The document provides guidance for planning a parent education session to promote writing at home for children in pre-kindergarten through 2nd grade. It recommends including information on the stages of writing development, ways to promote writing at each stage, specific activities parents can use immediately, and additional resources for parents.
An example of a Demographic Data Report for a Neilsen designated market areas or DMAs. These reports contain basic demographics (i.e. population, race, income, etc.). They are print-ready PDF documents with colorful graphs that you can easily include in your presentations and final reports. This option is a typically good fit if you need demographics for a handful of DMAs.
2022 Undergraduate Research Symposium: Malaak Elhage and Caroline Cohen
Analyzing the various neighborhoods in Detroit and the differing characteristics that make each one unique. Through the combination of our different topics, we hope to advance the research and recognition of Detroit's current outlook as well as the city's efforts to recover from its economic downturn due to Arab Americans being incorrectly categorized as "Caucasian" in many databases including the census, Arab Americans are overlooked and ignored in health research throughout the United States.
Over the years, we have seen various organizations including ACCESS and TAKE ON HATE, spearhead initiatives to change this narrative, challenge the persistent misconception of Arab Americans, as well as advocate for systematic policy changes (The Campaign to TAKE ON HATE). Before we can analyze the absence of Arab Americans in health data, it is crucial to understand what "Arab American" refers to. ACC Library Services define Arab Americans as "those who immigrated from or are descendants of immigrants who came from the predominantly Arabic-speaking nations in Southwest Asia and North Africa."
With the absence of an Arab American selection choice in health databases, individuals from 22 countries with rich, unique health factors and health history are pooled in with people with different health histories from different countries. This research will delve into the absence of Arab American data in Detroit, how race and inequality are not obvious, as depicted by Palmer Woods and Midtown data, and the problems that arise when Arab Americans are labeled by a religion and are categorized as Caucasian.
An example of a Demographic Data Report for a Neilsen designated market areas or DMAs. These reports contain basic demographics (i.e. population, race, income, etc.). They are print-ready PDF documents with colorful graphs that you can easily include in your presentations and final reports. This option is a typically good fit if you need demographics for a handful of DMAs.
2022 Undergraduate Research Symposium: Malaak Elhage and Caroline Cohen
Analyzing the various neighborhoods in Detroit and the differing characteristics that make each one unique. Through the combination of our different topics, we hope to advance the research and recognition of Detroit's current outlook as well as the city's efforts to recover from its economic downturn due to Arab Americans being incorrectly categorized as "Caucasian" in many databases including the census, Arab Americans are overlooked and ignored in health research throughout the United States.
Over the years, we have seen various organizations including ACCESS and TAKE ON HATE, spearhead initiatives to change this narrative, challenge the persistent misconception of Arab Americans, as well as advocate for systematic policy changes (The Campaign to TAKE ON HATE). Before we can analyze the absence of Arab Americans in health data, it is crucial to understand what "Arab American" refers to. ACC Library Services define Arab Americans as "those who immigrated from or are descendants of immigrants who came from the predominantly Arabic-speaking nations in Southwest Asia and North Africa."
With the absence of an Arab American selection choice in health databases, individuals from 22 countries with rich, unique health factors and health history are pooled in with people with different health histories from different countries. This research will delve into the absence of Arab American data in Detroit, how race and inequality are not obvious, as depicted by Palmer Woods and Midtown data, and the problems that arise when Arab Americans are labeled by a religion and are categorized as Caucasian.
Creating an Output Area Classification of Cultural and Ethnic HeritageGuy Lansley
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Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
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Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
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Penetration testing is a simulated cyberattack against a computer or.docxodiliagilby
Penetration testing is a simulated cyberattack against a computer or network that checks for exploitable vulnerabilities. Pen tests can involve attempting to breach application systems, APIs, servers, inputs, and code injection attacks to reveal vulnerabilities. In a well-written, highly-detailed research paper, discuss the following:
What is penetration testing
Testing Stages
Testing Methods
Testing, web applications and firewalls
Your paper should meet the following requirements:
Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
.
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Perform an analysis of the social / demographic, technological, economic, environmental / geographic, and political/legal / governmental segments to understand the general environment facing Union Pacific.
Descri
be how Union Pacific will be affected by each of these external factors.
this is a strategic mangement course business 499.
.
Perform research and discuss whether text messaging is cheaper or mo.docxodiliagilby
Perform research and discuss whether text messaging is cheaper or more expensive than voice. Explain how text messaging works.
Perform research and discuss how an audio CD and an audio DVD compare. Find out why it is said that a vinyl long play record produces sounds much better. Are we going backwards with digital technology in music recording? Explain.
.
People in developed nations are fond of warning people in developing.docxodiliagilby
People in developed nations are fond of warning people in developing nations to stop
destroying rainforest.
People of developing nations often respond that this is hypocritical,
because the developed nations became wealthy by deforesting their land and exploiting its
resources in the past.
What would you say to the president of a developing nation, such as
Indonesia, in which a great deal of forest is being cleared?
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Pease read and incorporate the following articles from the EBSCO h.docxodiliagilby
Pease read and incorporate the following articles from the EBSCO host database into your paper:
Deakin, A. (2004, November). Finding your organization's hidden treasure.
Behavioral Health Management
, 24(6), 27-29.
Droppa, D., & Luczak, R. (2004, January). Collaboration, technology,
and outcomes—A recipe to improve service delivery.
Behavioral Health Management
, 24(1), 41-44.
To complete the research paper, you will need to include an introduction and conclusion section as well as a title page and reference section. The title of the research paper will be the
Current Issues in the Behavioral Healthcare System
.
Your final paper is due for submission. The paper should adhere to the following guidelines:
The length of the paper should be eight to ten double-spaced pages (not including the title and reference pages).
The main sections should have a:
Title page
Introduction
Body of the paper (with subheadings)
Conclusion
Reference page(s)
The paper must use the APA format for citing sources and references.
Your final paper introduction (one page) should include the following points:
An overview of the research paper
The purpose or objective of the research paper
The body of the paper (five to six pages) should address each of the following topics using information learned in the course, in combination with outside references:
Based on your previous assignments and review of the literature, what are some of the major issues faced by today’s behavioral healthcare system? How have the current and future trends that are evolving in the industry addressed some of those issues?
Do you think there is a difference between the changing trends taking place in the private sector and that of public behavioral healthcare inpatient facilities? Based on your understanding about behavioral health services and the populations being served by them, do you agree that both private and public organizations are able to provide the necessary clinical services? Provide a rationale in support of your response.
In behavioral healthcare, outcomes are the established norm for measuring the success or lack of services. What are some of the major challenges in collecting the data needed to support and report behavioral health outcomes? Provide a rationale for your response.
Quality of care and services is an important part of an outcome-based strategy. The objective behind maintaining and improving quality is to provide competent and efficient services to consumers. In your opinion, do the current regulatory and accreditation standards for the behavioral health industry help to meet that objective? How?
Your conclusion (one to two pages) should include the following points:
What conclusions can you draw from your research that would demonstrate the role played by behavioral health in the healthcare industry?
What changes would you like to bring to today's behavioral healthcare system in order to resolve the current issues identified?
Based on your literature rev.
Peer Review Journal Paper Overview of assignment due 17 April 2014 I.docxodiliagilby
Peer Review Journal Paper Overview of assignment due 17 April 2014 I want you to find a peer review article that falls into our time frame: world history from the emergence of humanity to 1500 CE. I want you to present the thesis [argument] the author is putting forward. I want you then to find two other sources on the same subject and determine if those sources agree or disagree with your original source. The theme here is peer review and the notion of historiography; whether or not how we look at an event or theme of history changes over time? The choice of topic is up to you but please let me know what you are doing by email and let me know what your peer review source is so I can be sure it is appropriate for the course. If you want some help in finding an article; please let me or a librarian know what you might be interested in. I really need to know what your article is before you start so you have something good to start with and send me a link to your article, so that I can approve it.
1. Find a peer review article on some aspect of history associated with this course.
2. Explain the thesis that author is putting forth.
3. Find two secondary sources, they need not be peer review which relate to the main article you are presenting. Do these sources compliment or contrast the thesis being put forth by the original author?
4. Leave some time & space at the end to present your perspective and opinion on the thesis as well.
5. 5-7 pages; typed doubled spaced standard borders & fonts. Please use citation; APA, MLA, Chicago are all acceptable.
The requirement of the paper starts at the middle of the 3rd page that I attached here.
We can discuss more later.
.
