Grouper Company began operations on January 2, 2019. It employs
9 individuals who work 8-hour days and are paid hourly. Each
employee earns 10 paid vacation days and 6 paid sick days annually.
Vacation days may be taken after January 15 of the year following
the year in which they are earned. Sick days may be taken as soon
as they are earned; unused sick days accumulate. Additional
information is as follows.
|
Actual Hourly |
Vacation Days Used |
Sick Days Used |
||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
2019 |
2020 |
2019 |
2020 |
2019 |
2020 |
|||||||
| $8 | $9 | 0 | 9 | 4 | 5 | |||||||
Grouper Company has chosen to accrue the cost of compensated
absences at rates of pay in effect during the period when earned
and to accrue sick pay when earned.
Compute the amounts of any liability for compensated absences
that should be reported on the balance sheet at December 31, 2019
and 2020.
|
2019 |
2020 |
|||
|---|---|---|---|---|
|
Vacation Wages Payable |
$enter a dollar amount | $enter a dollar amount | ||
|
Sick Pay Wages Payable |
$enter a dollar amount | $enter a dollar amount |
In: Accounting
On January 31, 2020, the manufacturing facility of a medium-sized company was severely damaged by an accidental fire. As a result, the company's direct materials, work in process, and finished goods inventories were destroyed. The company did have access to certain incomplete accounting records, which revealed the following:1.Beginning inventories, January 1, 2020:
|
Direct materials |
$32,000 |
|
Finished goods |
30,000 |
|
Work in process |
68,000 |
2.Key ratios for the month of January 2020:
Gross profit = 20% of sales
Prime costs = 70% of manufacturing costs
Factory overhead = 40% of conversion costs
Ending work in process is always 10% of the monthly manufacturing costs.
3.All costs are incurred evenly in the manufacturing process.
4.Actual operations data for the month of January 2020:
|
Sales |
$900,000 |
|
Direct labour incurred |
360,000 |
|
Direct materials purchases |
320,000 |
Instructions
a. From the above data, reconstruct a cost of goods manufactured schedule.
CGM $788,000
b. Calculate the total cost of inventory lost, and identify each category where possible (direct materials, work in process, and finished goods), at January 31, 2020.
Total $330,000
In: Accounting
Reporting on Discontinued Operations—Disposal in Current Year
On August 1, 2020, Fischer Inc. decided to discontinue the operations of its Services Division, which qualifies as a business component. An agreement was formalized to sell this component for $436,800 cash. The book value of the assets of the Services Division was $504,000. The disposal date was August 1, 2020. The income tax rate is 25%, and the accounting year-end is December 31. On December 31, 2020, the pretax income from all operations, including an operating loss of $56,000 incurred by the Services Division prior to August 1, 2020, was $1,120,000. There were 150,000 weighted average common shares outstanding during 2020.
Required
Prepare a partial income statement beginning with income from continuing operations. Include the earnings per share disclosures.
| Answer |
| Answer | ||||
| Discontinued operations | ||||
|
Answer |
||||
| Answer | ||||
|
Loss on disposal of discontinued component, net of tax savings |
Answer | |||
| Answer | ||||
| Answer | ||||
| Per share: | ||||
|
Answer |
||||
| Answer | |||
|
Answer |
|||
| Answer | ||||
|
Loss on disposal of discontinued component, net of tax savings |
Answer | |||
|
Answer |
||||
Answer
In: Accounting
Write a C program that will read different data types from the following file and store it in the array of structures.
Given file: (This file have more than 1000 lines of similar data):
| time | latitude | longitude | depth | mag | magType | nst | gap | dmin |
| 2020-10-19T23:28:33.400Z | 61.342 | -147.3997 | 12.3 | 1.6 | ml | 12 | 84 | 0.00021 |
| 2020-10-19T23:26:49.460Z | 38.838501 | -122.82684 | 1.54 | 0.57 | md | 11 | 81 | 0.006757 |
| 2020-10-19T23:17:28.720Z | 35.0501667 | -117.6545 | 0.29 | 1.51 | ml | 17 | 77 | 0.1205 |
| 2020-10-19T22:47:44.770Z | 38.187 | -117.7385 | 10.8 | 1.5 | ml | 15 | 100.22 | 0.049 |
| 2020-10-19T22:42:26.224Z | 54.4198 | -159.9943 | 18.7 | 2.9 | ml |
Create a structure like below and make an array of structures in the main C file and store the data based on their data types.
struct data
{
char time[100];
float latitude;
float longitude;
float depth;
float mag;
char magType[5];
char nst[5];
int gap;
float dmin;
};
In: Computer Science
1. In theory, what conditions must exist for a company to build a new factory? That is, what hurdles must a firm overcome in order to build a factory?
