Read description (program development) wk 2 discussion response
DUE SUNDAY June 9, 2023
Respond to 2 students discussions
*****PLEASE RESPOND IN DEPTH
Must Read:
**Please write response as a direct response to the classmate. Please don’t write the response addressing the student as a third person. Correct way to response:
***Example: Hi James I agree with you and so on…..
****Example: Please DO NOT say According to Ashley. Because we’re supposed to respond directly to the student.
Reply to at least two classmates posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
**********Respond to these two discussion Michelle and Amelia*********************************************
Response 1- Michelle
This was a great video and something I will surely follow before heading into a school year as a brand-new counselor. I listen to podcasts and watch many videos because I cannot deny that I a little terrified of my first year as a school counselor. Interrelationships within the school organization were reviewed in this video especially in the first step that explained that we need to get with our school principal and discuss our responsibilities and duties (including non-duties) as a counselor (The Inspiring School Counselor, 2022). Even if we have already met and know the principal, we still need to address what our role is, what events we need to put into our schedule. In the 2nd part, ‘ Meet the Counselor’ is a huge way to begin building relationships with students, teachers, parents, and even school staff. It is an effective way allow everyone to get to know a bit about you as a person and how you are there to help. I would include some personal likes about myself so that I can kind of humanize myself for everyone so they might be able to connect with something they know about me. Having parent meetings is another way to be able to connect everything so that we get to know the students and their parents on a different level. As far as community is concerned, I didn’t hear anything about the community outside of the school organization. I know it is important for us as counselors to be aware the community we are serving and learn about what goes on there, so we are able to connect with resources around the area and refer students to different things. For example, while I was interning, a high school student wanted to know where he can go find some boxing lessons and at a low cost because he didn’t have funds for it. This is an example of counselors having those resources and being able to connect students with community-based activities.
A school can only function when various stakeholders are involved and working together to support the students AND each other. In the 8th part of the video, she discusses planning school activities and emphasizes reaching out for help (The Inspiring School Counselor, 2022). This is a great example of involving the school, family, and community when put something together that is beneficial for the students. My husband was part of a school-wide activity called ‘ Career Day’. The counselor at a local elementary school reached out to local business owners and other professionals that were part of the community and city the school is located in to come in and share about their career. I attended with him so I can get an idea of how the counselor put this together. Teachers, administration, the principal, students, and parents were all involved in this project, and it was a huge success. But I guarantee it wouldn’t have run this way if not for the support and help from all stakeholders involved with the school. Having group and classroom lessons is another way that stakeholders have to work together to support the students. Teachers need to be on board with having the school counselor come into the class and provide instruction that will be helpful to the students. They can offer their ideas via referrals about what might be needed with their students.
Overall, this was such a great video because it gave me the bare necessities that I will need to start my program and then go from there. I think one of the most important things that she said was that things might not go as planned. We may have a schedule, but things happen that might take precedence over what our plan was.
The Inspiring School Counselor. (2022, July 26). What To Do The First 30 Days As A School Counselor! [Video]. YouTube. https://www.youtube.com/watch?v=kX5WelcyfQY
************************************************************************************************************************
Response 2- Amelia
Were interrelationships within school organization and the community reviewed? If so, how?
The first thing that the video spoke on was meeting with school site admin to get a fell on what the goals and duties are for the school year, some of these things should likely be discussed before the end of the previous year so that planning can take place over the summer and ready to go when students come back on campus. Also discussed is “MEET THE COUNSELOR” In the secondary schools the middle school counselors meet with incoming 5th graders to create schedules so the students already know who they are when they start at the middle school. The same is done for incoming 9th graders.
Identify how the various stakeholders engaged in school, family, and community partnerships.
When completing the needs assessment, you can g support from teachers and parents. Referrals for counseling can be made through google forms, there will likely be a link on the school website. and a mail box in the office for the school counselor. Make sure to advise students that this is not for immediate urgent needs. Meeting with parents and 504 coordinators was discussed. We want to make sure that student plans and accommodations are still current to the student needs. When planning activities for the year you want to collaborate with stakeholders such as teachers, staff like campus security and PTSA and see what they feel is needed for the school and the students. The use of time information is important. I got to attend the end of year reviews and saw how school counselors spent their time. What was used was the student information system. All interventions are entered there and queries can be used to sperate services provided.
