The objective is to prepare a comprehensive balance sheet and single-step income statement presented in good form and derived from a list of various accounts. The amounts relative to each account will be given and the student will learn to determine whether an account is a balance sheet account or a temporary account that belongs to the income statement. The accounts will be comprised of all the various subgroupings in the balance sheet (current assets, investment, fixed assets, intangibles, and other assets, as well as current liabilities, long-term liabilities, and the equity sections). Guidelines include the following.
· Obtain the list of accounts under the section Course Project Listing of Accounts.
· Determine which accounts belong to the balance sheet and which accounts belong to the income statement.
· Determine to which subgroup each account belongs.
· Arrange the accounts in proper order and functionality.
· Prepare a comprehensive balance sheet in good form.
· Prepare a single-step income statement in good form.
Accounts Payable
197,532
Account Receivable
165,824
Accrued Interest on Notes Payable
500
Accrued Liabilities
9,500
Accumulated Depreciations
341,200
Additional Paid-In Capital
37,500
Administrative Expenses
350,000
Allowance for Doubtful Accounts
1,850
Building
975,800
Cash
42,485
Common Stock
400,000
Copyrights
105,000
Cost of Goods Sold
1,000,000
Customer Deposits (expected to be paid next year)
420
Deposits With Vendors (based on a long-term purchase contract)
50,000
Depreciation Expense (40% Selling, 60% Administrative)
100,000
Dividend Income
30,000
Goodwill
100,000
Income Tax Expense
82,250
Income Taxes Payable
62,520
Interest Revenue
25,000
Inventories
499,493
Investments in Warren Co.
87,500
Land
125,000
Mortgage Payable ($1,500 per month)
308,000
Notes Payable to Banks
50,000
Notes Receivable (due next year)
23,000
Patents
125,000
Preferred Stock, 7%
300,000
Prepaid Expenses
16,252
Rental Income
50,000
Retained Earnings
162,582
Selling Expenses
300,000
Salaries Payable
52,000
Sales Discounts
120,000
Sales Revenue
2,000,000
Securities (available for sale) at Fair Market Value
28,250
Trademarks
80,000
Twenty-year, 12% Bonds, Due 1/1/2015
500,000
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor ski ...
ECE430 Week Two Case Study Focus Students Each.docxjack60216
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
ECE430 Week Two Case Study Focus Students Each.docxSALU18
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
Each day Mrs. Ashland enters her classroom excited to make a diffe.docxsagarlesley
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
ECE 430 Week Five Case Study Focus DispositionsClosure .docxjack60216
ECE 430 Week Five Case Study
Focus: Dispositions/Closure
After volunteering one day in Mrs. Ashland’s class, Mrs. Smith, Jane’s mom, stops by the front office to
talk with Mrs. Ford about a program she saw on the local news that recognizes outstanding teachers in the
community. Mrs. Smith shares with Mrs. Ford how grateful she is that Jane was in Mrs. Ashland’s class
this year and that she wants to nominate her for the Channel 6 Golden Apple Award. Mrs. Smith shares
that Mrs. Ashland always has a smile on her face and even when a child does something they shouldn’t,
she maintains her positive attitude. She also explains to her how much she appreciates Mrs. Ashland
taking the time to modify Jane’s work to allow her more opportunities to participate in activities that
correspond with her IEP goals. After listening to Mrs. Smith, Mrs. Ford agrees that Mrs. Ashland would
be the perfect candidate for the Channel 6 Golden Apple Award. Mrs. Ford asks Mrs. Smith if she would
be willing to help fill out the application. Mrs. Smith instantly agrees and writes a letter to the other
parents in the class asking them to write a brief paragraph with their child describing why they believe
Mrs. Ashland should win the Channel 6 Golden Apple Award.
Throughout the week, the letters arrive. Mrs. Ford and Jane’s mom are blown away by the feedback they
receive and quickly write the following letter to include with their nomination:
Dear Channel 6 Golden Apple Award Panel,
We are writing to nominate Mrs. Ashland for the Channel 6 Golden Apple Award. She truly is the most
magnificent preschool teacher around! Here are a few quotes from the parents in Mrs. Ashland’s class:
What we would have done this year without Mrs. Ashland? Unfortunately, my husband and I
work long hours and are not able to be as involved in school as we would have liked. Mrs.
Ashland saw that this was affecting Johnny and she found a fabulous afterschool literacy
program for him. Now instead of Johnny being upset that we can’t pick him up from school, he is
excited to show us the new book he learned to read! If that wasn’t enough, she created fun cutting
and tracing patterns in the shapes of basketballs to encourage Johnny to practice his fine motor
skills.
At the beginning of the year my daughter, Maya, couldn’t speak English very well. Mrs. Ashland
took the time to create special books with pictures in them to help Maya learn more words. The
books helped me too! Now, I can speak a few words to Mrs. Ashland in English. Every day Mrs.
Ashland comes to school dressed nicely and even takes time to talk to me and ask me about what
life was like in Mexico. I appreciate her wanting to learn more about where Maya used to live.
We have raised our son Caleb with certain beliefs and knew that once he entered school, Caleb
would be around children who were raised differently. When we brought our concerns to Mrs.