2. What are the five areas, or categories, of Total Spending? How large is each area, in terms of total dollars spent, and in percentage terms--- as a percent of Total Spending?
3. What are the four events that may cause a recession, in theory? What IS a recession, exactly? Are we in one right now? What has happened to Total Spending in 2020, as compared to 2019? Why?
4. Please list and discuss three features of business spending that make it unique--that set it apart form the other areas of total spending. Why is business spending so important to our economy?
here is the lecture:
THE
TOTAL SPENDING EQUATION AND THE IMPORTANCE OF “I”--- INVESTMENT ---
BUSINESS SPENDING: An introduction into the entire field of
Macroeconomics, in theory, may be expressed by the following
equation: Total Spending (as measured by the GDP) = C + I + G + (X
-M), that is, the concept of the total amount of money spent on
U.S. goods and services in any given year may be measured by
examining various areas of our economy: C, consumption, also known
as household spending, I, Investment, which is more accurately
described as business spending, G, government spending, X, exports,
and M, imports. We have examined C, consumption, in earlier
modules. We will now examine the concept of I, Investment, business
spending. Later in the course we will examine G, government
spending, along with tax collection, and the deficit and the debt,
along with X and M. Before March 2020, total spending was cruising
along at a level of about $21.5 trillion for the year---on an
annual basis. Owing to the recession of 2020, total spending will
probably drop to somewhere in the area of $20 trillion for the
year---or lower. In terms of a percentage breakdown, C, total
household spending, makes up about 68% of total spending, I,
Business Spending, comes in at a historical average of about 17%,
though it had been dropping for several months prior to March 2020,
G comes in at about 22% of the total--- much higher than just a few
years ago, while (exports minus imports) may vary between minus 3%
and minus 5% of total spending. We track exports and imports in
relationship to one another, which we call the ‘trade deficit”.
Prior to March 2020, exports tended to represent about 12% of the
U.S. economy, in terms of total spending, and imports represented
about 15% of total spending. Here, a little humility is in order:
WE DO NOT KNOW with any degree of precision what will happen to
these numbers--- exports and imports--- in the next year or two. We
have a global recession on our hands, and estimates are changing
week to week. It is a very daunting time to come up with the next
edition of an Econ text! Obviously, it is my job to present you
with the latest numbers and the latest news in all matters
involving the study of macroeconomics. As you may imagine, I am
very busy these days! The category of total spending known as “I”,
which stands for Investment, also known as Business Spending (sorry
about all the terms!) is particularly compelling. I believe it is
safe to say that the area of the economy known as “I” is MUCH MORE
IMPORTANT THAN JUST 17% OF OUR ECONOMY. This sounds a little odd,
since an area representing 17% of our economy should be worth 17%
of our time---right? Well… it is ‘worth more than that’, one may
argue. WHY? WHAT IS SO DARN SPECIAL ABOUT BUSINESS SPENDING???
Well, it is the only category of the ‘big three’--- C, I, and G ---
that can rise or fall by 20% in one year. In fact, it would not
surprise me if business spending DID IN FACT DROP BY 20%----OR MORE
--- IN THE YEAR 2020. C will not drop 20% (THANK GOODNESS), and G
SURELY WILL NOT DROP THIS YEAR---IN FACT, IT IS RISING AT A RATE
NOT SEEN SINCE WORLD WAR TWO--- this rise in G will be studied for
decades, if not centuries. The EXTRA $2.2 trillion in stimulus
spending so far in 2020 is just the start. MUCH MORE ON THIS LATER!