This video shared great information. Since my practicum took place at the end of the school year alot of these topics were covered for the planning for the start of the year. Lessons were completed and reviewed elementary counselors met with middle school counselors to go over students who were currently receiving services. Also collected input from teachers. The middle and high school counselors also met mostly for academics. The school counselors I worked with also made the effort to meet with the PBIS at the high school since they would be working with the for SEL more than the school counselors would. Something that I learned to use over the years is backwards planning. I have a calendar for things that I know have to be done yearly and I plan usually in April-May to get things set up or at least on the radar for the following year. This helps to make sure mandatory assignments are done so that as emergency’s come along it is not too overwhelming.
References:
YouTube. (2022, July 26). The Inspiring School Counselor- What To Do The First 30 Days As A School Counselor!. YouTube. https://www.youtube.com/@TheInspiringSchoolCounselor
********************Please respond to these two students discussion USING this response as a GUIDANCE tool. Please don’t copy because this is a students respond
SEE EXAMPLE BELOW: (Each student must have a response in this format)
Hi Michelle,
Reflect: When you share your plans to do your “Meet the Counselor”, I appreciate you mentioning that you plan to share personal interests and likes to make yourself more relatable to students, families, and staff. I also like that you see the importance of discussing our roles and schedules with our principal, even if we’ve already met prior. This will help to set a healthy and supportive relationship!
Inquire: You mentioned an insightful intern experience when the counselor connected a student to community-based activities. Can you further explain any other examples you witnessed or were a part of that helped foster positive relationships?
Suggest: You shared a great example of your time at a Career Day with your husband that was made possible from the impact of the relationships within the school community. Consider using the knowledge you gained from that experience in furthering your goals to help your future students with college and career readiness.
Elevate: Thank you for focusing on building positive relationships. Next time, consider how you can collaborate with staff and/or stakeholders to attain resource materials and how you plan to keep those organized.
Overall, great post and I enjoyed reading it!
Due in 7 hours….. 5 paragraphs ….. history
this is due in 7 hours……. must have done in 7 hours….
must write at least 5 paragraphs
Essay Question:
How did the New Deal change the role of government in the economy and society of the United States? Why did the change come about? In your answer, make clear the major achievements and limitations of the New Deal and the political factors that led to its success. It will be helpful to use the concepts social welfare state and laissez faire, and to contrast the New Deal with earlier government policies.
Write an original essay of about five paragraphs that makes use of the sources provided to answer the prompt. Structure your answer with a clear thesis statement in the first sentence, and supporting examples and reasoning in subsequent paragraphs. Choose specific examples from the sources provided below (1-7). ONLY use the sources below. You can not use other sources
1. Franklin Roosevelt, “First Inaugural Address” (1933)
Our greatest primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources.
Hand in hand with this we must frankly recognize the overbalance of population in our industrial centers and, by engaging on a national scale in a redistribution, endeavor to provide a better use of the land for those best fitted for the land. The task can be helped by definite efforts to raise the values of agricultural products and with this the power to purchase the output of our cities. It can be helped by preventing realistically the tragedy of the growing loss through foreclosure of our small homes and our farms. It can be helped by insistence that the Federal, State, and local governments act forthwith on the demand that their cost be drastically reduced. It can be helped by the unifying of relief activities which today are often scattered, uneconomical, and unequal. It can be helped by national planning for and supervision of all forms of transportation and of communications and other utilities which have a definitely public character. There are many ways in which it can be helped, but it can never be helped merely by talking about it. We must act and act quickly.
Finally, in our progress toward a resumption of work we require two safeguards against a return of the evils of the old order: there must be a strict supervision of all banking and credits and investments, so that there will be an end to speculation with other people’s money; and there must be provision for an adequate but sound currency.
Source: Franklin Roosevelt, “First Inaugural Address.” March 4, 1933.
2. Franklin Roosevelt, “Statement on Signing the Social Security Act” (1935)
Today a hope of many years’ standing is in large part fulfilled. The civilization of the past hundred years, with its startling industrial changes, has tended more and more to make life insecure. Young people have come to wonder what would be their lot when they came to old age. The man with a job has wondered how long the job would last.
This social security measure gives at least some protection to thirty millions of our citizens who will reap direct benefits through unemployment compensation, through old-age pensions and through increased services for the protection of children and the prevention of ill health.
We can never insure one hundred percent of the population against one hundred percent of the hazards and vicissitudes of life, but we have tried to frame a law which will give some measure of protection to the average citizen and to his family against the loss of a job and against poverty-ridden old age.