Ashland, sh ...
ECE430 Week Two Case Study Focus Students Each.docxjack60216
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
ECE430 Week Two Case Study Focus Students Each.docxSALU18
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
Each day Mrs. Ashland enters her classroom excited to make a diffe.docxsagarlesley
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
ECE 430 Week Five Case Study Focus DispositionsClosure .docxjack60216
ECE 430 Week Five Case Study
Focus: Dispositions/Closure
After volunteering one day in Mrs. Ashland’s class, Mrs. Smith, Jane’s mom, stops by the front office to
talk with Mrs. Ford about a program she saw on the local news that recognizes outstanding teachers in the
community. Mrs. Smith shares with Mrs. Ford how grateful she is that Jane was in Mrs. Ashland’s class
this year and that she wants to nominate her for the Channel 6 Golden Apple Award. Mrs. Smith shares
that Mrs. Ashland always has a smile on her face and even when a child does something they shouldn’t,
she maintains her positive attitude. She also explains to her how much she appreciates Mrs. Ashland
taking the time to modify Jane’s work to allow her more opportunities to participate in activities that
correspond with her IEP goals. After listening to Mrs. Smith, Mrs. Ford agrees that Mrs. Ashland would
be the perfect candidate for the Channel 6 Golden Apple Award. Mrs. Ford asks Mrs. Smith if she would
be willing to help fill out the application. Mrs. Smith instantly agrees and writes a letter to the other
parents in the class asking them to write a brief paragraph with their child describing why they believe
Mrs. Ashland should win the Channel 6 Golden Apple Award.
Throughout the week, the letters arrive. Mrs. Ford and Jane’s mom are blown away by the feedback they
receive and quickly write the following letter to include with their nomination:
Dear Channel 6 Golden Apple Award Panel,
We are writing to nominate Mrs. Ashland for the Channel 6 Golden Apple Award. She truly is the most
magnificent preschool teacher around! Here are a few quotes from the parents in Mrs. Ashland’s class:
What we would have done this year without Mrs. Ashland? Unfortunately, my husband and I
work long hours and are not able to be as involved in school as we would have liked. Mrs.
Ashland saw that this was affecting Johnny and she found a fabulous afterschool literacy
program for him. Now instead of Johnny being upset that we can’t pick him up from school, he is
excited to show us the new book he learned to read! If that wasn’t enough, she created fun cutting
and tracing patterns in the shapes of basketballs to encourage Johnny to practice his fine motor
skills.
At the beginning of the year my daughter, Maya, couldn’t speak English very well. Mrs. Ashland
took the time to create special books with pictures in them to help Maya learn more words. The
books helped me too! Now, I can speak a few words to Mrs. Ashland in English. Every day Mrs.
Ashland comes to school dressed nicely and even takes time to talk to me and ask me about what
life was like in Mexico. I appreciate her wanting to learn more about where Maya used to live.
We have raised our son Caleb with certain beliefs and knew that once he entered school, Caleb
would be around children who were raised differently. When we brought our concerns to Mrs.
Ashland, sh ...
Instructions Read the case study to inform the assignment that foll.docxlanagore871
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Please provide answer, write program in Prolog for the following.docxcherry686017
Please provide answer, write program in Prolog for the following rules and facts.
RULES:
Use the rules on "When to Seek Medical Attention" from
carona virus
Watch for symptoms
People with COVID-19 have had a wide range of symptoms reported - ranging from mild symptoms to severe illness.
These symptoms may appear
2-14 days after exposure to the virus:
Fever
Cough
Shortness of breath or difficulty breathing
Chills
Repeated shaking with chills
Muscle pain
Headache
Sore throat
New loss of taste or smell
When to Seek Medical Attention
If you develop any of these
emergency warning signs*
for COVID-19 get
medical attention immediately:
Trouble breathing
Persistent pain or pressure in the chest
New confusion or inability to arouse
Bluish lips or face
*This list is not all inclusive. Please consult your medical provider for any other symptoms that are severe or concerning to you.
FACTS
John has Fever, Cough and Trouble breathing
Amanda has Fever, Cough and Sore throat
.
Please provide references for your original postings in APA form.docxcherry686017
Please provide references for your original postings in APA format. 300 Words with proper references.
What do you think is the best combination of the types of authentication? Is that type of authentication appropriate for all types of access?
Some have made the argument that using WEP presents more security issues than if all traffic were in the clear. What do you think?
.
Please provide reference in APARequired FormatTitle Page AP.docxcherry686017
Please provide reference in APA
Required Format:
Title Page APA Format
Introduction
Concept of Systems Thinking (
Level 1 APA Heading
)
Difference Between Systems Thinking and Silo Thinking
(Level 1 APA Heading)
Applying Systems Thinking in My Work Environment
(Level 1 APA Heading)
Conclusion
1. Explain and discuss the concept of systems thinking.
2. Explain and give an example of the difference between silo thinking and systems thinking
3. Provide one example of where you could apply systems thinking that would positively affect your current work environment.
.
Please post here your chosen topic and information about why y.docxcherry686017
Please post here your chosen topic and information about why you chose it. Note: it must be a NON-INFECTIOUS agent (with few exceptions and it cannot be what you chose for discussion 2), so it cannot be caused by an organism. Please review the syllabus for more details.
