Turnbull Corp. had an EBIT of $247 million in the last fiscal year.docx

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Turnbull Corp. had an EBIT of $247 million in the last fiscal year. Its depreciation and amortization expenses amounted to $84 million. The firm has 135 million shares outstanding and a share price of $12.80. A competing firm that is very similar to Turnbull has an enterprise value/EBITDA multiple of 5.40.  What is the enterprise value of Turnbull Corp.? Round to the nearest million dollars. $1,334 million $453.6 million $1,787 million $1,315 million Teakap, Inc., has current assets of $ 1,456,312 and total assets of $4,812,369 for the year ending September 30, 2006. It also has current liabilities of $1,041,012, common equity of $1,500,000, and retained earnings of $1,468,347. How much long-term debt does the firm have? $803,010 $1,844,022 $2,303,010 $2,123,612 Drekker, Inc., has revenues of $312,766, costs of $220,222, interest payment of $31,477, and a tax rate of 34 percent. It paid dividends of $34,125 to shareholders. Find the firm's dividend payout ratio and retention ratio. 45%, 55% 85%, 15% 15%, 85% 55%, 45% ...

Turnbull Corp. had an EBIT of $247 million in the last fiscal
year. Its depreciation and amortization expenses amounted to
$84 million. The firm has 135 million shares outstanding and a
share price of $12.80. A competing firm that is very similar to
Turnbull has an enterprise value/EBITDA multiple of
5.40. What is the enterprise value of Turnbull Corp.? Round
to the nearest million dollars.
$1,334 million
$453.6 million
$1,787 million
$1,315 million
Teakap, Inc., has current assets of $ 1,456,312 and total assets
of $4,812,369 for the year ending September 30, 2006. It also
has current liabilities of $1,041,012, common equity of
$1,500,000, and retained earnings of $1,468,347. How much
long-term debt does the firm have?
$803,010
$1,844,022
$2,303,010
$2,123,612

Drekker, Inc., has revenues of $312,766, costs of $220,222,
interest payment of $31,477, and a tax rate of 34 percent. It paid
dividends of $34,125 to shareholders. Find the firm's dividend
payout ratio and retention ratio.
45%, 55%
85%, 15%
15%, 85%
55%, 45%

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Fin 571 week 2 connect problems assignment

Fin 571 week 2 connect problems assignment

Fin 571 week 2 connect problems assignment

CT7_Op1_StudentTemplate#TransactionAccountDRCR1Government levied $2,000,000 of General Fund Property tax for the fiscal year with an estimated uncollectible amount of $400,000.2The General Fund paid $350,000 on the vouchers payable that were outstanding at the end of FY 2013.3The General Fund paid the $13,000 reported as Due to Other Funds at the end of FY 2013. This amount was reported as Internal Payables to Business -type Activities at the government-wide level. Assume that it is Tax Year 2014. Complete the yellow area for the General Fund only.Chart of Accounts for General FundCashTaxes Receivable—CurrentEstimated Uncollectible Current TaxesTaxes Receivable—DelinquentEstimated Uncollectible Delinquent TaxesInterest and Penalties Receivable on TaxesEstimated Uncollectible Interest and PenaltiesDue from Other FundsDue from State GovernmentInventory of SuppliesVouchers PayableTax Anticipation Notes PayableDue to Other FundsDue to Federal GovernmentDue to State GovernmentFund Balance—Nonspendable—Inventory of SuppliesFund Balance—Restricted—General GovernmentFund Balance—Restricted—Public SafetyFund Balance—Restricted—Public WorksFund Balance—Restricted—Health and WelfareFund Balance—Restricted—Culture and RecreationFund Balance—Committed—General GovernmentFund Balance—Committed—Public SafetyFund Balance—Committed—Public WorksFund Balance—Committed—Health and WelfareFund Balance—Committed—Culture and RecreationFund Balance—Assigned—General GovernmentFund Balance—Assigned—Public SafetyFund Balance—Assigned—Public WorksFund Balance—Assigned—Health and WelfareFund Balance—Assigned—Culture and RecreationFund Balance—UnassignedBudgetary Fund BalanceEncumbrances OutstandingEstimated RevenuesRevenuesAppropriationsEstimated Other Financing Uses—Interfund Transfers OutExpendituresOther Financing Uses—Interfund Transfers Out Chapter 2 (2-13) Loss Caryrback and Canliforward Financial Statements, Cash Flow, and Taxes Rhodes Corporation: Income Statements for Year Ending December 31 (Millions of Dollars) 2013 87 2012 Sales Operating costs excluding depreciation Depreciation and amortization Earnings before interest and taxes Less interest Pre-ta:i income Taxes (40%) Net income availabie to common stockhoiders Common dividends $ I i,000 9,360 J6(.t $ 1,260 0a $ i,i40 456 $_684 $ zza s 10,000 8,500 360 $ 1,140 100 $ 1,040 416 $ az+ $ zoo Rhodes Corporation: Balance Sheets as of December 31 (Millions of Dollars) 2013 2012 A-s.sefs Cash Short-term investments Accounts receivable Inventories Total current assets Net plant and equipment Total assets Liabilities and Equity Accounts payable Accruals Notes payable 'l'otal current liabilities Long-term debt Total Iiabilities Common stock Retained earnings Total common equity Total liabilities and equity $ s50 il0 2,750 1,650 $5,060 3,850 $8,elq $1,100 550 384 $2,A34 1,100 $3,134 4,312 t,464 $s,776 $sels $ s00 100 2,50A 1,500 $4,600 3,500 $8,1.