We may describe the area of business spending as follows:
“businesses… spending money… hiring workers… to BUILD”---what we
are really talking about here is CONSTRUCTION VOLUME, or
CONSTRUCTION ACTIVITY! So… why not just call it CONSTRUCTION
spending?? I do not know. That is what I would call it. It is more
descriptive. A warning: the word “Investment” means something
distinct and different inside this course: it is used to represent
this area of the economy. Outside this course, this very slippery,
malleable word means something else. The phrase: “we ‘invested’
$10,000 by buying Apple stock today” has a different meaning---
related to our definition, but not the same. Let me explain:
“investment” in this course stands for the construction of new
factories, (new plant and equipment and office buildings), the
construction of new housing units (homes, condos, apartment units,
ADUs, mobile homes) and the addition of new inventories—more on
this later. What is so special and unique about Investment, also
known as business spending? It involves BUILDING SOMETHING NEW: in
1932, it was zero for the year. C and G would NEVER be zero for the
year. In 1932, we were three years in to the Great Depression.
Unemployment (U) reached 25% AND STAYED THERE. U may hit 20 or 25%
later in 2020, but IT WILL NOT STAY THERE. In 1932, there was no
demand for new factories, or new homes, and businesses were busy
drawing down inventories—not adding to them. Let’s look at one
selfish firm deciding whether or not to build a new factory on U.S.
soil in the next 12 months . This is the essence of business
spending. It must proceed through four steps, or see four “green
lights’, before it will start down this path. STEP #1: GREAT
EXPECTATIONS! The decision to build this new factory is an ALL OR
NOTHING decision. Let’s say it is April, 2019, and we are deciding
whether or not to build the new factory. If we build the factory,
we will start construction in Jan, 2020 and finish in Dec, 2020.
The factory will cost $100 million to build in calendar year 2020
if we build it, and $0 if we do not build it. All or nothing. This
is a small factory! The Tesla – Panasonic battery plant outside
Sparks, Nevada may end up with a cost of about $5 billion when it
is finally completed. Regardless of the size of the factory, a firm
must have ‘the green light’ in order to build a new factory---an
“all or nothing” decision. IT MUST GET EXCITED ABOUT THIS PROJECT!
THIS IS THE MOST IMPORTANT DECISION THIS FIRM WILL MAKE IN THE NEXT
THREE YEARS! This project will most likely have to ‘beat out’ other
projects inside the firm competing for scarce resources. I want you
to visualize a healthy firm that is doing so well THAT IT WANTS TO
EXPAND. It has MORE IDEAS THAN MONEY. Thus, there is a
‘competition’ inside the firm for which project to pursue and which
factory to build. Jobs and careers are at stake. ONCE WE HAVE THE
GREEN LIGHT, then we have to line up FINANCING—whether it is
generated in equity markers or in debt markets. More on this later,
but let me introduce you to the idea that THERE IS A FINITE AMOUNT
OF MONEY available for projects such as this one. We will have to
‘beat out’ other firms who are competing for the same pot of money.
Our government does not help all of this by BORROWING A TREMENDOUS
AMOUNT OF MONEY EACH YEAR. This is known as the deficit. Obviously,
the deficit is skyrocketing this year as our government is
borrowing over $2.2 trillion MORE THAN BEFORE in its efforts to
save our economy and reduce the scale of human misery that comes
with tens of millions of workers losing their jobs. Every major
economist I have seen and heard this year has said “let’s not worry
about the debt and the deficit right now”---and that is fine. We
MUST worry about it LATER! MUCH more on this later! If the firm can
secure financing, it must also clear regulatory hurdles: it must
apply for, and be granted BUILDING PERMITS --- from local, state
and federal government agencies. Thus, this area of spending in our
economy is no “slam dunk”--- many pieces must fall into place in
order for a construction project to move forward. Looking at the
equation Total Spending = C + I + G + (X – M) we may ask this
question: what possible events may occur that would start a
recession? Now, there is a very precise definition of a recession,
but an introductory look at this suggests that a recession occurs
when total spending drops for two business quarters in a row—six
months. In fact, there is a commission that “calls” recessions.
There is NO doubt that we are in one right now. Recessions have
occurred in: 1981-2, 1990-1, 2001, 2008-9, and, of course, 2020.