A reminder from the syllabus:
The disease or disorder should not be a common disease that has already addressed in our course. With rare exception, it should not be an infectious disease (caused by an infectious organism).
Common diseases should be AVOIDED, including coronary artery disease, Alzheimer's disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor).
The information you present should include sufficient detail to demonstrate that you have completed some preliminary research and should present a clear rationale for your choice.
If you're struggling with ideas, think of something you or someone you know may be dealing with. Or perhaps take a look at webMD and see if you find something interesting. Or watch a medical show, like The Good Doctor.
Please change your Title of your discussion post to the name of the disease.
.
Please pick your favorite article from Ms Magazine and do a one.docxcherry686017
Please pick your favorite article from
Ms Magazine
and do a one page (double spaced) write up of how it relates to what you have learned so far in this class
( something under one of these topics: what women's studies \ What is sex ? what is Gender \ secrets of masculinity and Femininity \ theories about the construction of gender \ intersectionality)
.
Please provide discussion of the following1. Weyerhaeuser made .docxcherry686017
Please provide discussion of the following:
1. Weyerhaeuser made a one-year commitment to help their employees living in New Orleans who were victims of Katrina. What types of assistance was provided under this commitment and what impact did it have on the lives of those most affected?
2. Please research and provide an overview of a company that provided assistance to the one of our more recent, natural events.
.
Please provide a summary of the key learning from the chapter. The .docxcherry686017
Please provide a summary of the key learning from the chapter. The summary is expected to be a simple write up, can be free form, and should include:
Brief
description in written form of the concepts that you have learned form reading the chapter.
If you wish (but not mandatory) and
if applicable
, you can cite examples that may illustrate some of the concepts. Examples can be from your our work, academia, experience, other organizations, etc.
There is
No Need
to summarize any of the formulas, graphs, tables, workflows, etc.
Summary should be
concise
and should fit on
No More Than One Page
.
Summary can entered in Canvas, posted or emailed as a document file typed in Microsoft Word, Powerpoint, or any other media that you choose.
.
Please pay close attention to the highlighted areas Please answe.docxcherry686017
Please pay close attention to the highlighted areas
Please answer all questions that are highlighted in red
Please write two full and complete pages
Cite your sources
Please use more of your own words than other authors
The job of the Supreme Court is to apply the Constitution, not to make public policy. That means that if they're doing their job, the specific outcomes of the decision shouldn't be a factor in their decision. That's why, sometimes, bad guys go free because the police violated a rule that protects all of us in we're accused of wrongdoing. Free speech can also be troublesome. It sounds a lot better in theory than it sometimes turns out in practice.
Find a Supreme Court case called Elonis v. United States (Links to an external site.).
What can you say and not say on social media? Where does your freedom of speech end and become a specific threat to another person?
Read about the case and write a 2 - 5 page essay telling your reader what the case was about, what the court majority decided and why. If you were a Supreme Court Justice, what would your decision have been and why?
Submit in Word. Cite your sources.
Resources
The SCOTUS blog is always a great place to start: http://www.scotusblog.com/case-files/cases/elonis-v-united-states/ (Links to an external site.)
The Cornell Law School also: https://www.law.cornell.edu/supct/cert/13-983 (Links to an external site.)
As always, the New York Times is a great resource for Supreme Court cases: http://www.nytimes.com/2015/06/02/us/supreme-court-rules-in-anthony-elonis-online-threats-case.html (Links to an external site.)
.
Please pay attention to the topicZero Plagiarisfive referenc.docxcherry686017
Please pay attention to the topic
Zero Plagiaris
five references
Post
an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective of the value of psychotherapy treatments. Support your rationale with evidence-based literature.
Wheeler, K. (Eds.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company
.
PLEASE OPEN THE ATTACH MENTWhen a dietary supplement is consid.docxcherry686017
PLEASE OPEN THE ATTACH MENT
When a dietary supplement is considered food and when is it considered a drug? Describe in detail why and when someone would need to take a dietary supplement. Is monitoring your nutritional intake important? Why or Why not? Please provide examples in paragraph form. What is your perception of a healthy diet, why and what does it consist of?
.
Please make sure that it is your own work and not copy and paste. Wa.docxcherry686017
Please make sure that it is your own work and not copy and paste. Watch out for grammar errors and spelling errors. Use the APA format.
Book Refernce: Robbins, S. P., & Judge, T. A. (2019).
Organizational behavior
(18th ed.). New York, NY: Pearson.
How do you distinguish between attitudes and moods? What is one example that supports your position? As you address the question, you are to consider how outside sources might be used to support your position.
.
please no plagiarism, 5 pages and fallow the rubic Quantitat.docxcherry686017
please no plagiarism, 5 pages and fallow the rubic
Quantitative Research Design. Rigor and Validity in Quantitative Research.
Title Page: Title of article, journal information and your name and date
1 point
Your score
Abstract: Brief summary of article (1-2 paragraphs)
1 points
The Problem: (2 or 3 paragraphs)
Is the problem clearly stated?