This law, too, represents a cornerstone in a structure which is being built but is by no means complete. It is a structure intended to lessen the force of possible future depressions. It will act as a protection to future Administrations against the necessity of going deeply into debt to furnish relief to the needy. The law will flatten out the peaks and valleys of deflation and of inflation. It is, in short, a law that will take care of human needs and at the same time provide for the United States an economic structure of vastly greater soundness.
Source: Franklin D. Roosevelt, Statement on Signing the Social Security Act. Online by Gerhard Peters and John T. Woolley, The American Presidency Project https://www.presidency.ucsb.edu/node/209017
3. Franklin Roosevelt, “Re-Nomination Acceptance Speech” (1936)
That very word freedom, in itself and of necessity, suggests freedom from some restraining power. In 1776 we sought freedom from the tyranny of a political autocracyfrom the eighteenth century royalists who held special privileges from the crown….And so it was to win freedom from the tyranny of political autocracy that the American Revolution was fought. That victory gave the business of governing into the hands of the average man, who won the right with his neighbors to make and order his own destiny through his own Government. Political tyranny was wiped out at Philadelphia on July 4, 1776.
Since that struggle, however, mans inventive genius released new forces in our land which reordered the lives of our people. The age of machinery, of railroads; of steam and electricity; the telegraph and the radio; mass production, mass distribution….
…[O]ut of this modern civilization economic royalists carved new dynasties…built upon concentration of control over material things. Through new uses of corporations, banks and securities, new machinery of industry and agriculture, of labor and capitalall undreamed of by the fathersthe whole structure of modern life was impressed into this royal service….
…[T]he privileged princes of these new economic dynasties, thirsting for power, reached out for control over Government itself….
A small group had concentrated into their own hands an almost complete control over other peoples property, other peoples money, other peoples laborother peoples lives….
Against economic tyranny such as this, the American citizen could appeal only to the organized power of Government. The collapse of 1929 showed up the despotism for what it was. The election of 1932 was the peoples mandate to end it. Under that mandate it is being ended.
Today we stand committed to the proposition that freedom is no half-and-half affair. If the average citizen is guaranteed equal opportunity in the polling place, he must have equal opportunity in the market place.
These economic royalists complain that we seek to overthrow the institutions of America. What they really complain of is that we seek to take away their power. Our allegiance to American institutions requires the overthrow of this kind of power. In vain they seek to hide behind the Flag and the Constitution. In their blindness they forget what the Flag and the Constitution stand for. Now, as always, they stand for democracy, not tyranny; for freedom, not subjection; and against a dictatorship by mob rule and the over-privileged alike.
Source: Franklin D. Roosevelt, Acceptance Speech for the Re-Nomination for the Presidency, Philadelphia, Pennsylvania, June 27, 1936.
4. Franklin Roosevelt, “Second Inaugural Address” (1937)
Our progress out of the depression is obvious…. By using the new materials of social justice we have undertaken to erect on the old foundations a more enduring structure for the better use of future generations.
We have always known that heedless self-interest was bad morals; we know now that it is bad economics.
We are beginning to abandon our tolerance of the abuse of power by those who betray for profit the elementary decencies of life.
True, we have come far from the days of stagnation and despair. Vitality has been preserved. Courage and confidence have been restored. Mental and moral horizons have been extended.
But here is the challenge to our democracy: In this nation I see tens of millions of its citizensa substantial part of its whole populationwho at this very moment are denied the greater part of what the very lowest standards of today call the necessities of life.
I see millions of families trying to live on incomes so meager that the pall of family disaster hangs over them day by day.
I see millions whose daily lives in city and on farm continue under conditions labeled indecent by a so-called polite society half a century ago.
I see millions denied education, recreation, and the opportunity to better their lot and the lot of their children.
I see millions lacking the means to buy the products of farm and factory and by their poverty denying work and productiveness to many other millions.
I see one-third of a nation ill-housed, ill-clad, ill-nourished.
It is not in despair that I paint you that picture. I paint it for you in hopebecause the Nation, seeing and understanding the injustice in it, proposes to paint it out. We are determined to make every American citizen the subject of his countrys interest and concern; and we will never regard any faithful law-abiding group within our borders as superfluous. The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.
In our personal ambitions we are individualists. But in our seeking for economic and political progress as a nation, we all go up, or else we all go down, as one people.