WHAT FOUR EVENTS MAY CAUSE A RECESSION? In theory, we may see: 1. A
drop in G 2. A drop in X 3. A drop in C 4. A drop in I. Let’s look
at each possible event: in terms of the historical norm, a drop in
G does not happen from year to year. I suppose that G, government
spending, may well drop from its INCREDIBLY HIGH levels in 2020,
back down to its ‘normal’ level in 2021---we certainly hope so. We
hope and pray that the current recession is short. Normally, G
rises by about 4% per year, for various reasons—much more on this
later. If G must rise by 4% per year, or at least $160 billion per
year, then SOME OTHER AREA of total spending must REALLY DROP in
order to cause a recession. G does not drop from year to year in
normal times. A drop in X may occur this year, but a
once-in-a-century pandemic is not normal. In a normal year, export
sales will rise as the global economy grows. Obama came in to the
presidency in early 2009 promising to preside over a doubling of
export sales--- and he just about got us there. The global economy
tends to rise about 2 to 3% per year. Not so this year, obviously.
We have a great record of producing products and services that are
sold to households, businesses and governments in other countries:
planes with weapons on them, planes without weapons on them, food,
entertainment products and services, financial services, and MANY
other products and services. Prior to March 2020, export sales
accounted for over ten percent of our economy, and our jobs. In
theory, let’s say that one of our trading partners is suffering a
drop in total spending, and thus will be cutting back on the volume
of products and services that they may buy from U.S. businesses. We
have some of our best and brightest people in positions of power to
try to make sure this does not happen: our trade representatives,
the IMF, the World Bank, and many other institutions may act so to
help that country’s economy. We also have “foreign aid”. While
foreign aid represents a TINY portion of overall government
spending, there is a false impression of it among many Americans.
Many people believe that we just ‘hand out’ money to other
countries. Let’s take Egypt as an example. As the most populous
Arab nation, Egypt is just INCREDIBLY important in terms of U.S.
interests. Ever since they signed a peace agreement with Israel---
President Carter’s greatest foreign policy achievement---our
government has been ‘giving’ them a lot of money each year--- but
it is NOT a ‘handout”. We tell Egypt, for example: “here is $3
billion—now, WHAT U.S. PRODUCTS AND SERVICES ARE YOU BUYING WITH
THIS MONEY? Food? Weapons?” If we drill down more deeply, we see
that this is a U.S. JOBS PROGRAM. Why does Turkey receive so much
aid from the U.S.? Could it be that we have a military base on
their soil? That they are a member of NATO? Our nation has a very
good record of preventing event #2 from occurring. A
once-in-a-century pandemic does not change this fact. EVENT #3: a
drop in C. Now, obviously, it was a drop in C that caused this
recession. Well, that is a bit simplistic… when many of our 30.2
million small business CLOSED SHOP, NEVER TO REOPEN, and over 20
million workers LOST THEIR JOBS OVERNIGHT… we will see a drop In C.
Let’s say this is unusual. The events of 2020 will be studied 100
years from now. In normal times, obviously, a drop in C may cause a
recession--- but that is not normally how it works, in terms of the
‘timing’---the initial cause of a recession. C, household spending,
drops DURING a recession (usually) as a ‘fifth-in-time’ event. We
may recall the story of Tom Green: he lost his job, and yes, as a
direct result, his family will cut back on household spending. Here
is how the sequence may transpire: 1. FOR SOME REASON, total
spending drops. 2. Businesses see a drop in sales volume. 3.
Businesses react by cutting back on production volume. 3. In doing
so, they cut the hours of some workers and terminate the employment
of others (when I get fired, my hours get cut, obviously, to zero)
4. Workers see a drop in wage income. 5. In response to the drop in
income, most workers will cut back on household spending levels ---
as income drops, household spending drops, albeit not
dollar-for-dollar. YET… WHAT WAS THE INITIAL CAUSE OF THE DROP IN
TOTAL SPENDING! What event “started’ the recession? In most cases,
it is a drop in I, business spending. Not all cases, but most.
Leading up to March 2020, economists were getting more and more
concerned that this area of the economy was ALREADY DROPPING,
partly in part to Trump’s erratic trade policies. Businesses need
‘GREAT EXPECTATIONS’ to build that new factory on U.S. soil ---(at
least in theory)--- and Trump is not good at creating and
maintaining great expectations. Then, the pandemic invaded our
country, and both C and I dropped in a dramatic fashion. In the
months leading up to the recession of 1981-1982, the volume of
business spending dropped… and dropped… and dropped more… and
more…. And, finally, the drop in business spending “dragged down”
total spending. The drop I--- business spending---- OVERWHELMED the
rise in government spending, and, as a result, the recession was
inevitable. The recession started in Jan. 1981 – just as Reagan
came in to office. By the time he was running for reelection in
November, 1984, the economy had completely rebounded. Nice timing!