Perception is all EXCEPT [removed] [removed]Structuring and orga.docxodiliagilby
Perception is all EXCEPT
[removed]
[removed]Structuring and organizing incoming impulses (information)
[removed]a prognosis (guess) about what is being received
[removed]the reconstruction of reality by our brain
[removed]the transduction of incoming stimuli
[removed]a process which takes time
.
Performance Based Factors and Measures for Quality AssessmentWri.docxodiliagilby
Performance Based Factors and Measures for Quality Assessment
Write a 700- to 1,000-word paper about the Performance Based Factors and Measures for Quality Assessment. Include the following in your paper:
For any health care activity, three performance factors can be measured: structure, process, and outcome. Identify one structure measure, one process measure, and one outcome measure that could be used to evaluate the following hospital admission process:
Upon arrival, the patient reports to the hospital registration or admitting area. The patient completes paperwork and provides an insurance identification card, if insured. Often, patients register before the date of hospital admission to facilitate the registration process. An identification bracelet including the patient’s name and doctor’s name is placed around the patient’s wrist. Before any procedure is performed or any form of medical care is provided, the patient is asked to sign a consent form. If the patient is not feeling well, a family member or caregiver can help the patient complete the admission process.
Include a minimum of three peer-reviewed references, not including the textbook.
Format your paper consistent with APA 6th guidelines.
.
People. I need some help with this assignment that needs to be done .docxodiliagilby
People. I need some help with this assignment that needs to be done in Excel
Problem 1:
Oregon Surplus Inc. qualifies to use the installment-sales method for tax purposes and sold an investment on an installment basis. The total gain of $75000 was reported for financial reporting purposes in the period of sale. The installment period is 3 years; one-third of the sale price is collected in 2014 and the rest in 2015 and 2016. The tax rate was 35% in 2014, 30% in 2015, and 30% in 2016. The enacted tax rates of 2015 and 2016 are not known until 2015.
The accounting and tax data are shown below.
Financial Accounting
Tax Return
2014 (35% tax rate)
Income before temporary difference
$
175,000
$
175,000
Temporary difference
$
75,000
$
25,000
Income
$
250,000
$
200,000
2015 (30% tax rate)
Income before temporary difference
$
200,000
$
200,000
Temporary difference
$
-
$
25,000
Income
$
200,000
$
225,000
2016 (30% tax rate)
Income before temporary difference
$
180,000
$
180,000
Temporary difference
$
-
$
25,000
Income
$
180,000
$
205,000
Required:
1)
Prepare the journal entries to record the income tax expense, deferred income taxes, and the income taxes payable for 2014, 2015, and 2016. No deferred income taxes existed at the beginning of 2012.
2)
Explain how the deferred taxes will appear on the balance sheet at the end of each year. (Assume Installment Accounts Receivable is classified as a current asset.)
3)
Show the income tax expense section of the income statement for each year, beginning with “Income before income taxes.”
Problem 2:
Philadelphia Co. incurred a net operating loss of $850,000 in 2014. Combined income of 2012 and 2013 was $650,000. The tax rate for all years is 30%. Trenton elects the carry back option.
Required:
a.
Prepare the journal entries to record the benefit of loss carry back and loss carry forward option.
b.
Assuming that it is more likely than not that the entire net operating loss carry forward will not be realized in future years, prepare all the journal entries necessary at the end of 2014.
.
Perceptions and Causes of Psychopathology PaperPrepare a 1,0.docxodiliagilby
Perceptions and Causes of Psychopathology
Paper
Prepare
a 1,050- to 1,400-word paper in which you discuss causes of psychopathology.
Address
the following:
Provide a brief overview of how culture is a factor determining the expression of psychopathology.
Examine causes of psychopathology by using either the biopsychosocial or the diathesis-stress models.
Explain the changes in society’s perception of psychopathology as a function of historical time period.
Cite
at least two peer-reviewed sources.
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment
.
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Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
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What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
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What influences have changed? Why?
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What is penetration testing
Testing Stages
Testing Methods
Testing, web applications and firewalls
Your paper should meet the following requirements:
Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
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Deakin, A. (2004, November). Finding your organization's hidden treasure.
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and outcomes—A recipe to improve service delivery.
Behavioral Health Management
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To complete the research paper, you will need to include an introduction and conclusion section as well as a title page and reference section. The title of the research paper will be the
Current Issues in the Behavioral Healthcare System
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Your final paper is due for submission. The paper should adhere to the following guidelines:
The length of the paper should be eight to ten double-spaced pages (not including the title and reference pages).
The main sections should have a:
Title page
Introduction
Body of the paper (with subheadings)
Conclusion
Reference page(s)
The paper must use the APA format for citing sources and references.
Your final paper introduction (one page) should include the following points:
An overview of the research paper
The purpose or objective of the research paper
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Based on your previous assignments and review of the literature, what are some of the major issues faced by today’s behavioral healthcare system? How have the current and future trends that are evolving in the industry addressed some of those issues?
Do you think there is a difference between the changing trends taking place in the private sector and that of public behavioral healthcare inpatient facilities? Based on your understanding about behavioral health services and the populations being served by them, do you agree that both private and public organizations are able to provide the necessary clinical services? Provide a rationale in support of your response.
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1. Find a peer review article on some aspect of history associated with this course.
2. Explain the thesis that author is putting forth.
3. Find two secondary sources, they need not be peer review which relate to the main article you are presenting. Do these sources compliment or contrast the thesis being put forth by the original author?
4. Leave some time & space at the end to present your perspective and opinion on the thesis as well.
5. 5-7 pages; typed doubled spaced standard borders & fonts. Please use citation; APA, MLA, Chicago are all acceptable.
The requirement of the paper starts at the middle of the 3rd page that I attached here.
We can discuss more later.
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Upon arrival, the patient reports to the hospital registration or admitting area. The patient completes paperwork and provides an insurance identification card, if insured. Often, patients register before the date of hospital admission to facilitate the registration process. An identification bracelet including the patient’s name and doctor’s name is placed around the patient’s wrist. Before any procedure is performed or any form of medical care is provided, the patient is asked to sign a consent form. If the patient is not feeling well, a family member or caregiver can help the patient complete the admission process.
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Format your paper consistent with APA 6th guidelines.
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Problem 1:
Oregon Surplus Inc. qualifies to use the installment-sales method for tax purposes and sold an investment on an installment basis. The total gain of $75000 was reported for financial reporting purposes in the period of sale. The installment period is 3 years; one-third of the sale price is collected in 2014 and the rest in 2015 and 2016. The tax rate was 35% in 2014, 30% in 2015, and 30% in 2016. The enacted tax rates of 2015 and 2016 are not known until 2015.
The accounting and tax data are shown below.
Financial Accounting
Tax Return
2014 (35% tax rate)
Income before temporary difference
$
175,000
$
175,000
Temporary difference
$
75,000
$
25,000
Income
$
250,000
$
200,000
2015 (30% tax rate)
Income before temporary difference
$
200,000
$
200,000
Temporary difference
$
-
$
25,000
Income
$
200,000
$
225,000
2016 (30% tax rate)
Income before temporary difference
$
180,000
$
180,000
Temporary difference
$
-
$
25,000
Income
$
180,000
$
205,000
Required:
1)
Prepare the journal entries to record the income tax expense, deferred income taxes, and the income taxes payable for 2014, 2015, and 2016. No deferred income taxes existed at the beginning of 2012.
2)
Explain how the deferred taxes will appear on the balance sheet at the end of each year. (Assume Installment Accounts Receivable is classified as a current asset.)
3)
Show the income tax expense section of the income statement for each year, beginning with “Income before income taxes.”
Problem 2:
Philadelphia Co. incurred a net operating loss of $850,000 in 2014. Combined income of 2012 and 2013 was $650,000. The tax rate for all years is 30%. Trenton elects the carry back option.
Required:
a.
Prepare the journal entries to record the benefit of loss carry back and loss carry forward option.
b.
Assuming that it is more likely than not that the entire net operating loss carry forward will not be realized in future years, prepare all the journal entries necessary at the end of 2014.
.
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Prepare
a 1,050- to 1,400-word paper in which you discuss causes of psychopathology.
Address
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Provide a brief overview of how culture is a factor determining the expression of psychopathology.
Examine causes of psychopathology by using either the biopsychosocial or the diathesis-stress models.
Explain the changes in society’s perception of psychopathology as a function of historical time period.
Cite
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Format
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Click
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Mark Davis has been
charged
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District Attorney O'Malley offered Mark a plea bargain, but Mark chose to take his chances at trial. Mark's attorney, Mr. Chen Long, advised Mark that accepting the plea offer was completely up to Mark, although Mr. Long advised against accepting it because the defense planned to highlight mistakes made by law enforcement during the investigation that could create reasonable doubt in the minds of the jurors.
