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Week 10 Assignment 5 - Submit Here Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 5: Persuasive Paper Part 3: Possible Disadvantages, Answers, with Visuals Due Week 10 and worth 250 points Using feedback from your professor and classmates, revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution. Write an eight to ten (8-10) page paper in which you: Provide Part I: Revision of A Problem Exists (3-4 pages) 1. Revise your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Provide Part 2: Revision of Part 2: Solution to Problem and Advantages (3-4 pages) 2. Revise your Persuasive Paper Part 2: .

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Saint Leo University ACC 202 Principles of Accounting II Course Description: This course is a continuation of ACC 201 and introduces cost accounting concepts, budgeting, cost- volume-profit analysis and managerial decision-making. It also covers the three principal financial statements: the income statement, balance sheet, and statement of cash flows. Prerequisite: ACC 201 Textbook: Wild / Financial and Managerial Accounting (With Connect Access) / 5 TH 2013 / McGraw-Hill Create Custom Book / ISBN# 9781308576893 (eBook package) OR Wild / Financial and Managerial Accounting (With Connect Access) / 5 TH 2013 / McGraw-Hill Create Custom Book / ISBN# 9781308576619 (Loose-leaf print book package) Students have the choice of the eBook or the loose-leaf package for this class. Both include the required Connect access. The access is good for 364 days so students taking the courses consecutively do not need to purchase another package. Note: All purchase options for Connect Plus provide access for two 180-day terms; therefore, it is recommended that you take ACC 201 and ACC 202 in consecutive terms (or within the same calendar year) to avoid paying twice. Learning Outcomes: Upon completion of the course, students will be able to: 1. Analyze and understand the components of Stockholders’ Equity of the Balance Sheet, including differences between common stock and preferred stock, and the computation of book value. 2. Explain the difference between financial and managerial accounting. 3. Define and give examples of cost terms used in planning, control and decision-making and distinguish between manufacturing and nonmanufacturing costs. 4. Perform cost-volume-profit analysis. 5. Understand the budgeting process and prepare a budget. 6. Analyze financial statements using horizontal, common-size and ratio analysis. 7. VALUES OUTCOME Discuss and explain the relevance of responsible stewardship and integrity as it relates to accounting. Core Values: With the core values of responsible stewardship and integrity in mind, students will discuss management’s responsibility for creating the master budget. Additionally, students will discuss management’s incentives for understating revenues and overstating expenses when creat ing budgets. Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and goals. Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff and students pledge to be honest, just and consistent in word and deed. Evaluation: Methods of assessment include discussion, assignments, and exams. .

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ASSIGNMENT 4: PERSUASIVE PAPER PART 2: SOLUTION AND ADVANTAGES DUE WEEK 7 AND...

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Assignment Brief(Unit with single assignment) Name of Centre: Coventry University College Learner achievement (please circle) NB: All learner achievement is provisional until confirmed at the AVA Awards Board Level Achieved: L2 L3 Final Grade Achieved (Level 3 units only)PMD Resubmission? Y N Title of Access to HE Diploma: Business Studies (e.g. Science) Unit title(s): Tort of Negligence Unit code(s): EC7/3/LN/021 Learner: Tutor/Assessor: Dr Paul Cook Description of Assignment: Task 1: Participate in a Group Discussion using one or two law cases per group and discuss the three main elements required in the Tort of Negligence From the discussion, write an essay of a 1000 words, analysing the three elements required in the Tort of Negligence using a range of law cases to demonstrate your understanding. With reference to the assessment criteria, you should prepare your discussion and essay to address the following general questions: · Definition of the Tort of Negligence · Definition and analysis of the 3 elements of theTort of Negligence · What are the requirements that must be met to establish the Duty of Care, Breach of Duty and Causation/Damage? · Discuss at least one case to illustrate your explanation. (You might need more in your essay) Task 2: Prepare a Power Point Presentation Slides (you will not be asked to present this) which analyses and evaluates the defences available in the Tort of Negligence. Use law cases to demonstrate your application of knowledge. For this task you should look at the following: · Definition and explanation of various defences. Look in particular at Contributory Negligence, Volenti Non Fit Injuria and Ex Turpi Causa. You can use additional defences too. · Look at and evaluate the main elements/characteristics of the above defences · Look at the law cases which have been solved using these defences. Task 3: Taking the case of Launchburys vs Morgans 1972, explain and evaluate the importance of Vicarious Liability and explain how loss can be established by the claimant in this case. You may use other cases in addition to the above case if you wish. ( this essay should be no more than 700 words) For this assignment you will produce: · A hand out on the presentation you have prepared for task 2. · A 1000 word written essay, Plus 700 word essay to be handed in on Moodle which will be checked by Turnit-in. Please note case law quoted will not be considered plagiarism for this assignment. Date set: 05/12/2016 Date for draft submission (if applicable): Date for submission: 27/1/2017 Extension date (if agreed): Signed by Tutor/Assessor to agree extension: Date submitted: Learner declaration: · The explanations and evaluations in this work have been developed and written by me. · I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing. · When I have referred to the work of others I have done so to discuss, comment ...