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hyacinthshackley2629

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Quantum Technology had $646,000 of retained earnings on December 3.docx

Quantum Technology had $646,000 of retained earnings on December 3.docx

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Financial Accounting Basic BackgroundTOPIC C - posted Thursda.docx

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celanese q4_2007_report

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Compano Inc. was founded in 1986 in Baytown, Texas. The firm provides oil-field services to the Texas Gulf Coast region, including the leasing of drilling barges. Its balance sheet for yearend 2014 describes a firm with $830, 541,000 in book value assets that has a market value of $1.334 billion. December 31, 2014 Balance Sheet (Book Values) Invested Capital (Market Values) Liabilities and Owner\'s Capital Current liabilities: Accounts Payable $8,250,000 Notes Payable - - Other current liabilities $7,266,000 Total current liabilities $15,516,000 Long-term debt (8.5% interest paid semiannually, due in 2015) $420,000,000 $434,091,171 Total liabilities $435,516,000 $434,091,171 Owner\'s capital: Common stock ($1 par value per share $40,000,000 Paid-in-capital $100,025,000 Accumulated earnings $255,000,000 Total owner\'s capital $395,025,000 $900,000,000 Total liabilities and owner\'s capital $830,541,000 $1,334,091,171 Capital Market Data Treasury Bond Yield 5.42% Market Risk Premium 5.00% Unlevered equity beta 0.90 Stock price 22.50 Market capitalization Yield on debt 8.00% Bond beta 0.30 Short-term interest bearing debt New long-term debt total - Tax Rate 40.00% Question 1. Fill in the boxes for market capitalization and short-term interest bearing debt located under the capital market data. Step 1: Evaluation the capital structure weights Enterprise Value = Market Capitalization + Debt Debt/Enterprise Value Equity/Enterprise Value Step 2: Estimate the costs of Financing Debt (after taxes) Debt/Equity Ratio Equity Levered equity beta Step 3: Calculate the WACC WACC Question 2. Fill in the boxes for steps 1 through 3. Capital Structure Weight Source of Capital (Proportion) After-Tax Cost Weighted After-Tax Cost Debt Equity WACC Question 3. Fill in the boxes for capital structure weight (debt, equity, WACC, etc). Balance Sheet (Book Values) Invested Capital (Market Values) Liabilities and Owner\'s Capital Current liabilities: Accounts Payable $8,250,000 Notes Payable - - Other current liabilities $7,266,000 Total current liabilities $15,516,000 Long-term debt (8.5% interest paid semiannually, due in 2015) $420,000,000 $434,091,171 Total liabilities $435,516,000 $434,091,171 Owner\'s capital: Common stock ($1 par value per share $40,000,000 Paid-in-capital $100,025,000 Accumulated earnings $255,000,000 Total owner\'s capital $395,025,000 $900,000,000 Total liabilities and owner\'s capital $830,541,000 $1,334,091,171 Solution Question 1: Step 1: Evaluation the capital structure weights. Enterprise value = Market capitalization +Debt Market capitalization = Number of share × market value per share = 40,000,000 × $22.50 = $900,000,000 Debt = market value of debt = $420,000,000 Enterprise value = $900,000,000 + $420,000,000 =$1,320,000,000 Calculation of Debt/Enterprise value: Debt = $420,000,000 Enterprise value = $1,320,000,000 = Debt/Enterprise value = $420,000,000 / $1,320,000,000 =0.32 Calculation of Equity/Enterprise value: Equity = $40,000,0.