Is the problem practically important?
What is the purpose of the study?
What is the hypothesis?
Are the key terms defined?
3 points
Review of Literature: (1 -2 paragraphs)
Are the cited sources pertinent to the study?
Is the review too broad or too narrow?
Are the references recent?
Is there any evidence of bias?
2 points
Design and Procedures: (3-4 paragraphs)
What research methodology was used?
Was it a replica study or an original study?
What measurement tools were used?
How were the procedures structures?
Was a pilot study conducted?
What are the variables?
How was sampling performed?
3 points
Data analysis and Presentation: (1 - 2 paragraphs)
2 points
How was data analyzed?
Did findings support the hypothesis and purpose?
Were weaknesses and problems discussed?
Conclusions and Implications: (2-3 paragraphs)
3 points
Are the conclusions of the study related to the original purpose?
Were the implications discussed?
Whom the results and conclusions will affect?
What recommendations were made at the conclusion?
What is your overall assessment of the study and the article?
Total
15 points
(100%)
Grade
.
Please make sure to follow the below.Please note that this is .docxcherry686017
Please make sure to follow the below.
Please note that this is a formal writing, all references (peer-reviewed) mostly must be cited appropriately within the text.
Clearly avoid plagiarism.
The paper should have a minimum of 10 pages, 1.5 spacing and Times New Roman font.
A minimum of 5 peer review references must be provided.
Reference style is APA.
.
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Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Please provide answer, write program in Prolog for the following.docxcherry686017
Please provide answer, write program in Prolog for the following rules and facts.
RULES:
Use the rules on "When to Seek Medical Attention" from
carona virus
Watch for symptoms
People with COVID-19 have had a wide range of symptoms reported - ranging from mild symptoms to severe illness.
These symptoms may appear
2-14 days after exposure to the virus:
Fever
Cough
Shortness of breath or difficulty breathing
Chills
Repeated shaking with chills
Muscle pain
Headache
Sore throat
New loss of taste or smell
When to Seek Medical Attention
If you develop any of these
emergency warning signs*
for COVID-19 get
medical attention immediately:
Trouble breathing
Persistent pain or pressure in the chest
New confusion or inability to arouse
Bluish lips or face
*This list is not all inclusive. Please consult your medical provider for any other symptoms that are severe or concerning to you.
FACTS
John has Fever, Cough and Trouble breathing
Amanda has Fever, Cough and Sore throat
.
Please provide references for your original postings in APA form.docxcherry686017
Please provide references for your original postings in APA format. 300 Words with proper references.
What do you think is the best combination of the types of authentication? Is that type of authentication appropriate for all types of access?
Some have made the argument that using WEP presents more security issues than if all traffic were in the clear. What do you think?
.
Please provide reference in APARequired FormatTitle Page AP.docxcherry686017
Please provide reference in APA
Required Format:
Title Page APA Format
Introduction
Concept of Systems Thinking (
Level 1 APA Heading
)
Difference Between Systems Thinking and Silo Thinking
(Level 1 APA Heading)
Applying Systems Thinking in My Work Environment
(Level 1 APA Heading)
Conclusion
1. Explain and discuss the concept of systems thinking.
2. Explain and give an example of the difference between silo thinking and systems thinking
3. Provide one example of where you could apply systems thinking that would positively affect your current work environment.
.
Please post here your chosen topic and information about why y.docxcherry686017
Please post here your chosen topic and information about why you chose it. Note: it must be a NON-INFECTIOUS agent (with few exceptions and it cannot be what you chose for discussion 2), so it cannot be caused by an organism. Please review the syllabus for more details.
A reminder from the syllabus:
The disease or disorder should not be a common disease that has already addressed in our course. With rare exception, it should not be an infectious disease (caused by an infectious organism).
Common diseases should be AVOIDED, including coronary artery disease, Alzheimer's disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor).
The information you present should include sufficient detail to demonstrate that you have completed some preliminary research and should present a clear rationale for your choice.
If you're struggling with ideas, think of something you or someone you know may be dealing with. Or perhaps take a look at webMD and see if you find something interesting. Or watch a medical show, like The Good Doctor.
Please change your Title of your discussion post to the name of the disease.
.
Please pick your favorite article from Ms Magazine and do a one.docxcherry686017
Please pick your favorite article from
Ms Magazine
and do a one page (double spaced) write up of how it relates to what you have learned so far in this class
( something under one of these topics: what women's studies \ What is sex ? what is Gender \ secrets of masculinity and Femininity \ theories about the construction of gender \ intersectionality)
.
Please provide discussion of the following1. Weyerhaeuser made .docxcherry686017
Please provide discussion of the following:
1. Weyerhaeuser made a one-year commitment to help their employees living in New Orleans who were victims of Katrina. What types of assistance was provided under this commitment and what impact did it have on the lives of those most affected?
2. Please research and provide an overview of a company that provided assistance to the one of our more recent, natural events.
.
Please provide a summary of the key learning from the chapter. The .docxcherry686017
Please provide a summary of the key learning from the chapter. The summary is expected to be a simple write up, can be free form, and should include:
Brief
description in written form of the concepts that you have learned form reading the chapter.