Source: Franklin D. Roosevelt, Second Inaugural Address, January 20, 1937.
5. Xavier Gonzalez, “Tennessee Valley Authority,” Huntsville, Alabama (1937)
Source: https://flic.kr/p/pdmPRz
6. Gavin Wright, “Number of Persons Employed by WPA, in 1936-1941”
Source: Wright, Gavin. “The Political Economy of New Deal Spending: An Econometric Analysis.” The Review of Economics and Statistics 56, no. 1 (1974): 30-38. doi:10.2307/1927524.
7. U.S. Union Membership as a Share of Non-agricultural Employment (1900-2000)
Source: https://rwer.wordpress.com/2017/06/22/what-do-unions-do/
Gbio 225 week 2 exam 2/gbio 225 week 2 exam 2
Exam1) Acids act as (1pts)hydroxyl ions. hydrogen ion acceptors. proton donors as do bases. proton donors while a base accepts protons. 2) A base has a pH that is (1pts)above 7. equal to 7. below 7. 3) The buffer system is essential for overall body homeostasis. What condition is due to an increase in blood pH?(1pts)acidosis. alkalosis. carbonic acid. coma. 4) What is a neurotransmitter?(1pts)A chemical messenger that carrier signals from a neuron to a receiving cells across a synapse. A chemical signal that is active at troponin active sites. A hormonal signal that causes only muscle contractions. An electrical signal that carrier signals from a neuron to a receiving cells across a synapse. 5) What is the neuromuscular junction? (1pts)A site where an electrical signal directly passes from a muscle to a neuron. A site where an axon comes close to the cell membrane of a muscle. A site where a dendrite comes close to the cell membrane of a muscle. 6) How does calcium relate to muscle contractions? (1pts)Calcium binds to tropomyosin and enables actin and myosin to interact. Calcium binds to acetylcholine and enables actin and myosin to interact. Calcium binds to actin and enables actin and myosin to interact. Calcium binds to troponin and enables actin and myosin to interact. 7) The principal job of the human nervous system is to(1pts)store information. provide for defense against pathogens. facilitate communication among the body systems. replace or repair damaged tissues. 8) The basic unit of the nervous system is(1pts)the neuron. the brain. neuroglia. a nerve. 9) The single long process that extends from a typical motor nerve cell is the(1pts)dendrite. neuron. synapse. axon. 10) At rest, a nerve cell has a high concentration of ____ inside and a high concentration of ____ outside.(1pts)calcium; phosphorus sodium; potassium potassium; sodium acetylcholine; chlorine 11) For sodium to accumulate rapidly inside a neuron cell membrane,(1pts)there must be a dramatic increase in the negative charge of the cytoplasm a voltage surge must cause the sodium gates to close. a stimulus above the threshold must open sodium gates in an accelerating manner. the wave of repolarization must occur to reestablish a resting potential. 12) Which is a junction between two neurons?(1pts)chemical synapse Schwann cell sodium gate node 13) A deterioration in the myelin sheaths of motor axons to the lower leg would be expected to(1pts)have little effect because the sheaths are for insulation only. cause immobility of the leg due to cessation of impulses to leg muscles. remove the restraints to ion movement and speed up impulse transmission. slow the rate of transmission and cause lack of motor control. 14) The two MAJOR divisions of the nervous system are the(1pts)autonomic and peripheral systems. central and peripheral nervous systems. sympathetic and parasympathetic systems. cranial and spinal nerves. 15) The autonomic subdivision of the vertebrate nervous system would innervate all but which of the following?(1pts)liver intestinal muscles skeletal muscles heart 16) Which statement is true?(1pts)The sympathetic branch of the autonomic system usually speeds up the activities of the body. Both the parasympathetic and sympathetic nervous systems send nerves to all organs. The sympathetic branch can have either excitatory or inhibitory effects depending on effects from the environment. The sympathetic nervous system that supplies an organ will also provide parasympathetic nerves to it. 17) Information is processed and sensory input and motor responses are integrated in the(1pts)medulla. pons. cerebellum. cerebrum. 18) Destruction of the motor areas in the left cerebral cortex results in the loss of(1pts)voluntary movement on the left side of the body. sensation on the left side of the body. voluntary movement on the right side of the body. sensation on the right side of the body. 19) When it comes to memory, information is processed based on(1pts)route of input. how much memory is already stored. content. relevance. 20) Although most hormones work at sites distant from where they are secreted, some work locally, such as(1pts)thyroid stimulating hormone. luteinizing hormone. follicle stimulating hormone. prostaglandin. 