Compano Inc. was founded in 1986 in Baytown, Texas. The firm provide.pdf

Compano Inc. was founded in 1986 in Baytown, Texas. The firm provide.pdf

Compano Inc. was founded in 1986 in Baytown, Texas. The firm provide.pdf

aishwaryaequipment

Ch02 P14 Build a Model Spring 1, 20137/22/12Chapter 2. Ch 02 P14 Build a ModelExcept for charts and answers that must be written, only Excel formulas that use cell references or functions will be accepted for credit. Numeric answers in cells will not be accepted.a. Cumberland Industries' most recent sales were $455,000,000; operating costs (excluding depreciation) were equal to 85% of sales; net fixed assets were $67,000,000; depreciation amounted to 10% of net fixed assets; interest expenses were $8,550,000; the state-plus-federal corporate tax rate was 40% and Cumberland paid 25% of its net income out in dividends. Given this information, construct Cumberland's income statement. Also calculate total dividends and the addition to retained earnings.The input information required for the problem is outlined in the "Key Input Data" section below. Using this data and the balance sheet above, we constructed the income statement shown below.Key Input Data for Cumberland Industries2010 (Thousands of dollars)Sales Revenue$455,000Expenses (excluding depreciation) as a percent of sales85.0%Net fixed assest$67,000Depr. as a % of net fixed assets10.0%Tax rate40.0%Interest expense$8,550Dividend Payout Ratio25%Cumberland Industries: Income Statement (Thousands of dollars)2010SalesOperating costs excluding depreciation EBITDADepreciation (Cumberland has no amortization charges) EBITInterest expense EBTTaxes (40%) Net incomeCommon dividendsAddition to retained earningsb. Cumberland Industries' partial balance sheets are shown below. Cumberland issued $10,000,000 of new common stock in the most recent year. Using this information and the results from part a, fill in the missing values for common stock, retained earnings, total common equity, and total liabilities and equity. Dollar value of common stock issued (in thousands of dollars)$10,000Cumberland Industries December 31 Balance Sheets(in thousands of dollars)20102009AssetsCash and cash equivalents$91,450$74,625Short-term investments11,40015,100Accounts Receivable108,47085,527Inventories38,45034,982 Total current assets$249,770$210,234 Net fixed assets67,00042,436Total assets$316,770$252,670Liabilities and equityAccounts payable$30,761$23,109Accruals30,40522,656Notes payable12,71714,217 Total current liabilities$73,883$59,982Long-term debt80,26363,914 Total liabilities$154,146$123,896Common stock$90,000Retained earnings38,774 Total common equity$128,774Total liabilities and equity$252,670Check for balancing (this should be zero):c. Construct the statement of cash flows for the most recent year. Statement of Cash Flows(in thousands of dollars)Operating ActivitiesNet IncomeAdjustments: Noncash adjustment: Depreciation Due to changes in working capital: Due to change in accounts receivable Kenneth D. Jackson: An increase in accounts receivable from the pevious year to the current year reduces the net cash provided by operating activities Due to change in inventories Kenneth D. ...

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Critical Reflection Projectzzz.docx

Critical Reflection Projectzzz.docx

Critical reflection on the reading from Who Speaks for Justice, Part 5: Culture pages 161-219. Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior. Some things to think about Why instead of the What and When. What culture do you practice? Where did it come from? Are you paying attention to how culture impacts your behavior, actions and thinking? How does your culture impact others around you? Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior. .

Critical reflection on the reading from Who Speaks for Justice, .docx

Critical reflection on the reading from Who Speaks for Justice, .docx

Critical reflection on the reading from Who Speaks for Justice, .docx

Critical Reflection Exercise Students are expected to have completed the assigned readings each week and be prepared to comment critically. Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events. Students will submit a three page, double-spaced critical reflection of the assigned readings. Assigned Readings: * For the Second Reading, just Chapter 1 & 2 .