If you wish (but not mandatory) and
if applicable
, you can cite examples that may illustrate some of the concepts. Examples can be from your our work, academia, experience, other organizations, etc.
There is
No Need
to summarize any of the formulas, graphs, tables, workflows, etc.
Summary should be
concise
and should fit on
No More Than One Page
.
Summary can entered in Canvas, posted or emailed as a document file typed in Microsoft Word, Powerpoint, or any other media that you choose.
.
Please pay close attention to the highlighted areas Please answe.docxcherry686017
Please pay close attention to the highlighted areas
Please answer all questions that are highlighted in red
Please write two full and complete pages
Cite your sources
Please use more of your own words than other authors
The job of the Supreme Court is to apply the Constitution, not to make public policy. That means that if they're doing their job, the specific outcomes of the decision shouldn't be a factor in their decision. That's why, sometimes, bad guys go free because the police violated a rule that protects all of us in we're accused of wrongdoing. Free speech can also be troublesome. It sounds a lot better in theory than it sometimes turns out in practice.
Find a Supreme Court case called Elonis v. United States (Links to an external site.).
What can you say and not say on social media? Where does your freedom of speech end and become a specific threat to another person?
Read about the case and write a 2 - 5 page essay telling your reader what the case was about, what the court majority decided and why. If you were a Supreme Court Justice, what would your decision have been and why?
Submit in Word. Cite your sources.
Resources
The SCOTUS blog is always a great place to start: http://www.scotusblog.com/case-files/cases/elonis-v-united-states/ (Links to an external site.)
The Cornell Law School also: https://www.law.cornell.edu/supct/cert/13-983 (Links to an external site.)
As always, the New York Times is a great resource for Supreme Court cases: http://www.nytimes.com/2015/06/02/us/supreme-court-rules-in-anthony-elonis-online-threats-case.html (Links to an external site.)
.
Please pay attention to the topicZero Plagiarisfive referenc.docxcherry686017
Please pay attention to the topic
Zero Plagiaris
five references
Post
an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective of the value of psychotherapy treatments. Support your rationale with evidence-based literature.
Wheeler, K. (Eds.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company
.
PLEASE OPEN THE ATTACH MENTWhen a dietary supplement is consid.docxcherry686017
PLEASE OPEN THE ATTACH MENT
When a dietary supplement is considered food and when is it considered a drug? Describe in detail why and when someone would need to take a dietary supplement. Is monitoring your nutritional intake important? Why or Why not? Please provide examples in paragraph form. What is your perception of a healthy diet, why and what does it consist of?
.
Please make sure that it is your own work and not copy and paste. Wa.docxcherry686017
Please make sure that it is your own work and not copy and paste. Watch out for grammar errors and spelling errors. Use the APA format.
Book Refernce: Robbins, S. P., & Judge, T. A. (2019).
Organizational behavior
(18th ed.). New York, NY: Pearson.
How do you distinguish between attitudes and moods? What is one example that supports your position? As you address the question, you are to consider how outside sources might be used to support your position.
.
please no plagiarism, 5 pages and fallow the rubic Quantitat.docxcherry686017
please no plagiarism, 5 pages and fallow the rubic
Quantitative Research Design. Rigor and Validity in Quantitative Research.
Title Page: Title of article, journal information and your name and date
1 point
Your score
Abstract: Brief summary of article (1-2 paragraphs)
1 points
The Problem: (2 or 3 paragraphs)
Is the problem clearly stated?
Is the problem practically important?
What is the purpose of the study?
What is the hypothesis?
Are the key terms defined?
3 points
Review of Literature: (1 -2 paragraphs)
Are the cited sources pertinent to the study?
Is the review too broad or too narrow?
Are the references recent?
Is there any evidence of bias?
2 points
Design and Procedures: (3-4 paragraphs)
What research methodology was used?
Was it a replica study or an original study?
What measurement tools were used?
How were the procedures structures?
Was a pilot study conducted?
What are the variables?
How was sampling performed?
3 points
Data analysis and Presentation: (1 - 2 paragraphs)
2 points
How was data analyzed?
Did findings support the hypothesis and purpose?
Were weaknesses and problems discussed?
Conclusions and Implications: (2-3 paragraphs)
3 points
Are the conclusions of the study related to the original purpose?
Were the implications discussed?
Whom the results and conclusions will affect?
What recommendations were made at the conclusion?
What is your overall assessment of the study and the article?
Total
15 points
(100%)
Grade
.
Please make sure to follow the below.Please note that this is .docxcherry686017
Please make sure to follow the below.
Please note that this is a formal writing, all references (peer-reviewed) mostly must be cited appropriately within the text.
Clearly avoid plagiarism.
The paper should have a minimum of 10 pages, 1.5 spacing and Times New Roman font.
A minimum of 5 peer review references must be provided.
Reference style is APA.
.
Please make revision in the prospectus checklist assignment base.docxcherry686017
Please make revision in the prospectus checklist assignment based on my professor feedback. For now, she wants to only focus on (1) the problem statement, (2) the practice focus question, (3) the social change.
I’m also attaching a copy of the previous prospectus draft which the professor returned to me with her feedback. Also, I included an outline of the project in the file section (see attached file).