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Week 5: Microskills Scenario Laura is a relatively new client who presented with a reduced level of motivation and difficulty concentrating at her job. She has experienced difficulty falling asleep and has been eating more junk food than usual. Laura shared that she has some doubts about her ability to work at the same level as others in her department; these feelings increased after a recent promotion which required her to relocate. She sees herself as typically not needing help and as the “one who gets things done,” so her loss of motivation is quite distressing to her. She described herself as someone who is usually taking care of others. This tendency was fostered in her family of origin due to her parents’ spending a lot of time outside of the home in their jobs, which left Laura to take on a lot of parenting duties with her two younger siblings. During the most recent session, Laura focused on her relationship with her partner, Tamara. Tamara is still living in the city where they met, which is a three-hour drive from where Laura is now living for her new position. She disclosed that Tamara has a history of cheating on her partners and also blaming them for not fulfilling her needs. Laura wants to set boundaries with her because she needs more time for herself and her job, but she worries that if she does not give Tamara enough time, Tamara will cheat on Laura. Laura also noted that about a month ago, Tamara lied to her about where she was going, and Laura found out through someone else that Tamara was at a sporting event with a woman she dated in the past. When Laura confronted Tamara about this, she justified it by saying that it was innocent. Tamara said she did not tell Laura because she did not want Laura’s feelings to get hurt. Ultimately, Laura believes that no matter what she does or how much she tries to meet Tamara’s needs, if Tamara does not work through this issue for herself, she may still look outside the relationship to get some needs met. At the end of the session, Laura said it felt really good to talk about this issue. She has been thinking about it a lot but did not want to talk to friends because she did not want them to look at or treat Tamara differently and because she did not want her friends to think that they were having problems. But it has been on her mind, and she felt very good about being able to talk about her concerns in therapy. Post by Day 4 a brief description of the three skills you selected. Then, provide an example of how you might use each skill with the client in the scenario. Include a sample statement for each skill that demonstrates what you might say to the client in the scenario. Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course. .

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Week 5 Journal As an educator, a large portion of learning and growth comes from reflection and refinement. For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement. provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement. 1. What was easy for me in planning the lesson? Why? 2. What components were difficult for me to complete when planning the lesson? Why? 3. What do I want to improve on when creating lesson plans? 4. How will this assignment help me in my future role? Evaluate 3- peer’s Lesson plans Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection: Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection This is the three peers lesson plans, Listed below- 1 ) Lesson Plan Template –1 peer’s Name is Mirna Roman For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. Lesson Plan Template – Overview For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. Content Area or Developmental Focus: Age/Grade of Children: Length of Lesson: Goal The goal is the purpose of the lesson. Objective The objective is what students will be able to know or do at the end of the lesson. Standards Included Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below: Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards. Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state. Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework. K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state. Materials The materials section lists all items needed throughout a lesson. Introduction The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have. Lesson Development: The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also refer.

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Week 5 mini-questions Javier is retiring from the JKL Partnership. In January of the current year, he has a $100,000 basis in his partnership interest when he receives a$10,000 cash distribution. The partnership plans to distribute $10,000 each month this year, and Javier will cease to be a partner after the December payment. Is the January payment to Javier a current distribution or a liquidating distribution? § Lia has a $40,000 basis in her partnership interest just before receiving a parcel of land as a non-liquidating (current) distribution. The partnership purchased the land, and Lia has no pre-contribution gain. Under what conditions will Lia's basis in the land be $40,000? Under what conditions will Lia's basis in the land be a carryover basis from the partnership's basis in the land? Interest before receiving a non-liquidating (current) distribution of property having a $4,500 basis and a $6,000 FMV from the CDE Partnership. Cindy has a choice of receiving either inventory or a capital asset. She will hold the distributed property as an investment for no more than two years before she sells it. What tax difference (if any) will occur because of Cindy's selection of one property or the other to be distributed by the partnership? Mariel has a $60,000 basis in her partnership interest just before receiving a parcel of land as a liquidating distribution. She has no remaining pre-contribution gain and will receive no other distributions. Under what conditions will Mariel's basis in the land be $60,000? .

