial Focus: Applies accounting concepts to
business situations.
Ethical Dilemma: Provides the opportunity for
students to discuss ethics in the workplace, formulate a
course of action for certain scenarios, and support their
opinions.
40. Financial Statement Analysis:
A brief excerpt from a real-world annual report and questions
that lead the student through an analysis of the statement, con-
cluding with an Analyze Online activity where students research
the company’s most recent financial reports on the Internet.
TeamWork: Each chapter contains a collaborative learning
activity to prepare students for team-oriented projects and work
environments.
Internet Connection: These activities give students the oppor-
tunity to conduct online research about major companies,
accounting trends, organizations, and government agencies.
College Accounting is an excellent
textbook to introduce students to the world
of accounting. The way Haddock/Price/
Farina break down the steps in the
Accounting Cycle, then move on to other
topics, makes it very easy for students to
grasp the accounting concepts. The wide
variety of student and instructor resources
is very helpful.
—Kathy Bowen,
Murray State College
BUSINESS CONNECTIONS
Interpreting Financial Statements
1. An officer of Westway Corporation recently commented that
41. when he receives the firm’s
financial statements, he looks at just the bottom line of the
income statement—the line that
shows the net income or net loss for the period. He said that he
does not bother with the rest of
the income statement because “it’s only the bottom line that
counts.” He also does not read the
balance sheet. Do you think this manager is correct in the way
he uses the financial
statements? Why or why not?
2. The president of Brown Corporation is concerned about the
firm’s ability to pay its debts
on time. What items on the balance sheet would help her to
assess the firm’s debt-paying
ability?
3. Why is it important that a firm’s financial records be kept up-
to-date and that management
receive the financial statements promptly after the end of each
accounting period?
4. What kinds of operating and general policy decisions might
be influenced by data on the
financial statements?
Timing of a Check
On the last day of the fiscal year, Stanley Carpenter comes to
you for a favor. He asks that you enter
a check for $2,000 to CD Company for Miscellaneous Expense.
You notice the invoice looks a little
different from other invoices that are processed. Stanley needs
the check immediately to get supplies
today to complete the project for a favorite customer. You know
that by preparing the closing entries
tomorrow, Miscellaneous Expense will be set to zero for the
42. beginning of the new year. Should you
write this check and record the expense or find an excuse to
write the check tomorrow? What would
be the effect if the invoice to CD Company was erroneous and
you had written the check?
Income Statement
In 2012, CSX Corporation, which operates under the name
Surface Transportation, reported operat-
ing expenses of $8,299 million. A partial list of the company’s
operating expenses follows. CSX
Corporation reported revenues from external customers to be
$11,756 million for the year.
Ethical DILEMMA
Managerial FOCUS
Financial Statement
ANALYSIS
x
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New to the Fourteenth Edition
• Chapter Openers have been revised featuring companies such
as: AT&T, Kellogg’s, Marek
Brothers, Williams-Sonoma, Urban Outfitters, Green Mountain
Coffee Roasters, Best Buy,
HJ Heinz, Teva Pharmaceuticals, Ford, and Avon
43. • Real-world examples throughout text have been updated
• End-of-chapter exercises, problems, and critical thinking
problems have been revised and
updated throughout the text
• Business Connections section of end-of-chapter Financial
Statement Analysis questions have
been updated to include the latest financial data
• NEW section on the perpetual inventory system has been
added to Chapters 8 and 9
• Examples in Chapter 10 reflect the latest earnings base for the
Social Security tax and min-
imum hourly rate of pay
• Section on Reporting and Paying State unemployment taxes
has been completely revised in
Chapter 11
• NEW section on Accounts Receivable turnover has been added
in Chapter 13
• Updated section on International Accounting Standards Board
has been added in
Chapter 14
• Revised section on Qualitative Characteristics of Financial
Reports has been added in
Chapter 14
• NEW McGraw-Hill Connect Accounting Intelligent Response
Technology is an online
assignment and assessment solution that connects students with
the tools and resources
44. needed to achieve success through faster learning, more
efficient studying, and higher
retention of knowledge
NEW McGraw-Hill LearnSmart™ is an adaptive learning
program that
identifies what an individual student knows and doesn’t know.
LearnSmart’s
adaptive learning path helps students learn faster, study more
efficiently, and
retain more knowledge.
Also, NEW with this edition is McGraw-Hill SmartBook, part of
McGraw-Hill’s
LearnSmart suite of products.
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LearnSmart is one of the most effective
and successful adaptive learning
resources available on the market today.
More than 2 million students have
answered more than 1.3 billion ques-
tions in LearnSmart since 2009, making
it the most widely used and intelligent
45. adaptive study tool that’s proven to
strengthen memory recall, keep students
in class, and boost grades. Students
using LearnSmart are 13% more likely to
pass their classes and 35% less likely to
drop out.