The trial begins and during the voir dire of potential jurors, several individuals are excused because they have previous knowledge of Mark's case from the media. Two individuals stated that they could not be impartial because they had loved ones
killed
in alcohol related crashes as well. Eventually, two men and ten women were seated in Mark's trial.
District Attorney O'Malley presented the State's case clearly and concisely depicting a night on the town full of heavy drinking, which ultimately resulted in Mark's actions causing the death of one individual and injuring four others. Highway Patrolman Green explained to the jury that he immediately suspected alcohol when he arrived on scene because Mark appeared to be intoxicated when they spoke. Following the Judge ruling that it was admissible and not prejudicial, Sergeant Rodney Monroe, from the Highway Patrol Reconstruction Team presented their reconstruction complete with a high-tech computer animated reenactment of the crash. During the cross examination, Defense Attorney Long challenged the reconstruction because the Defense Crash Reconstruction Expert had discovered errors in the mathematical calculations for vehicle speed. The jury appeared to have liked the reconstruction very much regardless of the errors highlighted by the defense.
Mark was convicted of DWI, four counts of felony assault, and one count of involuntary manslaughter; however, he was acquitted of reckless driving and speeding. The Jury said they could not convict Mark of those offenses because of the mistakes made by law enforcement officers during the investigation.
Because Mark pleads not guilty, but was convicted during trial and had two prior DWI offenses, he was sentenced to ten years in the State Prison. Defense Attorney Long immediately notified the court of an impending appeal that would be filed by the defendant. In a report, using external sources to support your claims, answer the following:
Compare and contrast the roles of the Judge, Jury, District Attorney (Prosecutor), and Defense Attorney. What ar.
PBAD201-1501A-02 Public AdministrationTask NamePhase 3 Individu.docxodiliagilby
PBAD201-1501A-02 Public Administration
Task Name:
Phase 3 Individual Project
Deliverable Length:
750–1,000 words; Tabular budget
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Concern among the public sector is the demand for public organizations to be transparent about their budgets and spending habits. You have been scheduled to conduct a presentation for the State Budgeting Committee about the type of budget that the organization operates under. Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various budget items. Copy and paste the Excel spreadsheet of your budget into a Word document. Finally, explain how the budget is made available to the public for review. For example, is the budget made available at public meetings, on a special request, published in a newsletter, on the organization’s premises during regular business hours, via the organization’s Web site, or by some other means? If the budget is not available for the public to review, explain why. Furthermore, are there any provisions in place regarding the budget being made available for public view? Explain in detail.
Assignment Guidelines
Address the following in 750–1,000 words:
Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various organizational budget items.
Copy and paste the Excel spreadsheet of your budget into a Word document.
Is the budget made available to the public for review?
If yes, explain how in detail.
If no, explain in detail why it is not.
Are there any types of provisions in place regarding the budget being made available for public view? Identify and explain.
Be sure to reference all sources using APA style.
.
Part1 Q1. Classify each of the following as- (i)qual.docxodiliagilby
Part1
Q1. Classify each of the following as:-
(i)
qualitative or quantitative
(ii)
nominal, ordinal, interval or ratio scale.
a.
Times for swimmers to complete a 50meters race.
b.
Months of the year: Meskerem, Tikimit, Hidat, ---.
c.
Region numbers of Riyadh: 1, 2, 3, 4, ---.
d.
Pollen counts provided as numbers between 1 and 10 where 1 means there is almost no pollen and 10 means that it is rampant, but for which the values do not represent an actual count of grains of pollen.
e.
Packages in the city of Cleveland telephone book.
f.
Rankings of tennis players.
g.
Weights of air conditioners.
h.
Personal ID numbers
i.
Telephone numbers
j.
Temperatures inside 10 refrigerators.
k.
Salaries of the top five CEOs in the United States.
l.
Ratings of eight local plays ( poor, fair, good, excellent)
m.
Times required for mechanics to do a tune up.
n.
Ages of students in a classroom.
o.
Marital Status of patients in a physician’s office.
p.
Horsepower of tractor engines.
q.
Colors of baseball caps in a store.
r.
Classification of kids at a day care (infant, toddler, pre-school)
Q2. The following are the grades which 40 students obtained in a certain course in 1997E.C. here in Mekelle University of the Arid Campus.
75 89 66 52 90 68 83 94 77 60 38 47 87 65 97 49 65 72 73 81 63 77 31 88 74 37 85 76 74 63 69 72 91 87 76 58 63 70 72 65
a. Construct an absolute frequency distribution.
b. Convert the distribution obtained in (a) into a Relative & Percentage distribution.
c. Convert the distribution in (a) into a “Less than” &
a “More than” cumulative distribution
d. Construct a histogram, frequency polygon and ogive curve
Q3. The following distribution shows that the result obtained by 100 accounting students in the final examination of statistics in
Saudi Electronic University.
Mark of students.
0-10
10-20
20-30
30-40
40-50
No. of students
14
f1
28
f2
15
If the median mark of students is 22.5, compute:-
i.
The missing frequencies, f1 and f2.
ii.
the mode, and
iii.
the arithmetic mean
iv.
variance
Part 2
Q1.
a. (Smoking and Coffee Drinking)
Coffee
No Coffee
Total
Smoker
60
40
100
Non-Smoker
115
85
200
Total
175
125
300
What is the probability that a randomly selected person from the sample either smokes or drinks coffee.
Q1. b. What is the probability that I flip a coin and get a Head, Roll a die and get a 4 or a 6, and then pull the king of Spades and a diamond from a deck of cards.
Q2: The random variable X has the following probability distribution:
X
0
1
2
3
Total
P(x)
0.22
0.38
0.1
0.3
1
Find the expected value (E(x)) & the Variance.
Q3: A radar unit is used to measure speeds of cars on a highway. The speeds are
normally
distributed with a mean of 90 km/hr and a standard deviation of 10 km/hr. What is the probability that a car picked at random is travelling at:
a-
More than 100 km/hr?
b-
Less than 85 Km/hr?
c-
Between them?
Part 3
Q-1..
Paul’s Letter to the EphesiansThe First Letter of PeterThe Fir.docxodiliagilby
Paul’s Letter to the Ephesians
The First Letter of Peter
The First Letter to Timothy
For each document above; Identify specific content, features, or themes which permit classifying each text early Catholic in character.
At least one credible source
one and half pages
.
Past and FuturePlease respond to the followingImagine back .docxodiliagilby
"Past and Future"
Please respond to the following:
Imagine back in time to pre-Internet days. Describe how you would have established communications for international trade in these time periods: 1935 and 1977.
Imagine it is now 2050. Predict the ease and speed of international trade communications and how it will occur.
2-
"Backtracking from Globalization"
Please respond to the following:
From the e-Activity, illustrate with two examples how the U.S. has restrained trade over the past 60 years and state why you think that happened.
Some believe these restraints have been deleterious to national economic prosperity. In your estimation, speculate as to how these restraints have affected national economic prosperity.
.
Partisan considerations have increasingly influenced the selection.docxodiliagilby
Partisan considerations have increasingly influenced the selection of federal judges. Interest groups on the right and the left have insisted on the appointment of judges who hold compatible views. Presidents and members of Congress have also increasingly sought appointees who will decide issues in ways they prefer. What is your view? Should politics play such a large role in judicial appointments? Or should merit be given greater weight?
Does a merit based system favor ONLY those with money and the connections? needs to be at least 200 words APA
.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Writing in the homePlan a parent education session that helps pa.docx
1. Writing in the home
Plan a parent education session that helps parents understand
the importance writing and how they can promote writing at
home. Be sure to include (1) what are the stages of writing; (2)
ways to promote writing in the home in a developmentally
appropriate way; (3) ideas/activities they can immediately use
at home to encourage writing; and (4) include a list of resources
that they can access later for further assistance. Plan this for
parents of children PK-2
Taken From: http://proximityone.com/ar_sdc.htm
Hamburg School District, AR (0500042)
-- DP1 General Demographic Characteristics
Decision-Making Information
ProximityOne
information resources & solutions
(888) DMI-SOLN
(888) 364-7656
This section provides a summary of general demographic
characteristics for Hamburg School District, AR based on the
2009 American Community Survey. See related sections Social
Characteristics, Economic Characteristics and Housing
Characteristics.