Include as many scholarly references (at least 10) as needed and cite often.
APA format required.
Due on Sunday 10/06/19 by 12pm America/New York time.
.
Please note research can NOT be on organization related to minors, i.docxcherry686017
Please note research can NOT be on organization related to minors, incarcerated individuals or mental health co morbidities. Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.
As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.
Professional Context
Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.
This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization of interest.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Explain how an organization’s work impacts the health and/or safety needs of a local community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Write clearly and concisely in a logically coherent and appropriate form and style.
Note:
Complete the assessments in this course in the order in which they are presented.
Preparation
Assume you are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of the work .
please no plagiarism our class uses Turnitin You are expected to pr.docxcherry686017
please no plagiarism our class uses Turnitin You are expected to provide supporting details for your responses; that support may come from the points covered in the readings and additional external research all source must be cited and listed (
appropriately cited
) in APA
.
Please know that the score is just a ball-park and d.docxcherry686017
Please know that the score is just a ball-park and doesn't represent a grade that would be equivalent to a final paper. I suggest reviewing this as well as the prompt / student samples again.
Hi, this has potential -- the evidence is apparent. Remember this is
Summary, not….lists, and it must be clear where the evidence is from via source attribution.
company name / job -- title?
source?
I have not idea where this evidence is from
oh, boy - -this is way off. making a list is not part of the assignment / summary is with source attribution
I don't mind a table or chart but where is it from and what is the purpose of it.
I'm not seeing a government source
Field Research Project
ORIGINALITY REPORT
12%
SIMILARITY INDEX
5%
INTERNET SOURCES
0%
PUBLICATIONS
9%
STUDENT PAPERS
PRIMARY SOURCES
(
1
) (
3
)Submitted to Florida International University
Student Paper %
www.l3harris.com
(
2
) (
3
) (
3
) (
2
%
)Internet Source %
Submitted to Embry Riddle Aeronautical University
(
1
)Student Paper
Submitted to Florida Institute of Technology
(
4
)Student Paper %
www.electricalengineer.com
(
5
) (
1
)Internet Source %
www.wsj.com
(
6
) (
7
) (
1
) (
1
%
)Internet Source %
Submitted to Southern State Community College
Student Paper
Exclude quotes On Exclude bibliography On
Exclude matches < 5 words
Field Research Project
GRADEMARK REPORT
FINAL GRADE
8/10
GENERAL COMMENTS
Instructor
PAGE 1
Text Comment. Please know that the score is just a ball-park and doesn't represent a grade that would be equivalent to a final paper. I suggest reviewing this as well as the prompt / student examples again.
Text Comment. Eisa, this has potential -- the evidence is apparent. Remember this is summary, not...lists, and it must be clear where the evidence is from via source attribution.
PAGE 2
Text Comment. company name / job -- title?
Text Comment. source?
Text Comment. I have not idea where this evidence is from
Text Comment. oh, boy - -this is way off. making a list is not part of the assignment / summary is with source attribution
PAGE 3
Text Comment. I don't mind a table or chart but where is it from and what is the purpose of it.
PAGE 4
PAGE 5
PAGE 6
Text Comment. I'm not seeing a government source
PAGE 7
RUBRIC: 305 REVISED RESEARCH
RESEARCH (30%)
0 / 100
0 / 100
Level of sources' quality, relevance & usefulness in helping to target future resume, and cover letter or graduate school statement.
AMAZING (100)
EXCELLENT (95)
PRETTY GOOD (90)
GOOD (85)
BETTER THAN ADEQUATE (80)
ADEQUATE (75)
MUCH REVISION NEEDED
(70)
INADEQUATE (65)
NO PASSION (60)
DOCUMENTATION (30%) 0 / 100
Level of proficiency in providing accurate & consistent quote and reference attribution, both within written text and in source listing at end.
AMAZING (100)
EXCELLENT (95)
PRETTY GOOD (90)
GOOD (85)
BETTER THAN ADEQUATE
(80)
ADEQUATE (75)
MUCH REV.
Please note that the Reflections must have 1. MLA format-.docxcherry686017
Please note that the Reflections must have:
1. MLA format-look up the link if you are not sure
2. Single spaced the entire assignment or page
3. One page only
4. Times New Roman, font 12
5. Quotations with page numbers
6. Point and Explanations do not have the author's name in it.
Be careful. I will deduct a point for each error. If you don't single space your writing, I will not read it.
.
Please make sure you talk about the following (IMO)internati.docxcherry686017
Please make sure you talk about the following
* (IMO)international maritime law institute
* historical background
* Concept of Maritime law
*The principle provision of modern law
* Territorial seas
* Contiguous zone
.
Model Attribute Check Company Auto PropertyCeline George
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Ethnobotany and Ethnopharmacology:
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New development in herbals,
Bio-prospecting tools for drug discovery,
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Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The objective is to prepare a comprehensive balance sheet and sing.docx
1. The objective is to prepare a comprehensive balance sheet and
single-step income statement presented in good form and
derived from a list of various accounts. The amounts relative to
each account will be given and the student will learn to
determine whether an account is a balance sheet account or a
temporary account that belongs to the income statement. The
accounts will be comprised of all the various subgroupings in
the balance sheet (current assets, investment, fixed assets,
intangibles, and other assets, as well as current liabilities, long-
term liabilities, and the equity sections). Guidelines include the
following.