The Fed had pursued ‘contractionary monetary policy’ from March
1979 to March 1980, in order to battle high rates of inflation,
raising interest rates to a modern-day high. A home loan cost about
18% interest. VERY few homes were purchased, or sold, or BUILT
during this time. Sellers of homes often had to PERSONALLY LEND
buyers some of the money! If the new home buyers could not pay the
monthly mortgage, the home seller, in theory, would have to hire an
attorney and foreclose on the house. Thus, even though C and G are
LARGER AREAS of total spending, I, that is, business spending, is
by far THE MOST VOLATILE --- THE QUICKEST TO CHANGE, and BY A GREAT
MAGNITUDE. Home construction and sales volume DROPPED BY HALF
during the Great Recession which ran from Dec. 2007 to June 2009.
The entire category of business spending can drop by 20% in one
year. It may be doing just that right now in 2020. Our government
is AGGRESSIVELY trying to minimize the drop in C, household
spending, during this turbulent time. We will study some of the
programs involved later in the course. Yet, business spending
continues to drop this year as MANY firms delay planned
construction projects. Thus, it is clear to see that business
spending is quite unique and special, and deserves ‘more than 17%’
of our time. Later in the course, we will examine the role of our
government in attempting to cause a rise in business spending—not
just for one year, but for the next 20 years.
In: Economics
Structure and makeup of Congress in 1789 and in 2020
In: Operations Management
Item 1
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
Science classrooms offer at least five ways to individualize and to enhance students'learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. References: |
According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected to match their ability levels. |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 2
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
In a complex task such as creating a website for learning, instructors may want to support the generation of multiple solutions in learners' peer feedback. Anonymity may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited. However, teachers need to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback. References: |
According to Howard, Barrett, and Frick (2010), in order to make appropriate choices educators must understand the ways in which hiding or showing the identity of participants can impact the interaction that takes place in peer feedback activities. Obscuring the identity of participants in peer feedback "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (p. 90). References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 3
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
Analysis of patterns in time (APT) is a method for gathering information about observable phenomena such that probabilities of temporal patterns of events can be estimated empirically. If appropriate sampling strategies are employed, temporal patterns can be predicted from APT results. Finally, APT is compared to the linear models approach and event history analysis. The major difference is that in APT there is no mathematical model assumed to characterize relations among variables. In APT the model is the temporal pattern being investigated. References: |
APT is an empirical approach to observing and coding phenomena by using mutually exclusive and exhaustive categories within multiple classifications (Frick, 1990). Once these data have been collected, researchers specify APT queries to calculate the probability of joint and/or sequential patterns of interest. In effect, researchers create measures of temporal patterns by counting the occurrences of these coded patterns. According to Frick, Analysis of Patterns in Time is different from the linear models approach of measuring variables separately and using statistics to analyze their relations. References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 4
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. Learners can practice giving feedback knowing they are not vulnerable to social repercussions. Less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices. References: |
If providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. In this way, anonymity can act "as a scaffold to generating critical feedback" (Howard, Barrett, & Frick, 2010, p. 104). References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 5
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
In contrast to the transmittal model illustrated by the classroom lecture-note taking scenario, the constructivist model places students at the center of the process--actively participating in thinking and discussing ideas while making meaning for themselves. And the professor, instead of being the "sage on the stage," functions as a "guide on the side," facilitating learning in less directive ways. References: |
Considering the major changes and shifts in educational needs of today's society, the need for a new paradigm of education has emerged. This new paradigm of education requires a major change in the role of teachers from being the sage on the stage to a guide on the side, facilitating learning in less directive ways. References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 6
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
Major changes within organizations are usually initiated by those who are in power. Such decision-makers sponsor the change and then appoint someone else - perhaps the director of training - to be responsible for implementing and managing change. Whether the appointed change agent is in training development or not, there is often the implicit assumption that training will "solve the problem." And, indeed, training may solve part of the problem.... The result is that potentially effective innovations suffer misuse, or even no use, in the hands of uncommitted users. References: |
When major changes are initiated in organizations, there is often the implicit assumption that training will 'solve the problem.' And, indeed, training may solve part of the problem (Dormant, 1986, p. 238).