-- Table/Item --
Value
Percent
GENDER AND AGE
3. 55 to 59 years
656
6.8
60 to 64 years
650
6.8
65 to 74 years
706
7.4
75 to 84 years
487
5.1
85 years and over
133
1.4
Median age (years)
39.4
18 years and over
6,992
72.9
21 years and over
6,739
70.2
62 years and over
1,660
17.3
65 years and over
1,326
13.8
4. 18 years and over
6,992
72.9
Male
3,322
34.6
Female
3,670
38.2
65 years and over
1,326
13.8
Male
562
5.9
Female
764
8.0
RACE
Total population
9,597
100.0
One race
9,352
97.4
5. Two or more races
245
2.6
One race
9,352
97.4
White
6,458
67.3
Black or African American
2,339
24.4
American Indian and Alaska Native
0
0.0
Cherokee tribal grouping
0
0.0
Chippewa tribal grouping
0
0.0
Navajo tribal grouping
0
0.0
Sioux tribal grouping
0
0.0
Asian
0
0.0
Asian Indian
0
0.0
7. Two or more races
245
2.6
White and Black or African American
147
1.5
White and American Indian and Alaska Native
47
0.5
White and Asian
6
0.1
Black or African American and American Indian and Alaska
Native
15
0.2
Race alone or in combination with one or more other races
Total population
9,597
100.0
White
6,688
69.7
Black or African American
2,501
26.1
American Indian and Alaska Native
62
0.6
Asian
6
8. 0.1
Native Hawaiian and Other Pacific Islander
0
0.0
Some other race
585
6.1
HISPANIC OR LATINO AND RACE
Total population
9,597
100.0
Hispanic or Latino (of any race)
639
6.7
Mexican
627
6.5
Puerto Rican
12
0.1
Cuban
0
0.0
Other Hispanic or Latino
0
0.0
Not Hispanic or Latino
8,958
93.3
White alone
6,374
9. 66.4
Black or African American alone
2,339
24.4
American Indian and Alaska Native alone
0
0.0
Asian alone
0
0.0
Native Hawaiian and Other Pacific Islander alone
0
0.0
Some other race alone
0
0.0
Two or more races
245
2.6
Two races including Some other race
30
0.3
Two races excl Some other race & three or more races
215
2.2
Total housing units
4,575
100.0
Developed by ProximityOne; Census Bureau ACS 2009
Estimates
10. Hamburg School District, AR (0500042)
-- DP2 Social Characteristics
Decision-Making Information
ProximityOne
information resources & solutions
(888) DMI-SOLN
(888) 364-7656
This section provides a summary of social characteristics for
Hamburg School District, AR based on the 2009 American
Community Survey. See related sections General
Demographics, Economic Characteristics and Housing
Characteristics. See usage notes located at the bottom of the
report.
-- Table/Item --
Value
Percent
Total households
3,988
100.0
Family households (families)
3,082
77.3
With own children under 18 years
1,429
35.8
Married-couple family
2,374
59.5
With own children under 18 years
11. 1,078
27.0
Male householder, no wife present, family
212
5.3
With own children under 18 years
79
2.0
Female householder, no husband present, family
496
12.4
With own children under 18 years
272
6.8
Nonfamily households
906
22.7
Householder living alone
863
21.6
65 years and over
473
11.9
Households with one or more people under 18 years
1,634
41.0
Households with one or more people 65 years and over
1,045
26.2
Average household size
12. 2.41
Average family size
2.78
RELATIONSHIP
Population in households
9,597
100.0
Householder
3,988
41.6
Spouse
2,462
25.7
Child
2,609
27.2
Other relatives
418
4.4
Nonrelatives
120
1.3
Unmarried partner
54
0.6
MARITAL STATUS
13. Males 15 years and over
3,558
100.0
Never married
641
18.0
Now married, except separated
2,552
71.7
Separated
69
1.9
Widowed
95
2.7
Divorced
201
5.6
Females 15 years and over
4,004
100.0
Never married
679
17.0
Now married, except separated
2,417
60.4
Separated
80
2.0
Widowed
14. 531
13.3
Divorced
297
7.4
FERTILITY
Number of women 15 to 50 years old who had a birth in past 12
mo
133
100.0
Unmarried women (widowed, divorced, and never married)
45
33.8
Per 1,000 unmarried women
55
Per 1,000 women 15 to 50 years old
57
Per 1,000 women 15 to 19 years old
44
Per 1,000 women 20 to 34 years old
131
Per 1,000 women 35 to 50 years old
11
15. GRANDPARENTS
Number of grandparents living with own grandchildren under 18
years
245
100.0
Responsible for grandchildren
185
75.5
Years responsible for grandchildren
Less than 1 year
65
26.5
1 or 2 years
13
5.3
3 or 4 years
40
16.3
5 or more years
67
27.3
Number of grandparents resp for own grandchildren under 18
yrs
185
75.5
Who are female
119
48.6
Who are married
16. 147
60.0
SCHOOL ENROLLMENT
Population 3 years and over enrolled in school
2,471
100.0
Nursery school, preschool
153
6.2
Kindergarten
194
7.9
Elementary school (grades 1-8)
1,029
41.6
High school (grades 9-12)
866
35.0
College or graduate school
229
9.3
EDUCATIONAL ATTAINMENT
Population 25 years and over
6,472
100.0
Less than 9th grade
17. 513
7.9
9th to 12th grade, no diploma
1,100
17.0
High school graduate (includes equivalency)
2,532
39.1
Some college, no degree
1,098
17.0
Associate's degree
359
5.5
Bachelor's degree
636
9.8
Graduate or professional degree
234
3.6
Percent high school graduate or higher
75.1
Percent bachelor's degree or higher
13.4
VETERAN STATUS
Civilian population 18 years and over
18. 6,992
100.0
Civilian veterans
724
10.4
RESIDENCE 1 YEAR AGO
Population 1 year and over
9,472
100.0
Same house
8,182
86.4
Different house in the U.S.
1,282
13.5
Same county
1,129
11.9
Different county
153
1.6
Same state
137
1.4
Different state
16
0.2
Abroad
8
0.1
19. PLACE OF BIRTH
Total population
9,597
100.0
Native
9,288
96.8
Born in United States
9,270
96.6
State of residence
6,673
69.5
Different state
2,597
27.1
Born in P.R, U.S. Island areas, or abroad to American
parent(s)
18
0.2
Foreign born
309
3.2
U.S. CITIZENSHIP STATUS
Foreign-born population
309
100.0
20. Naturalized U.S. citizen
94
30.4
Not a U.S. citizen
215
69.6
YEAR OF ENTRY
Population born outside the United States
327
100.0
Native
18
5.5
Entered 2000 or later
0
0.0
Entered before 2000
18
5.5
Foreign born
309
94.5
Entered 2000 or later
9
2.8
21. Entered before 2000
300
91.7
WORLD REGION OF BIRTH OF FOREIGN BORN
Foreign-born population, excluding population born at sea
309
100.0
Europe
0
0.0
Asia
0
0.0
Africa
0
0.0
Oceania
0
0.0
Latin America
309
100.0
Northern America
0
0.0
LANGUAGE SPOKEN AT HOME
22. Population 5 years and over
9,005
100.0
English only
8,362
92.9
Language other than English
643
7.1
Speak English less than "very well"
317
3.5
Spanish
619
6.9
Speak English less than "very well"
307
3.4
Other Indo-European languages
17
0.2
Speak English less than "very well"
10
0.1
Asian and Pacific Islander languages
0
0.0
Speak English less than "very well"
0
0.0
Other languages
7
0.1
Speak English less than "very well"
0
0.0
25. Subsaharan African
22
0.2
Swedish
15
0.2
Swiss
0
0.0
Ukrainian
0
0.0
Welsh
0
0.0
West Indian (excluding Hispanic origin groups)
0
0.0
Developed by ProximityOne; Census Bureau ACS 2009
Estimates
Hamburg School District, AR (0500042)
-- DP3 Economic Characteristics
Decision-Making Information
ProximityOne
information resources & solutions
(888) DMI-SOLN
(888) 364-7656
26. This section provides a summary of economic characteristics for
Hamburg School District, AR based on the 2009 American
Community Survey. See related sections General
Demographics,Social Characteristics and Housing
Characteristics.