· Obtain the list of accounts under the section Course Project
Listing of Accounts.
· Determine which accounts belong to the balance sheet and
which accounts belong to the income statement.
· Determine to which subgroup each account belongs.
· Arrange the accounts in proper order and functionality.
· Prepare a comprehensive balance sheet in good form.
· Prepare a single-step income statement in good form.
Accounts Payable
197,532
Account Receivable
165,824
Accrued Interest on Notes Payable
500
Accrued Liabilities
9,500
Accumulated Depreciations
341,200
Additional Paid-In Capital
37,500
Administrative Expenses
350,000
2. Allowance for Doubtful Accounts
1,850
Building
975,800
Cash
42,485
Common Stock
400,000
Copyrights
105,000
Cost of Goods Sold
1,000,000
Customer Deposits (expected to be paid next year)
420
Deposits With Vendors (based on a long-term purchase
contract)
50,000
Depreciation Expense (40% Selling, 60% Administrative)
100,000
Dividend Income
30,000
Goodwill
100,000
Income Tax Expense
82,250
Income Taxes Payable
62,520
Interest Revenue
25,000
Inventories
499,493
Investments in Warren Co.
87,500
Land
125,000
Mortgage Payable ($1,500 per month)
3. 308,000
Notes Payable to Banks
50,000
Notes Receivable (due next year)
23,000
Patents
125,000
Preferred Stock, 7%
300,000
Prepaid Expenses
16,252
Rental Income
50,000
Retained Earnings
162,582
Selling Expenses
300,000
Salaries Payable
52,000
Sales Discounts
120,000
Sales Revenue
2,000,000
Securities (available for sale) at Fair Market Value
28,250
Trademarks
80,000
Twenty-year, 12% Bonds, Due 1/1/2015
500,000
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to
4. know her students very well and knows their strengths and
individual areas of need. We will meet and learn more about six
of Mrs. Ashland’s students in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class
is the first opportunity Johnny has had to attend school. As a
result, he has some difficulty following the classroom routines
such as sharing and following directions. When Johnny is not at
school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is
advanced when it comes to his gross motor skills and can easily
run, throw, skip, hop, and climb. Mrs. Ashland also noticed that
during center time Johnny frequently avoids the art center.
When she observed Johnny in the art center, Mrs. Ashland
noticed that he had some trouble with his fine motor skills such
as cutting, tracing, coloring, and holding markers. Mrs. Ashland
wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich
vocabulary for a child his age. Mrs. Ashland attributes this to
his love of stories. Johnny frequently raises his hand to answer
questions during circle time and beams with pride when he is
praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play
with classmates or to play alone, he almost always chooses to
play by himself. At the beginning of the school year, when Mrs.
Ashland asked Johnny what he likes to do, he told her, “I like to
play by myself a lot because my parents are usually busy
working.” Mrs. Ashland encourages Johnny to play
collaboratively with his peers, but once she engages with other
children, he quickly switches to an independent activity. Johnny
does care about his peers. For example, if Johnny sees one of
his classmates crying, he will bring them a tissue.
Maya
Maya is 4 years old and one of the most curious students in
Mrs. Ashland’s class this year. Maya recently moved to the
5. United States from Mexico and is eager to learn as much as she
can about her new environment. Maya is drawn to books with
numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was
able to observe that Maya is developing her fine and gross
motor skills by practicing her cutting, tracing letters, jumping,
running, and climbing. In fact, Mrs. Ashland has noted that
Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often
struggles to communicate her needs. Despite these challenges,
Maya does not become frustrated; instead, she either draws a
picture or takes Mrs. Ashland’s hand and shows her what she
can’t say. ,Often, Mrs. Ashland hears Maya say a new word that
she couldn’t say the day before!
ECE430 Week Two Case Study
Focus: Students
Socially, Maya struggles to interact with her peers due to her
limited proficiency in English. Maya usually engages in
independent or parallel play. Recently, Mrs. Ashland has
noticed Maya starting to walk up to other students in the class
during playtime and believes that she will soon start to
participate in cooperative play.
Jane
Jane is a bubbly and happy 4-year-old. Jane has always had
positive experiences in Mrs. Ashland’s class. Jane’s mother has
told Mrs. Ashland that she often finds Jane playing school with
her dolls at home. Jane’s after school activities include ballet
and soccer at a local community center.
Jane has an Individualized Education Plan (IEP) that contains
goals for fine motor skills. Specifically, the goals in her IEP
focus on using an appropriate grasp with a pencil and copying
simple shapes. The occupational therapist comes to Mrs.
Ashland’s classroom once a week to work with Jane on these
goals. Jane’s gross motor skills are advanced. During outside
play, Jane can often be found jumping rope.
Along with having IEP goals for fine motor skills, Jane’s IEP
6. contains language goals. Jane uses two-to three-word phrases
for communicating with both Mrs. Ashland and her peers. The
speech language pathologist visits Jane twice a month and
provides Mrs. Ashland with strategies for helping Jane to
improve her communication abilities. Mrs. Ashland also
encourages Jane to play with friends to provide her with
authentic opportunities to use language.