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Week 4 Atleast 200 words What were some differences between Byzantine Christianity (Eastern Church) and the Roman Catholic Christianity? Week 5 at least 200 words Islam was founded in the early 7th century. By the 9th century, Islam had spread to Europe, Asia, and Africa. Why did it spread so fast and so successful? Week 6 atleast 200 words How were the declines of the Aztec and Inca empires similar? .

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Week 4 "Team Building" Please respond to the following: Reflect on an instance where you were part of a team and evaluate the effectiveness of that team based on the four essential characteristics for effective guiding coalitions, as described in Chapter 4 of the Kotter textbook. Suggest at least two strategies that could have been implemented to build trust and a shared vision on the team you identified in the first part of the discussion. .

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Week 4 Quiz 1. According to a study cited by the U.S. Census Bureau, children who live with married parents grow up with more advantages than children who live with _______ a. A divorced parent b. A single parent c. A grandparent d. All of the above. 2. In general, children in _______ households benefit from divorce. a. Step family b. Multigenerational c. High-conflict d. Low-conflict 3. A cultural universal is something that _________ a. Addresses all aspects of a group’s behavior. b. Is found in all cultures. c. Is based on cultural norms. d. May or may not be of value in meeting social needs. 4. Social scientists refer to the use of a church to combat social injustice in the political realm as ________. a. Protestant work ethic b. Conflict management c. Liberation theology d. Justice work 5. Which term describes the assignment of students to specific education programs and classes on the basis of test scores, previous grades, or perceived ability? a. Hidden curriculum b. Labeling c. Self-fulfilling prophecy d. Tracking 6. What term describes the separation of students based upon merit? a. Cultural transmission b. Social control c. Sorting d. Hidden Curriculum 7. Which factor does not influence voting practices? a. Race b. Social class c. Ethnicity d. Voting booths 8. Which statement best explains why the United States is not a true democracy? a. Many politicians are corrupt. b. Special interest groups fund political campaigns. c. Citizens elect representatives to vote on their behalf to make policy. d. Ancient Greece was the only true democracy. .

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Week 5 Discussion - Restructuring Decisions & Community Almost all companies go through a period where restructuring has taken place. This of course is done to make a firm more competitive in the market. One of Benedictine's hallmarks is Community or the call of service for the common good. With that in mind do you believe that restructuring can be achieved for the betterment of a community? MICROSOFT WORD, APA FORMAT AND SCHOLARLY CITED REVIEWS DUE WED 11/25/15 BY 5PM .

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Week 4 Homework Questions Questions 1 and 2 were taken directly from the text and I am aware that the answers are available through an internet search. I want to remind you that searching the internet for the answers and using those answers is a violation of UMUC academic integrity policies. In addition, using any outside source without citation is plagiarism. However, just gaining access to the answers will not satisfy the homework assignment because I have added the requirement that you explain your answers, which cannot be found on the internet and needs to be reasoned out from the material in the chapter. In grading, I will place more emphasis you explanation than your selection of the correct alternative. 1) The following are several multiple choice questions adapted from the CPA exam that concern the persuasiveness of evidence. For each question, selected the best answer and then explain why it is better than all the alternatives. Your explanations should address all the possible alternatives presented in the question. a) Which of the following types of documentary evidence should the auditor considered to be the most reliable and why? i) A sales invoice issued by the client and supported by a delivery receipt from an outside trucker. ii) Confirmation of an account payable balance mailed by and returned directly to the auditor. iii) A check, issued by the company and bearing the payee's endorsement, that is included with the bank statements mailed directly to the auditor. iv) An audit schedule prepared by the client's controller and reviewed by the client's treasurer. Answer: Explanation : b) Which of the following statements concerning audit evidence is true? i) To be appropriate, audit evidence should be either persuasive or relevant, but need not be reliable. ii) The measure of the quantity and quality of audit evidence lies in the auditor's judgment. iii) The difficulty and expense of obtaining audit evidence concerning an account balance is a valid basis for omitting the test. iv) A client's accounting records can be sufficient audit evidence to support the financial statements. Answer: Explanation : c) Audit evidence can come in different forms with different degrees of persuasiveness. Which of the following is the least persuasive type of evidence? i) Vendor's invoice ii) Bank statement obtained from the client iii) Computations made by the auditor iv) Prenumbered sales invoices Answer: Explanation : d) Which of the following presumptions is correct about the reliability of audit evidence? i) Information obtained indirectly from outside sources is the most reliable audit evidence. ii) To be reliable, audit evidence should be convincing rather than merely persuasive. iii) Reliability of audit evidence refers to the amount of corroborative evidence obtained. iv) Effective internal control provides more assurance about the reliability of audit evidence. Answer: Explanation : 2) T.