-- Table/Item --
Value
Percent
EMPLOYMENT STATUS
Population 16 years and over
7,326
100.0
In labor force
4,170
56.9
Civilian labor force
4,170
56.9
Employed
3,660
50.0
Unemployed
510
7.0
Armed Forces
0
0.0
Not in labor force
3,156
43.1
27. Civilian labor force
4,170
56.9
Percent Unemployed
12.2
Females 16 years and over
3,819
52.1
In labor force
1,921
26.2
Civilian labor force
1,921
26.2
Employed
1,685
23.0
Own children under 6 years
711
9.7
All parents in family in labor force
444
6.1
Own children 6 to 17 years
1,638
22.4
28. All parents in family in labor force
1,121
15.3
COMMUTING TO WORK
Workers 16 years and over
3,511
100.0
Car, truck, or van -- drove alone
2,902
82.7
Car, truck, or van -- carpooled
353
10.1
Public transportation (excluding taxicab)
25
0.7
Walked
14
0.4
Other means
142
4.0
Worked at home
75
2.1
Mean travel time to work (minutes)
23.8
29. OCCUPATION
Civilian employed population 16 years and over
3,660
100.0
Management, professional, and related occupations
924
25.2
Service occupations
613
16.7
Sales and office occupations
779
21.3
Farming, fishing, and forestry occupations
242
6.6
Construction, extraction, maintenance, and repair
occupations
380
10.4
Production, transportation, and material moving occupations
722
19.7
INDUSTRY
Civilian employed population 16 years and over
3,660
30. 100.0
Agriculture, forestry, fishing and hunting, and mining
360
9.8
Construction
243
6.6
Manufacturing
509
13.9
Wholesale trade
61
1.7
Retail trade
501
13.7
Transportation and warehousing, and utilities
217
5.9
Information
67
1.8
Finance and insurance, & real estate & rental & leasing
187
5.1
Professional, scientific & mgmt, & admin & waste mgmt
services
201
5.5
Educational services & health care & social assistance
901
24.6
Arts, entertainment & recreation & accommodation & food
services
62
1.7
31. Other services, except public administration
108
3.0
Public administration
243
6.6
CLASS OF WORKER
Civilian employed population 16 years and over
3,660
100.0
Private wage and salary workers
2,585
70.6
Government workers
874
23.9
Self-employed in own not incorporated business workers
161
4.4
Unpaid family workers
40
1.1
INCOME AND BENEFITS (IN 2009 INFLATION-ADJUSTED
DOLLARS)
Total households
3,988
32. 100.0
Less than $10,000
483
12.1
$10,000 to $14,999
380
9.5
$15,000 to $24,999
813
20.4
$25,000 to $34,999
490
12.3
$35,000 to $49,999
622
15.6
$50,000 to $74,999
547
13.7
$75,000 to $99,999
314
7.9
$100,000 to $149,999
203
5.1
$150,000 to $199,999
44
1.1
$200,000 or more
92
2.3
Median household income (dollars)
30,951
Mean household income (dollars)
45,565
33. With earnings
2,931
73.5
Mean earnings (dollars)
48,580
With Social Security
1,400
35.1
Mean Social Security income (dollars)
13,366
With retirement income
573
14.4
Mean retirement income (dollars)
14,747
With Supplemental Security Income
412
10.3
Mean Supplemental Security Income (dollars)
6,718
With cash public assistance income
47
1.2
Mean cash public assistance income (dollars)
1,768
34. With Food Stamp/SNAP benefits in the past 12 months
992
24.9
Families
3,082
100.0
Less than $10,000
290
9.4
$10,000 to $14,999
116
3.8
$15,000 to $24,999
653
21.2
$25,000 to $34,999
378
12.3
$35,000 to $49,999
556
18.0
$50,000 to $74,999
462
15.0
$75,000 to $99,999
295
9.6
$100,000 to $149,999
196
6.4
$150,000 to $199,999
44
35. 1.4
$200,000 or more
92
3.0
Median family income (dollars)
37,222
Mean family income (dollars)
52,219
Per capita income (dollars)
18,342
Nonfamily households
906
29.4
Median nonfamily income (dollars)
14,657
Mean nonfamily income (dollars)
22,061
Median earnings for workers (dollars)
22,407
Median earnings for male full-time, year-round workers
(dollars)
36. 39,923
Median earnings for female full-time, year-round workers
(dollars)
20,201
PERCENT FAMILIES & PEOPLE WITH INCOME IN PAST 12
MO BELOW POVERTY LEVEL
All families
19.8
With related children under 18 years
25.6
With related children under 5 years only
18.9
Married couple families
15.8
With related children under 18 years
18.1
With related children under 5 years only
0.0
Families with female householder, no husband present
35.5
With related children under 18 years
42.2
37. With related children under 5 years only
50.0
All people
21.5
Under 18 years
27.0
Related children under 18 years
27.8
Related children under 5 years
24.3
Related children 5 to 17 years
28.9
18 years and over
19.4
18 to 64 years
20.8
65 years and over
13.4
People in families
20.8
Unrelated individuals 15 years and over
27.3
38. Developed by ProximityOne; Census Bureau ACS 2009
Estimates
Hamburg School District, AR (0500042)
-- DP4 Housing Characteristics
Decision-Making Information
ProximityOne
information resources & solutions
(888) DMI-SOLN
(888) 364-7656
This section provides a summary of housing characteristics for
Hamburg School District, AR based on the 2009 American
Community Survey. See related sections General
Demographics, Social Characteristics and Economic
Characteristics.
-- Table/Item --
Value
Percent
HOUSING OCCUPANCY
Total housing units
4,575
100.0
Occupied housing units
3,988
87.2
39. Vacant housing units
587
12.8
Homeowner vacancy rate
1.0
Rental vacancy rate
5.8
UNITS IN STRUCTURE
Total housing units
4,575
100.0
1-unit, detached
3,349
73.2
1-unit, attached
2
0.0
2 units
31
0.7
3 or 4 units
29
0.6
5 to 9 units
47
1.0
40. 10 to 19 units
0
0.0
20 or more units
6
0.1
Mobile home
1,111
24.3
Boat, RV, van, etc.
0
0.0
YEAR STRUCTURE BUILT
Total housing units
4,575
100.0
Built 2005 or later
49
1.1
Built 2000 to 2004
304
6.6
Built 1990 to 1999
653
14.3
Built 1980 to 1989
759
16.6
Built 1970 to 1979
833
18.2
41. Built 1960 to 1969
858
18.8
Built 1950 to 1959
377
8.2
Built 1940 to 1949
279
6.1
Built 1939 or earlier
463
10.1
ROOMS
Total housing units
4,575
100.0
1 room
38
0.8
2 rooms
76
1.7
3 rooms
197
4.3
4 rooms
1,095
23.9
5 rooms
1,267
27.7
42. 6 rooms
1,061
23.2
7 rooms
528
11.5
8 rooms
198
4.3
9 rooms or more
115
2.5
Median rooms
5.2
BEDROOMS
Total housing units
4,575
100.0
No bedroom
38
0.8
1 bedroom
159
3.5
2 bedrooms
1,233
27.0
3 bedrooms
2,672
58.4
43. 4 bedrooms
431
9.4
5 or more bedrooms
42
0.9
HOUSING TENURE
Occupied housing units
3,988
100.0
Owner-occupied
3,039
76.2
Renter-occupied
949
23.8
Average household size of owner-occupied unit
2.37
Average household size of renter-occupied unit
2.54
YEAR HOUSEHOLDER MOVED INTO UNIT
44. Occupied housing units
3,988
100.0
Moved in 2005 or later
733
18.4
Moved in 2000 to 2004
1,001
25.1
Moved in 1990 to 1999
980
24.6
Moved in 1980 to 1989
498
12.5
Moved in 1970 to 1979
337
8.5
Moved in 1969 or earlier
439
11.0
VEHICLES AVAILABLE
Occupied housing units
3,988
100.0
No vehicles available
309
7.7
1 vehicle available
1,266
31.7
45. 2 vehicles available
1,552
38.9
3 or more vehicles available
861
21.6
HOUSE HEATING FUEL
Occupied housing units
3,988
100.0
Utility gas
1,405
35.2
Bottled, tank, or LP gas
1,008
25.3
Electricity
1,289
32.3
Fuel oil, kerosene, etc.