Jane seeks out opportunities to interact with her peers whenever
possible. During center time, she chooses activities that she can
do with a partner. When a new student joins the classroom, Jane
is the first one to smile and invite her new classmate to play.
Caleb
Caleb is an almost 5-year-old in Mrs. Ashland’s class. He loves
cars, animals, television shows about superheroes, macaroni and
cheese, and playing soccer. His favorite movie is Cars. Caleb
has a fun loving, energetic, and silly personality. Caleb doesn’t
like it when he is told he can’t do something and usually pouts
when this happens.
Mrs. Ashland has observed Caleb doing well with many gross
motor and self-help skills that include running, going up and
down stairs, jumping, hopping, getting himself dressed, and
using the restroom on his own. Although Caleb has mastered
many self-help and gross motor skills, Mrs. Ashland has noticed
during daily observations that Caleb could improve some of his
fine motor skills such as cutting with scissors and tracing.
Caleb communicates well with his peers and enjoys listening to
stories. When talking with Mrs. Ashland, he uses sentences of
varied length and has a strong expressive and receptive
vocabulary. Caleb enjoys playing games like Memory and
Candy Land, using his strong memory skills and the beginnings
of understanding numbers. He participates interactively in circle
timeand is able to answer questions. , Caleb is able to stay
engaged in learning and has shown development in all pre-
academic skills.
Caleb also does well socially. Mrs. Ashland has observed Caleb
expressing a wide range of emotions, which include happiness,
7. sadness, confusion, and frightfulness. Through classroom
observations,
ECE430 Week Two Case Study
Focus: Students
Mrs. Ashland has noticed that Caleb has self-confidence and
that he likes to try new things. Caleb’s actions suggest that he
feels safe and comfortable in new environments. When a new
student joins the class, Mrs. Ashland has Caleb show them
around. Caleb does not have trouble making friends with peers,
but seems to avoid certain children in the class. During the day,
Caleb engages in collaborative play, parallel play, and
independent play with little direction.
Kayla
Kayla turned 4 years old just before the school year started,
making her the youngest child in Mrs. Ashland’s class. Kayla
enjoys playing dress up, looking at books, dictating stories, and
art. Even though Kayla has had mostly positive experiences at
school, she cries frequently and often tells Mrs. Ashland that
she is sad.
When it comes to fine and gross motor skills, Kayla is meeting
all of her developmental milestones. Mrs. Ashland has observed
Kayla in the art centers and has seen firsthand how well she can
cut, color, trace, and draw. When outside, Kayla smiles as she
runs, climbs, and rides a tricycle.
Kayla’s communication skills are within normal limits for 4-
year-olds. She frequently spends her time in the writing center
drawing elaborate pictures. When Mrs. Ashland has Kayla
dictate the story to her, Kayla uses vocabulary that is advanced
for her age. When Kayla doesn’t understand the directions she
has been given, she asks Mrs. Ashland to explain to her how to
complete the activity or task.
Kayla struggles socially with her classmates. Mrs. Ashland
believes that part of this is related to Kayla’s crying for
extended periods of time in the class. When her peers show
empathy toward her, she often puts her head in her lap and
continues to cry. Kayla also gets frustrated easily. For example,
8. if Kayla is transitioning from playing a game to cleaning up,
she will become frustrated when she can’t get all of the pieces
to fit in the box. When she finally gets the pieces to fit the box,
the box will have smashed and torn corners. Mrs. Ashland
worries that Kayla’s crying and tantrums have made the other
children in the class avoid playing with her.
Jack
Jack is a 4-year-old who likes to tell the other children in the
class what to do. Mrs. Ashland has tried to build a relationship
with Jack by learning about his interests. Mrs. Ashland has
discovered that Jack loves dogs, football, candy, and watching
the Disney Channel. As a result of her efforts to get to know
him, Jack enjoys sharing about his hobbies with Mrs. Ashland.
Throughout the day, Jack demonstrates mastery of his fine and
gross motor skills by eating with utensils, walking, coloring,
dressing, playing ball, and climbing on playground equipment.
Jack enjoys playing ball and climbing so much that Mrs.
Ashland has to frequently remind him that he can only do these
activities during outside play time. Jack’s usual response to
Mrs. Ashland’s reminders is that he is allowed to play ball and
climb on the furniture inside at his house.
Jack frequently shares his thoughts or feelings about something,
which demonstrates his strong verbal skills. Although Jack is
capable of following multi-step directions, Mrs. Ashland has
documented that
ECE430 Week Two Case Study
Focus: Students
he often chooses not to follow them. Throughout the day, Jack
engages in conversations with his classmates while participating
in various activities in the different centers in the classroom.
When it comes to his social skills, Jack struggles to get along
with his peers. At the start of center time, Jack announces, “I’m
the leader” to his classmates. If one of his peers lets them know
that they are the special helper of the week at that center, Jack
will yell at him/her and say that he is the boss. In some
9. instances, Jack has even pushed his classmates when they have
told him he is not in charge of them.