Critical Reflection ExerciseStudents are expected to have co.docx

Critical Reflection ExerciseStudents are expected to have co.docx

Critical Reflection ExerciseStudents are expected to have co.docx

Critical Reading Strategies The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies. Click here (Links to an external site.)Links to an external site. for the document. These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend: 1. Identifying what you're reading for. Answer the following questions: 1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information? 2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading. 1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further. 1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system. 3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas? 4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read. 1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba. 2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language? What is World Literature? David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF. Damrosch, David (Introduction--Goethe Coins a Phrase).pdf · The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.

Critical Reading StrategiesThe University of Minnesota published.docx

Critical Reading StrategiesThe University of Minnesota published.docx

Critical Reading StrategiesThe University of Minnesota published.docx

Critical Qualitative Research Design pages 70–76 Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented. There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections. Memos on Study Goals and Rationale Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.

Critical Qualitative Research Designpages 70–76Related to un.docx

Critical Qualitative Research Designpages 70–76Related to un.docx

Critical Qualitative Research Designpages 70–76Related to un.docx

Critical Infrastructures The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities. The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security. Assignment Guidelines Address the following in 3–4 pages: What is the National Infrastructure Protection Plan (NIPP)? When was it created? Who created it? Why was it created? Explain. How important is the private sector with regard to critical infrastructure protection? Why? What types of strategies can be used for critical infrastructure protection (CIP)? What strengths currently exist in the United States with regard to CIP? Explain. What weaknesses still need to be addressed? Why? How can federal agencies effectively cooperate with private sector organizations? Explain. What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain. What types of information, if any, should be withheld from the private sector? Why? ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK .

Critical InfrastructuresThe U.S. Department of Homeland Security h.docx

Critical InfrastructuresThe U.S. Department of Homeland Security h.docx

Critical InfrastructuresThe U.S. Department of Homeland Security h.docx

Critical Infrastructure Protection Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties? Minimum of 350 words APA Style with quotation and references .

Critical Infrastructure Protection Discussion Questions How.docx

Critical Infrastructure Protection Discussion Questions How.docx

Critical Infrastructure Protection Discussion Questions How.docx

Critical Infrastructures In terms of critical infrastructure and key resources (CIKR), an asset is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset. A network is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network. A system is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector. A sector consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems. Address the following in 3–4 pages: For each of the 18 CIKR sectors, identify 1 – 2 local examples of critical infrastructure. Briefly describe the examples, and explain how they are operated and utilized. Provide any information that you feel is unique to each sector. In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster. Are there any protective measures in place to ensure its safety? .

Critical InfrastructuresIn terms of critical infrastructure and ke.docx

Critical InfrastructuresIn terms of critical infrastructure and ke.docx

Critical InfrastructuresIn terms of critical infrastructure and ke.docx

Critical Infrastructure Case Study Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment. .

Critical Infrastructure Case StudyPower plants are an important .docx

Critical Infrastructure Case StudyPower plants are an important .docx

Critical Infrastructure Case StudyPower plants are an important .docx

Critical Infrastructure and a Cyberattack Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service: Communication Sector (voice communications, digital communications, or navigation) Energy Sector (electric power grid) Water and Wastewater Systems Sector (water supply or sewage) Healthcare and Public Health Sector (hospitals) Transportation Systems Sector (rail or air) Financial Services Sector (banking ) It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future. The Critical Infrastructure and a Cyberattack assignment Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a cover page (Links to an external site.) with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion. Must use at least three scholarly sources or official government sources in addition to the course text. Must document all sources in APA style (Links to an external site.) as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style (Links to an external site.) as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. .

Critical Infrastructure and a CyberattackPresidential Decisi.docx

Critical Infrastructure and a CyberattackPresidential Decisi.docx

Critical Infrastructure and a CyberattackPresidential Decisi.docx

Critical Incident Protection (CIP)Plans need to have your name o.docx

Critical Incident Protection (CIP)Plans need to have your name o.docx

Critical Incident Protection (CIP)Plans need to have your name o.docx

Critical Evaluation of Qualitative or Quantitative Research Study Read: Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas . OJIN: The Online Journal of Issues in Nursing , 18 ,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice. Study 3 - Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery Study 4 - Striving for independence: a qualitative study of women living with vertebral fracture Suggested Reading Schreiber, M. L. (2016). Evidence-Based Practice. Negative Pressure Wound Therapy . MEDSURG Nursing, 25 (6), 425-428. Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas . OJIN: The Online Journal of Issues in Nursing , 18 ,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Wakefield, A. (2014). Searching and critiquing the research literature. Nursing Standard , 28 (39), 49-57. doi:10.7748/ns.28.39.49.e8867 Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning Qualitative Specific Resources Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 9, p. 229-252 Chapter 14, p. 385-416 Chapter 15, p. 419-442 Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 4 to 6-page paper. Include title and reference pages. .