9
0.2
Coal or coke
0
0.0
Wood
198
5.0
Solar energy
0
0.0
46. Other fuel
79
2.0
No fuel used
0
0.0
SELECTED CHARACTERISTICS
Occupied housing units
3,988
100.0
Lacking complete plumbing facilities
24
0.6
Lacking complete kitchen facilities
24
0.6
No telephone service available
231
5.8
OCCUPANTS PER ROOM
Occupied housing units
3,988
100.0
1.00 or less
3,881
97.3
47. 1.01 to 1.50
94
2.4
1.51 or more
13
0.3
VALUE
Owner-occupied units
3,039
100.0
Less than $50,000
1,445
47.5
$50,000 to $99,999
965
31.8
$100,000 to $149,999
341
11.2
$150,000 to $199,999
161
5.3
$200,000 to $299,999
82
2.7
$300,000 to $499,999
32
1.1
$500,000 to $999,999
13
0.4
48. $1,000,000 or more
0
0.0
Median (dollars)
54,000
MORTGAGE STATUS
Owner-occupied units
3,039
100.0
Housing units with a mortgage
1,408
46.3
Housing units without a mortgage
1,631
53.7
SELECTED MONTHLY OWNER COSTS (SMOC)
Housing units with a mortgage
1,408
100.0
Less than $300
0
0.0
$300 to $499
136
9.7
49. $500 to $699
383
27.2
$700 to $999
484
34.4
$1,000 to $1,499
317
22.5
$1,500 to $1,999
48
3.4
$2,000 or more
40
2.8
Median (dollars)
826
Housing units without a mortgage
1,631
100.0
Less than $100
27
1.7
$100 to $199
201
12.3
$200 to $299
609
37.3
$300 to $399
392
24.0
50. $400 or more
402
24.6
Median (dollars)
297
SELECTED MONTHLY OWNER COSTS AS PERCENT OF
HOUSEHOLD INCOME (SMOCAPI)
Housing units with mortgage (excl units where SMOCAPI
cannot be computed)
1,396
100.0
Less than 20.0 percent
735
52.7
20.0 to 24.9 percent
142
10.2
25.0 to 29.9 percent
200
14.3
30.0 to 34.9 percent
71
5.1
35.0 percent or more
248
17.8
Not computed
51. 12
0.9
Housing units without mortgage (excl units where SMOCAPI
cannot be computed)
1,595
100.0
Less than 10.0 percent
610
38.2
10.0 to 14.9 percent
204
12.8
15.0 to 19.9 percent
156
9.8
20.0 to 24.9 percent
235
14.7
25.0 to 29.9 percent
97
6.1
30.0 to 34.9 percent
114
7.1
35.0 percent or more
179
11.2
Not computed
36
2.3
52. GROSS RENT
Occupied units paying rent
689
100.0
Less than $200
16
2.3
$200 to $299
119
17.3
$300 to $499
225
32.7
$500 to $749
233
33.8
$750 to $999
92
13.4
$1,000 to $1,499
4
0.6
$1,500 or more
0
0.0
Median (dollars)
486
53. No rent paid
260
37.7
GROSS RENT AS A PERCENTAGE OF HOUSEHOLD
INCOME (GRAPI)
Occupied units paying rent (excl units where GRAPI cannot be
computed)
689
100.0
Less than 15.0 percent
107
15.5
15.0 to 19.9 percent
124
18.0
20.0 to 24.9 percent
139
20.2
25.0 to 29.9 percent
79
11.5
30.0 to 34.9 percent
27
3.9
35.0 percent or more
213
30.9
Not computed
54. 260
37.7
Developed by ProximityOne; Census Bureau ACS 2009
Estimates
Hamburg School District
Noble/Allbritton Elementary School
School:__Noble/Allbritton Elementary School
Number of Children:_717__Grade level(s): K 1 2 3 4 5 6
Summary of data from 559 parents at Noble/Allbritton
Elementary School:
A. PARENTING
1. Last year, did the school sponsor workshops or courses to
help parents understand and work with children?
_20%_Yes _40%_No 40%__Do not know
2. Approximately how many workshops or courses did the
school provide for parents on parenting skills (e.g. discipline,
child development, etc) last year?
0 – 50% 1– 15% 2-3– 10% 4-5 – 0% 6 or more – 0% Do not
know – 25%
3. How many workshops or courses did you or your family
attend last year?
55. 0 -80% 1 – 10% 2-3 – 10% 4-5 – 0% 6 or more – 0%
4. If you did attend workshops or courses, overall, were they
well prepared and interesting?
_30%_ Yes always
_30% _ Usually
_20% _ Not usually
_20% _ Never
(15% no answer)
5. If you did attend workshops or courses, overall, did they
provide you with useful information?
_30% _ Yes always
_30% _ Usually
_20% _ Not usually
_10% _ Never
(10% no answer)
6. Are workshops or courses provided in different languages?
Are interpreters used?
_75% _ No, workshops are only in English
_0% _ Yes, workshops are in different languages (specify other
languages:_____)
_ 10% _ Yes, interpreters are available (specify other
languages:__Spanish, not sure_____)
_15%_ I do not know
7. If you did not attend many workshops, please specify why
(check all that apply):
80%__ I was not provided with enough information or notice
_40%_ Workshops were not held at convenient times
_40%_ No child care was available
_60%_ Workshop information provided is difficult for parents
56. to understand
_60%_ I am not interested in workshop topics
8. If you attended workshops, respond to the following:
STATEMENT
Strongly
Agree
Agree
Disagree
Strongly
Disagree
The workshops helped me better understand my child's needs
20%
20%
55%
5%
I have used the techniques offered in the workshops
20%
40%
20%
20%
I believe that my child has improved his/her skills and/or
behaviors as a result of using the techniques suggested in the
workshops
10%
30%
45%
15%
9. How much of the following information has the school
provided to you or your family:
Topic
A lot
Some
Very
57. little
None
Child development and parenting
0%
30%
50%
20%
How to support learning at home
10%
40%
40%
10%
Discipline techniques
50%
30%
20%
0%
B. COMMUNICATION
10. When you visit your child's school . . .
Question
Yes
Somewhat
No
Is the reception staff friendly and helpful?
80%
10%
10%
Are the teachers easy to talk to?
85%
10%
5%
Is the principal easy to talk to?
70%
25%
58. 5%
Do you feel comfortable interacting with parents of cultural &
ethnic backgrounds different from yours?
65%
15%
20%
Are written communications from school, such as report cards
and newsletters . . .
11. Available in a language you understand?
_90%_Yes _5%_ No
5% no answer
12. Clearly written?
_30%_Yes _50%_ No
20% no answer
13. The best way to communicate with you and/or your family
is: (check your two preferred methods)
_10%_ School memos
_30%_ Children's teachers
_30%_ PTA newsletter
_20%_ Parent liaison
_10%_ Counselor
_30%_ Parent representative (your own culture)
_20%_ Parent representative (of any given culture)
14. How many parent-teacher conferences did you attend last
year?
None -10% 1 – 30% 2 or more – 60%
15. Did you receive sufficient information about:
Category
59. Yes
Somewhat
No
English-as-a-second language programs
50%
20%
30%
Special education programs
15%
10%
75%
Gifted & talented programs
5%
10%
85%
Bilingual education programs
0%
0%
100%
Title I programs
0%
10%
90%
Report cards
90%
10%
0%
Standardized testing
80%
15%
5%
16. How often do you communicate with teachers about your
child's performance?
_70%_Often _20%_ A little _10%_ Never
60. 17. Are report card grades fully explained to you?
_50%_Yes _40%_ Somewhat _10%_ No
18. Are standardized tests fully explained to you?
_5%_Yes _90%_ Somewhat _5%_ No
19. Does the school provide translators, when needed, for:
Parent conferences?
5%__ Yes _50%_ No _45%_ Not Sure
20. Private individual meetings?
_5%_Yes _50%_ No _45%_ Not Sure
21. When requested by parent?
_5%_Yes _50%_ No _45%_ Not Sure
C. VOLUNTEERING
22. Were you asked about your interests, talents, and
availability for volunteering at school?
40%_ Yes
_30%_ No wrote not sure/don’t remember/didn’t answer –
30%
23. Last year, did you volunteer at school?
_40%_ Yes _30%_ N0 wrote not sure/don’t remember/didn’t
answer – 30%
24. If you did volunteer, please indicate for what type of
activity and the frequency:
61. Activity
Never
1 Time
2-3 Times
3+ Times
Helping on trips or at parties
40
40
15
5
Sharing food, stories and customs from your culture
50
30
20
10
Assisting in the classroom (e.g., tutoring, grading papers, etc.)
40
30
25
5
Leading club and/or activities
60
30
5
5
Other (please specify)______________
70
20
5
5
Most common answers: fundraising activities, reading to
children at school, helping on playground clean up days
62. 25. If you have not volunteered at school, please indicate why:
_40%_ Have never been asked
_70%_ I don't know how
_90%_ Conflict with work schedule
_60%_ Have other children to care for
_50%_ I do not feel comfortable
_20%_ Not interested
__ Other (please specify) transportation, don’t have time, don’t
have skills to contribute
D. LEARNING AT HOME
26. Do teachers suggest homework activities for you and your
child?