|
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 7
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few. References: |
The fundamental idea of systems, such as corporations and schools, is actually very simple. Each system has components which interact. What is important is how those components are connected together. References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 8
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
Instructional designers typically employ models to guide their
day-to-day work. Due to the increased practice of the systematic
design of instruction in a growing number of settings, available
models become more and more proliferated, focusing on
particular types and contexts of learning, particular groups of
learners or designers, or particular instructional units (either
whole curricula or individual modules or lessons.) References: |
The primary aim of the process of designing instruction is to create a learning environment which provides students with conditions that help them to learn. Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction.
|
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 9
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
|
Instructional designers typically employ models to guide their
day-to-day work. Due to the increased practice of the systematic
design of instruction in a growing number of settings, available
models become more and more proliferated, focusing on particular
types and contexts of learning, particular groups of learners or
designers, or particular instructional units (either whole
curricula or individual modules or lessons.) References: |
The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes (van Merriënboer, 1997, p. 2). Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction, according to van Merriënboer. References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Item 10
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
|
Original Source Material |
Student Version |
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I accept the point that whenever learning occurs, some medium or mix of media must be present to deliver instruction. However, if learning occurs as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. Method is the inclusion of one of a number of possible representations of a cognitive process or strategy that is necessary for learning but which students cannot or will not provide for themselves. References: |
Media do not influence learning. Learning takes place because of the instructional methods represented in the medium which are used, rather than medium itself. It is the instructional methods which influence learning. References: |
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
In: Psychology
| 1. Across: A financial statement which presents assets or resources owned and the debt or liabilities owed as of a specific date. (Two Words) | |
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| 2. Across: Liabilities or debts which are scheduled to be paid within one year. (Two Words) | |
| 3. Across: The Situation of having a wealth position of net worth less than or equal to zero, and the inability to pay obligations as they come due. | |
| 4. Across: A plan detailing both cash inflows and cash outflows. | |
| 5. Across: A ratio providing an indication of the ability or the inability to pay obligations as they come due. | |
| 1. Down: A financial statement summarizing all the inflows and outflows of cas over a specified period of time. | |
| 2. Down: Mathematical relationships of variables created in order to explain something of importance. | |
| 3. Down: The resources and items of value owned by an individual. | |
| 4. Down: The amount of an individual's paycheck which remains after the payment of income taxes. (Three Words) | |
| 5. Down: Total wealth based on the difference between total assets owned and total debt. (Two Words) | |
| 6. Down: The type of assets or liabilities which are not short-term in nature. (Two Words) | |
| 7. Down: Obligations to creditors. | |
| 8. Down: A ratio which indicates the percentage of assets financed with debt funding. | |
| 9. Down: The most liquid of assets. |
In: Accounting
Please watch a TV show related to Medical Terminology. Examples can include, Grey's Anatomy, House, Diagnoses, etc. Please write down the name of the show and the episode. Write down all medical terms that you hear in the show and write down their definition. Also, write down the time of the episode of where you heard the term used, example, 3:22 minutes into the episode Character A used this term.
In: Nursing
There have been times where mortgage institutions have allowed borrowers to put very little down. Sometimes as low as 1%. What are some foreseeable outcomes of very low down payments? Why does this suggest that historically, 20% down payments are the norm? Why do many people believe the financial crisis of 2008 was because of too many low down payment houses?
|
House Value – Year 1 (Purchase) |
Money Put down by purchaser (Down Payment) |
Bank Loan (Mortgage) |
Tax Rate |
Interest Paid to Bank (10% loan – @ tax bracket) |
House Value at point of sale (after 3 years) |
Net Return on house investment (increase in house value – payments to bank) |
Return on Equity = Net Return / Money put down |
|
$100,000 |
$100,000 |
50% |
$120,000 |
||||
|
$100,000 |
$50,000 |
50% |
$120,000 |
||||
|
$100,000 |
$20,000 |
50% |
$120,000 |
||||
|
$100,000 |
$1,000 |
50% |
$120,000 |
Please fill in the blanks in the table.
In: Finance