Distinguishing what students know from
what they don’t, and honing in on con-
cepts they are most likely to forget,
LearnSmart continuously adapts to each
student’s needs by building an individual
learning path so students study smarter
and retain more knowledge. Turnkey
reports provide valuable insight to
instructors, so precious class time can be
spent on higher-level concepts and
discussion.
This revolutionary learning resource is
46. available only from McGraw-Hill
Education, and because LearnSmart is
available for most course areas, instruc-
tors can recommend it to students in
almost every class they teach.
Learn with Adaptive
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Fueled by LearnSmart—the most widely used and intelligent
adaptive learning resource—
SmartBook is the first and only adaptive reading experience
available today.
Distinguishing what a
student knows from what
they don’t, and honing
in on concepts they are
47. most likely to forget,
SmartBook personalizes
content for each student
in a continuously adapt-
ing reading experience.
Reading is no longer a
passive and linear expe-
rience, but an engaging
and dynamic one where
students are more likely
to master and retain important concepts, coming to class better
prepared. Valuable reports
provide instructors insight as to how students are progressing
through textbook
content, and are useful for shaping inclass time or assessment.
As a result of the adaptive
reading experience found in SmartBook, students are more
likely to retain knowledge, stay in
class, and get better grades.
This revolutionary technology is available only from McGraw-
Hill Education and for hundreds
48. of course areas as part of the LearnSmart Advantage series.
How Does SmartBook Work?
Each SmartBook contains four components: Preview, Read,
Practice, and Recharge. Starting
with an initial preview of each chapter and key learning
objectives, students read the material
and are guided to topics that need the most practice based on
their responses to a continu-
ously adapting diagnostic. Read and practice continue until
SmartBook directs students to
recharge important material they are most likely to forget to
ensure concept mastery and
retention.
Technology
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McGraw-Hill Connect Accounting
Get Connect Accounting. Get Results.
McGraw-Hill Connect Accounting is a digital teaching and
learning environment that gives students the means to better
connect with their coursework, with their instructors, and
49. with the important concepts that they will need to know for
success now and in the future. With Connect Accounting,
instructors can deliver assignments, quizzes, and tests easily
online. Students can practice important skills at their own
pace and on their own schedule.
Online Assignments
Connect Accounting helps students learn more efficiently by
providing feedback and practice material when they need
it, where they need it. Connect Accounting grades home-
work automatically and gives immediate feedback on any
questions students may have missed.
Leading Technology Extends Learning
Intelligent Response Technology (IRT)
IRT is a redesigned student interface for our end-of-
chapter assessment content. The benefits include
improved answer acceptance to reduce students’ frus-
tration with formatting issues (such as rounding). Also,
select questions have been redesigned to test students’
knowledge more fully. They now include tables for
students to work through rather than requiring that all
50. calculations be done offline.
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Guided Examples
The Guided Examples in Connect Accounting provide a
narrated, animated, step-by-step walk-through of select
exercises similar to those assigned. These short presenta-
tions provide reinforcement when students need it most.
Beyond the Classroom
Student Library
The Connect Accounting Student Library gives
students access to additional resources such as
recorded lectures, online practice materials, an
eBook, and more.
xv
The online Connect component has changed the way
I teach accounting! It is a central location for
everything that I need to teach my course.
51. —Laura Bantz,
McHenry Community College
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McGraw-Hill Connect Accounting Features
Connect Accounting offers a number of powerful tools and
features to make managing assignments easier, so fac-
ulty can spend more time teaching.
Simple Assignment Management and Smart
Grading
With Connect Accounting, creating assignments is easier
than ever, so instructors can spend more time teaching and
less time managing.
• Create and deliver assignments easily with selectable
end-of-chapter questions and Test Bank items.
• Go paperless with the eBook and online submission and
grading of student assignments.
• Have assignments scored automatically, giving students
immediate feedback on their work and side-by-side
comparisons with correct answers.
• Access and review each response; manually change
52. grades or leave comments for students to review.
• Reinforce classroom concepts with practice tests and
instant quizzes.
Student Reporting
Connect Accounting keeps instructors informed about how
each student, section, and class is performing, allowing for
more productive use of lecture and office hours. The
progress-tracking function enables you to:
• View scored work immediately and track individual or
group performance with assignment and grade reports.
• Access an instant view of student or class performance
relative to learning objectives.
• Collect data and generate reports required by many
accreditation organizations, such as AACSB and AICPA.
Instructor Library
The Connect Accounting Instructor Library is a repository for
additional resources to improve student engagement in
and out of …