_40%_ Often _30%_ Sometimes _20%_ Very Little 10%__
Never
27. Do you listen to your child read or read aloud to your child?
_60%_ Often _30%_ Sometimes _5%_ Very Little _5%_
Never
28. Is the information related to home learning activities
provided in different languages?
_75%_ No, information only in English
_10%_ Yes, information is in different languages (specify other
languages: ___________)
_15%_ I do not know
E. DECISION MAKING
29. Does the school have an active parent-teacher organization
(e.g. PTA, PTO)?
63. 30%__ Yes 40%__ No _30%_Do not know
30. If yes, how many parent-teacher organization meetings have
you attended?
_40%_ 1 _10%_ 2 or more _50%_ None
31. Are parents involved in planning and evaluating school
programs?
_20%_ Yes _60%_ No _20%_ Do not know
32. If yes, have you participated on any school councils or
committees?
_0%_ Yes (please specify:
____________________________________)
_75%_ No, I have not participated on any school councils or
committees.
25% don’t know/didn’t answer
33. Does the school actively seek ideas from parents on school-
related issues (e.g. selecting staff, developing programs)?
_50%_ Yes _30%_ No _20%_ Do not know
34. If yes, have you given your ideas or advice on school-
related issues?
_40%_ Yes (please specify most common – cafeteria offerings)
_20%_ No, I have not offered my ideas or advice on school-
related issues
_40%_ No, I have not been asked for my ideas or advice on
school-related issues
64. 35. Which of these statements best reflect your opinion and/or
level of participation?
STATEMENT
Strongly
Agree
Agree
Disagree
Strongly
Disagree
I feel my opinion is taken in consideration when it comes to
school policy decisions.
40%
30%
20%
10%
I actively participate in PTA meetings.
5%
10%
60%
25%
I actively participate in school committees and/or school
improvement teams.
10%
25%
50%
25%
School staff consider my opinion when it comes to decisions
concerning my child.
70%
20%
10%
0%
I don't feel part of the decision making body at the school at
any level.
65. 20%
20%
55%
5%
I believe Latino parents are very involved in decision making at
the school.
0%
5%
70%
25%
I have not been asked for my ideas or advice on school-related
issues.
20%
30%
40%
10%
36. Would you like to participate more in school decisions?
(Please check all that apply.)
60%_Yes, I would like to participate more but I don't feel
encouraged by the school.
50%Yes, I would like to participate more but I do not know how
to get involved.
70%Yes, I would like to participate more but I do not have
time.
20%Yes, I would like to participate more but communicating in
English is difficult for me.
30%Yes, I would like to participate more but I do not
understand the issues very well.
60%Yes, I would like to participate more but I do not feel
comfortable.
25%No, I am not interested in participating in school decision
making.
45%No, I would rather become involved in other school
activities.
66. F. COMMUNITY COLLABORATION
37. Does the school participate in events planned by members of
the ethnic community?
50%__ Yes _30%_ No _20%_ Do not know
38. Does the school provide any of the following support
programs for families of diverse educational and linguistic
backgrounds?
PROGRAMS
Yes
No
Do not know
Family literacy Programs
40
10
50
G.E.D. programs
15
5
80
English-as-a-second-language programs
15
5
80
Computer training programs
15
5
80
39. In which of these support programs have you participated?
67. PROGRAM
Yes
No
Family literacy programs
40
60
G.E.D. programs
10
90
English-as-a-second-language programs
10
90
Computer training programs
10
90
40. What kind of support programs would you like the school to
offer to you and your family?
45%__ Family literacy programs
_15%_ G.E.D. programs
_25%_ English-as-a-second language programs
_10%_ Computer training programs
41. What is your opinion about the following statements? Please
indicate.
STATEMENT
Strongly
Agree
Agree
Disagree
Strongly
Disagree
68. The school provides information about community organizations
that support my child's learning.
70
15
10
5
The school participates in community events organized by
diverse ethnic groups
30
20
30
20
The parent liaison assists parents and communities to become
more involved in the schools
60
20
10
10
1
ECH 3063 Family Involvement Project
(15%)
This project is worth 15% (or about 150 points) of your grade.
For purposes of evaluating your mastery of
NAEYC standards included in this project/course, you will
receive Exemplary, Acceptable or
Unacceptable rating for each standard.
69. Part 1: Evaluating the Data
Summary of the Community
Using the data provided, write a summary of the community and
family characteristics that are
likely to influence the children in your school and how might
these characteristics affect the children in
your school? Be specific, focus on characteristics that make the
community unique, and clearly connect
the demographic data with the potential influence on children.
NOTICE the point value. It is expected that
you do a thorough job and that you bring in information from
the class/text/articles to support your
analysis
This will be assessed by considering how thorough you are in
your discussion and if you overlook
key characteristics that are clearly relevant to your identified
community and how accurately you connect
demographic characteristics to child impacts/influences.
Part II: Eps te in’s Six Standards
Now that you have a summary of your community/school, you
need to apply the information to Epstein’s
Six Standards. For each of the standards, develop TWO
priorities that your summary of the data suggests
needs to occur. Then for ONE of those priorities, develop an
activity/policy/approach that could be
implemented in your school to address the approach. For
70. example, your summary of the data might
suggest that you have a large portion of your families that your
school is failing to adequately
communicate with. So a priority would be that you Increase the
communication to ALL families; then
you would provide a detailed rationale (using the information
from your summary of the data and the
research from the course) to support why this is a priority. For
the activity, you might target this priority
and you might develop an activity for this priority – for
example, you might develop a newsletter that is
going to be written in both English and Spanish (because your
data supports that you have a lot of
Spanish-speaking families in your district) and it is going to be
written at around a 5th to 6th grade reading
2
level (because your data suggests that you have a lot of parents
that have only a high school diploma or
less (which could suggest a lower level of readability), etc. This
is how you need to support the activity
you choose. Make sure that for your priorities and for your
activity that it links directly back to your data
71. findings, you can support with research/text/class discussion,
etc., why this is important, and that you are
THOROUGH in your description. If you give only a brief
sketch, then you will receive “brief” points.
time and some research on your part in
order to justify your responses.
Do not jus t re pe at yours elf over and ove r. Think it through
and be thorough.
3
Eps te in’s Standard 1: Pare nting
Priority, Rationale and Activity
Priority & Rationale : Ide ntify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
approach that could be implemented in your
school to help you reach your stated priority.
Eps te in’s Standard 2: Communicating
72. Priority, Rationale and Activity
Priority & Rationale : Ide ntify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
approach that could be implemented in your
school to help you reach your stated priority.
Eps te in’s Standard 3: Volunte e ring
Priority, Rationale and Activity
Priority & Rationale : Ide ntify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
approach that could be implemented in your
school to help you reach your stated priority.
Eps te in’s Standard 4: Le arning at Home
Priority, Rationale and Activity
Priority & Rationale : Ide ntify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
73. approach that could be implemented in your
school to help you reach your stated priority.
Eps te in’s Standard 5: De cision Making
Priority, Rationale and Activity
Priority & Rationale : Ide ntify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
approach that could be implemented in your
school to help you reach your stated priority.
4
Eps te in’s Standard 6: Collaborating with the Community
Priority, Rationale and Activity
Priority & Rationale Identify two priorities for your particular
school; write a rationale for your
priorities that references the data provided to you.
Activity/Policy/Approach Describe an activity, policy or
approach that could be implemented in your
school to help you reach your stated priority.
74. PART III - Pare nt Topic
Now you are ready to address the parent topic that you were
assigned. For this assignment you will be
scored using the following rubric. A breakdown of the steps for
this part are included below the rubric.
Your Pare nt Topic Should Contain the Following Ele ments
1. De s cription
Restate the topic that you were given with your packet. Include
a minimum of two goals/objectives
that you hope to reach with your Parent activity. Describe how
this topic supports the information from
your data summary of your school/community and how research
(i.e., articles, information from the text,
class discussion, etc.) support your topic – in other words, why
is this topic so important for your parents
that you need to ensure your parents receive this training?
2. Age nda
Plan the parent education activities to be a MINIMUM of 60
minutes and NO MORE than 90 minute s
of planned activities, interaction, lecture, etc. Be sure that all
activities can be directly linked back to
your goals/objectives stated in #1 above. Include thorough
descriptions of activities, etc.