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Week 4 Project - STAT 3001 Student Name: Date: Instructions: To complete this project, you will need the following materials: STATDISK User Manual (found in the classroom in DocSharing) Access to the Internet to download the STATDISK program. Part I. Analyze Data Instructions Answers 1. Open the file COTININE using menu option Datasets and then Elementary Stats, 9 th Edition . This file contains some information about a collection of movies. How many observations are there in this file? In this file, there are three variables, labeled Smokers, ETS, and No ETS. The dataset was collected for a study of second-hand smoke. The sample data consists of the measured serum cotinine levels in three different groups of people. · The NOETS group lists the cotinine levels for subjects who are nonsmokers and have no exposure to environmental tobacco smoke at home or work. · The ETS group lists cotinine levels for subjects who are nonsmokers exposed to tobacco smoke at home or work. · The SMOKERS group lists cotinine levels for subjects who report tobacco use. Serum cotinine is a metabolite of nicotine, meaning that cotinine is produced when nicotine is absorbed by the body. Higher levels of cotinine correspond to higher levels of exposure to smoke that contains nicotine. 2. What results do you expect to find in this data? Part II. Descriptive Statistics 3. Generate descriptive statistics for all three groups of people and complete the following table. Round all results to 2 decimal places. Variable Sample Mean Sample Standard Deviation Sample Size Smokers ETS No ETS 4. Did you get the results you expected here? Explain why. 5. In which of the three groups did we experience the MOST variation (highest deviation from the mean)? Part III. Confidence Intervals 6. Generate a 95% interval for the mean of the SMOKERS group. Paste your results here. 7. Generate a 95% interval for the mean of the ETS group. Paste your results here. 8. Generate a 95% interval for the mean of the No ETS group. Paste your results here Create a graph below by illustrating all three confidence intervals on one graph using the tools in your word processor (example below). Statdisk cannot do this for you. Creat your graph and turn the font red. For this process, I just use the dashes and wrote a scale below the axes. Here is an example, but it is not based on the data you are analyzing: Case 1 14---------------------42 Case 2 35-------------------------70 ________________________________________ 0 20 40 60 Your Solution : 11. Based on the confidence intervals shown above, does there appear to be some evidence to indicate that exposure to tobacco smoke corresponds to higher levels of cotinine? Part IV. Hypothesis Testing Let’s say that you are trying to show that the level of cotinine is equal to zero (0) for people who do not smoke and are not exposed to Environmental.

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Week 6 - Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Action Planning for Education Change In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change. What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)? Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action. Guided Response: Respond to a minimum of two classmates. Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. - Week 6 - Discussion 2 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Final Self-Reflection Describe some of your take-aways from this course. Consider all of the topics including use of digital tools when responding. Do not respond in list form. These are merely prompts to get you thinking: What concepts or principles have you learned from this course that you might use in your work setting? How do you feel about conducting action research now, compared to before you started this course? Describe how you perceive the value of qualitative and quantitative data when considering improvements. How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps? Include a new, different quote than you did in you r week one introduction. Why does this quote inspire you? Guided Response: Respond to a minimum of two classmates. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstrati.

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Week 4 - Assignment Creating a Unit Plan Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology. Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes: Introduction: Describe the demographics of your current (or fictional classroom) including: Grade Level and Subject Area Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs) Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.) Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must: Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit. Create at least two measurable unit objectives that align with the CCSS. Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance). The following resources are helpful when creating Stage 1: Common Core Standards - The Standards Writing measurable learning objectives . P21 common core toolkit Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment. Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs. Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals. Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population. Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.

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Week 3 readings and videos Write a 350- to 700-word paper in which you investigate the interrelationship between the entertainment media and culture. Answer the following questions: In what ways have various forms of entertainment media shaped American culture and its values? Are the social influences of entertainment media mostly positive or negative? Explain. Provide specific examples. Conclude your paper with thoughts on whether the entertainment media are a reflection of or a catalyst for societal behaviors and attitudes. Format consistent with APA formatting guidelines. Click the Assignment Files tab to submit your assignment. .

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