Critical Evaluation of Qualitative or Quantitative Research Stud.docx

Critical Evaluation of Qualitative or Quantitative Research Stud.docx

Critical Evaluation of Qualitative or Quantitative Research Stud.docx

Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses" Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words) What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses? Who are the authorities that she presents to provide credibility to her argument. Does she present you with facts or opinions? Is her information current? Does her background give her any authority on the subject? What are the strengths and weaknesses of her argument? .

Critical Analysis of Phillips argument in her essay Zombie Studies.docx

Critical Analysis of Phillips argument in her essay Zombie Studies.docx

Critical Analysis of Phillips argument in her essay Zombie Studies.docx

Critical Appraisal Process for Quantitative Research As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step. Step I: Identifying the Steps of the Quantitative Research Process in Studies Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct you in the initial critical appraisal of a quantitative study. Guidelines for Identifying the Steps of the Quantitative Research Process The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined? You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions: I. Introduction A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .

Critical Appraisal Process for Quantitative ResearchAs you cri.docx

Critical Appraisal Process for Quantitative ResearchAs you cri.docx

Critical Appraisal Process for Quantitative ResearchAs you cri.docx

Criteria Excellent Superior Good Work needed Failing Introduction 20 points Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant 18 points Clear thesis with key points. Gives title and author. Takes a stance on analysis of story. 16 points Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story. 14 points Thesis too broad or not clear as analysis. 0 points Needs thesis which will analyze story. Reader not clear about what to expect. Body 20 points Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance 18 points Gives details and examples from text to analyze thesis concept. 16 points Uses some examples from the story without much plot summary. Focuses on thesis concept. 14 points Plot summary. Does not tie into thesis concept. 0 points Plot summary or biography of author. Thesis not developed with details or key points. Conclusion 15 points Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification. 13 points Summarizes points made. Restates thesis concept. 11 points Summarizes points made in body of essay. Unifies the essay without new topics introduced. 9 points Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body. 0 points Lacks summary of points or sense of unity in essay. Academic tone 10 points Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used. 8 points Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. 6 points Clear tone but may contain usage of first person, or occasional informal usage. 4 points Too informal, usage of first person, and language usage does not reflect the academic reader. 0 points Does not reflect the tone of academic writing. Citations 25 points Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s). 22 points Accurate in-text and Works Cited citation(s). 19 points In-text and end citations may have errors, but show patterns given in our textbook. 17 points Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate. 0 points Missing or invalid. Mechanics 10 points Free of errors in punctuation, spelling, grammar, and sentence structure 8 points Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing. 7 points Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices. 6 points Too many errors. Problems with sentence constructions: fragments, fused senten.

CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx

CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx

CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx

Critical analysis of primary literature - Practice Purpose: This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature. Skills: As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including: · Identifying and rewording hypotheses and predictions · Evaluating experimental methods within the context of the hypotheses and predictions · Analyzing statistical tests and describing their meaning · Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables Tasks and Rubric: · Select and read one of the provided papers that reports on original experimental research. · Consider watching the Intro To Stats video lecture for help understanding the methods. · Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article: Commentary Part 1 Focus on the Abstract and Introduction of the publication: 1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study? 2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so. Commentary Part 2 Focus on the Materials and Methods: 1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment). 2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic? Commentary Part 3 Focus on the Results and Discussion: 1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results. 2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain. Additional criteria and tips. To receive 15 points, you must: · Use no smaller than 11 point font, 0.75 inch borders. · Use correct grammar and punctuation and adhere to Standard English sentence st.

Critical analysis of primary literature - PracticePurposeThis.docx

Critical analysis of primary literature - PracticePurposeThis.docx

Critical analysis of primary literature - PracticePurposeThis.docx

Critical analysis of one relevant curriculum approach or model. Recommended Reading Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning. Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson. Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.  Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press. Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.  Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge. Fleer, M. (2013). Play in the early years, UK: Cambridge University. Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play. Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt. Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy) Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press. Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia . Australian Capital Territory, Australia: Commonwealth of Australia. Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London. Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall. Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage. .

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