75. EXAMPLE:
Math Magic Night
Introductions 6:00-6:05 (5 minutes)
Ice Breaker/Mixer – Math Magic Activity 6:05-6:15 (10
minutes)
PowerPoint on History/Importance of Mathematics 6:15-6:30
(15 minutes)
Etc.
Conclusion/Summary/Clos ing Activity ????-???? (10 minutes)
Evaluation (MUST INCLUDE) (5 minutes)
NOTE: The Evaluation is a quick survey having the parents rate
your workshop. Probably use a
Likert Scale – such as…
5
I more thoroughly understand the importance of Math in my
child’s education 1 2 3 4 5
You include the directions for completing the evaluation.
YOU must include at least TWO types of media/technology
within your methods/materials (i.e.,
above, one would be the PowerPoint) to receive full credit. You
may use as many types of media as
76. you choose. Remember, Media is widely defined and not limited
to only audiovisual
3. Mate rials /Activities
For each of your points on your agenda, attach the
materials/activities that you will need. For
example, above you would attach a document describing HOW
you will do the introductions. Next,
you would attach a document thoroughly describing the Math
Magic Activity (including any
materials that might be included – such as a worksheet where
they have to work as a team to find the
“magic” number, etc... Next, you would attach the PowerPoint
on the History/Importance of
Mathematic, etc., etc. Ending with a copy of the
Workshop/Meeting Evaluation.
Attach any materials/handouts you plan on giving to your
participants.
HAVE FUN, HAVE FUN, HAVE FUN
This is your opportunity to be creative. As a teacher, you will
want to have your families involved and
you will want to have meetings/workshops, etc., where you
bring them in for a time of fun and learning to
increase their child’s success in school.
Turning Proje ct In
they are. For example, if you have a
77. flyer, you name it Family Involvement Flyer Diana Williams
(Family Involvement Flyer your
name).
plenty of space to post.
end of one so that the next one starts
on a new page. Do not leave it to me to try and interpret where
one begins and one ends.
I have to be able to check/grade on
a PC. So, say for instance you create a video, make sure it is in
a format for all computers
o If I cannot load it on my computer, I cannot give it a grade.
o For word processing – use Word
6
This is the Entire Rubric
NAEYC Standards Exe mplary
78. (10-15 points)
Acce ptable
(4-9 points)
Unacce ptable
(0-3 points)
Points
Candidate is able to identify
important demographic
variables that define the
community and likely
impact children’s
development and learning
(1, 9%) NAEYC2001-INI.
(Summary of Community)
All major and several minor
characteristics are addressed;
description indicates a clear
understanding of the
community’s diversity and
79. how those difference may
impact family involvement
Major demographics such as
income, education level,
language, and type of
occupation addressed; other
community characteristics
may be overlooked.
Community addressed as a
“whole” with limited
consideration of diversity
within the community
Not addressed or very
limited understanding
of demographics
provided.
_____/10
Candidate clearly and
80. accurately connects the
demographics to research
supported statements about
impacts/influences on
children’s development and
learning (1, 9%)
NAEYC2001-INI.2
(Summary of Community)
Answer demonstrates an
accurate and nuanced
understanding of community
demographics and their
potential impact on
children’s development;
major and minor influences
are addressed
Answer demonstrates a basic
understanding of the major
81. demographic influences on
children’s development;
major demographic
indicators are clearly and
thoroughly discussed while
minor ones are overlooked or
not clearly addressed
Statements are at best
generic; several
include either clear
misunderstandings or
stereotypical
statements not
supported by research
and theory
_____/10
NAEYC Standards Exemplar y
(30-36 points)
82. Acceptable
(15-29 points)
Unacceptable
(0-14 points)
Score
Candidate identifies
priorities that can help
develop positive
relationships between
teachers and families and
help families increase their
involvement with their
children’s education;
priorities reflect data (1,
9%) NAEYC2001-INI.2
(Epstein’s 6 Standards)
Priorities clearly and
83. accurately reflect the identify
Epstein type; priorities
support the development of
positive teacher/family
relationships and
family/school relationships
At least 5 of the 6 types are
accurately represented by the
stated priorities; at least 5 of
6 activities have potential to
improve teacher/family
relationships or family’s
involvement with education;
at least 4 of 6 rationales are
accurately connected to the
data
Not all 6 Epstein types
addressed; priorities
84. attributed to incorrect
types; priorities not
connected to the data
or inaccurately
connected to the data
_____/20
Activities reflect the stated
priorities, build family and
teacher involvement and
relationships, and have
research basis. (1, 9%)
NAEYC2001-INI.2
(Epstein’s 6 Standards)
At least 11 of the priorities
clearly reflect the related
priorities, have appropriate
research basis for
effectiveness, represent an
85. understanding of effective
activities, and reflect the
demographic characteris tics
of the families represented
At least 8 of the activities
clearly reflect the related
priorities, have appropriate
research basis for
effectiveness, and represent
an understanding of effective
activities.
Activities do not
reflect the priorities
and/or have limited
research basis for their
effectiveness _____/20
NAEYC Standards Exemplar y
(6-7 points)
86. Acceptable
(3-5 points)
Unacceptable
(0-2 points)
Score
Planned parent ed activities
match the stated objectives
and population (1, 9%)
NAEYC2001-INI.2
(Epstein’s 6 Standards)
Planned activities fully and
clearly match the stated
objectives and match the
participants; participants
should be able to achieve the
objectives
Most activities match the
objectives and the
87. participants; most
participants should be able to
achieve the objectives
Little if any match
between objective,
participants, and
planned activities
_____5
7
NAEYC Standards Exemplar y
(11-15 points)
Acceptable
(5-10 points)
Unacceptable
(0-4 points)
Points
88. Activities are well planned
and the planned sequence
flows well; activities are
likely to fit within the
planned timeframe (1, 9%)
NAEYC2001-INI.2
(Epstein’s 6 Standards)
As planned & presented,
activities should be
successfully implemented
because they are thoroughly
planned; sequence is
appropriate and flows well;
transitions between activities
and through the session are
planned and meaningful;
activities seem likely to fit
89. within the stated time frame
As planned & presented,
most activities should be
successful if followed as
planned; sequence is
appropriate and flows well
although transitions between
activities are not clearly
planned; activities could fit
within the planned time
frame, but seems likely to be
under or over-planned to a
small extent (less than 15
minutes)
As presented,
activities are not
planned well enough
to be implemented
90. successfully; No
understandable
sequence to the
activities; activities are
likely to either take
much short or much
longer period of time
than estimated
_____/15
Information provided to
parents is accurate and
appropriate; information is
referenced (1, 9%)
NAEYC2001-INI.2
(Epstein’s 6 Standards)
Information is recent,
accurate, appropriate, from
fully professional rather than
91. lay sources
Information provided is
generally accurate and
appropriate; resources are
limited and may include less
professional/lay sources
Information provided
has errors or
represents
questionable findings;
references are either
lacking or reflect
inappropriate/lay
sources
_____/15
Planned events are likely to
engage parents and involve
them (1, 9%) NAEYC2001-
92. INI.2
(Epstein’s 6 Standards)
Activities focus primarily on
active engagement yet
clearly support the stated
objective
Balance of activities is such
that parents are likely to
remain engaged, although
parents may be lost during
transitions or in long
activities
Activities are
primarily lecture
oriented and seem
unlikely to engage
participants
_____/15
93. NAEYC Standards Exemplar y
(14-18 points)
Acceptable
(5-13 points)
Unacceptable
(0-4 points)
Score
Quality of materials
provided to parents (1, 9%)
NAEYC2001-INI.2
(Epstein’s 6 Standards)
Materials provided not only
address specific activities of
the evening, but give parents
materials for follow-up at
home; materials neat and
professional
94. Materials match the planned
activities for the session, are
neat and professional
No materials provided
or materials have
writing errors, are
messy and unattractive
_____/10
Writing and presentation (1,
9%) NAEYC2001-INI.2
(Family Involvement
Project)
No errors in writing or
typing noticed; materials
organized well and
professionally presented
No consistent errors but a
few minor grammar/typing
errors; presentation of
95. materials allows reader to
follow
Poorly written, many
errors (often consistent
errors), disorganized
presentation of
materials
_____/10
NAEYC Standards Exemplar y
(8-10 points)
Acceptable
(4-7 points)
Unacceptable
(0-3 points)
Score
Use of media and
technology (1, 9%)
96. NAEYC2001-INI.2
(Family Involvement
Project)
More than 2 types of media
used; technology fully
integrated into the activities
At least 2 different types of
media used; appropriate use
of technology
Limited
_____/10
TOTAL SCORE _____/150