21) The most common control mechanism to prevent overproduction or underproduction of hormones is(1pts)positive feedback. opposing interaction. negative feedback. synergistic interaction. 22) Insulin and glucagon exhibit which type of hormone interaction?(1pts)synergistic unrelating opposing permissive 23) The reason that some individual hormones have so many different effects is that(1pts)they influence gene transcription. the hormone is carried throughout the body and only a small amount is needed to produce its effect. they trigger a second messenger system that produces a cascade of effects. there are a great many different cells in different tissues that have specific receptors for the hormone. 24) Which gland produces/releases hormones that have the widest range of effects on the body?(1pts)adrenal thyroid pineal pituitary 25) The pituitary gland is controlled by the(1pts)medulla corpus callosum. hypothalamus pons 26) If you were cast upon a desert island with no fresh water to drink, which of the following would increase in your bloodstream in an effort to conserve water?(1pts)insulin oxytocin glucose antidiuretic hormone 27) A drop in blood volume would trigger the body to secrete(1pts)glucocorticoids. insulin. antidiuretic hormones. parathyroid hormones. 28) Oversecretion of growth hormone in childhood results in(1pts)pituitary gigantism. cretinism. pituitary dwarfism. diabetes insipidus. 29) You have just moved from Norfolk, Virginia (sea level), to Taos, New Mexico (high in the mountains), and you find yourself out of breath climbing a small hill. Three months later, climbing the same hill, you have no difficulty. In the interim you have not altered your level of activity or diet. Which hormone has been at work?(1pts)estrogen aldosterone erythropoietin angiotensin 30) Parathyroid hormone (PTH)(1pts)stimulates the absorption of calcium in the kidneys. stimulates osteoblasts to digest bone. stimulates the release of intrinsic factor from the digestive tract. is secreted from the thyroid gland.
Grand canyon fin 450 full course – (all discussions and all chapters
Topics
Topic 1: Basic Concepts in Finance
1. Principles of Managerial Finance
Assignments Chapters 10 and 11 Practice Problems
Complete the following problem from chapter 10 in the textbook:
P10-25
Complete the following problems from chapter 11 in the textbook:
P11-4
P11-8
P11-17
P11-23
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 1 DQ 1
Financial theory (and the narrative in your textbook) indicates that NPV is the theoretically correct method to use to evaluate capital investments. Yet, surveys of financial managers consistently indicate that IRR is the most widely used technique by practitioners. Why do you suppose this discrepancy exists?
5.0
Module 1 DQ 2
Capital budgeting decisions are usually made by teams of executives from various divisions within a corporation. Departmental managers, when presenting their capital budgeting proposals to the executives, are sometimes tempted to inflate the estimates of returns to be earned from their proposals, in order to increase the likelihood that the proposals will be accepted. If you were CFO of a corporation, what steps could you take to prevent this from happening?
Topic 2: Financial Performance, Planning, and Forecasting
Assignments Chapter 12 Practice Problems
Complete the following problems from chapter 12 in the textbook:
P12-3
P12-4
P12-8
P12-12
P12-14
P12-18
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 2 DQ 1
Several methods were described in your textbook to deal with the issue of differing levels of project risk. These include risk adjusted discount rates, simulation analysis, scenario analysis, and break-even analysis. Which of these would you favor if you were CFO of a corporation? Why? Which of the techniques seems like it would yield the most accurate results? Which would be easiest to implement?
5.0
Module 2 DQ 2
A corporations policy manual states: Our companys policy is to use 12%, which is our cost of capital, as the discount rate for NPV calculations on all projects considered for investment. What is wrong with this policy? In what types of projects will this company overinvest? In what types of projects will it underinvest?
Topic 3: The Time Value of Money and Fixed-Income Securities
Assignments Chapter 13 Practice Problems (Benchmark)
Complete the following problems from chapter 13 in the textbook:
P13-2
P13-16
P13-22
P13-26
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 3 DQ 1
The recent Great Recession of 2008-2009 has had significant impact on a wide range of corporate performance. What impact would you predict it had on leverage? Would financial leverage have increased, decreased, or remained the same? What about operating leverage? Why?
5.0
Module 3 DQ 2
What do you think is the relationship between a firms operating leverage and its financial leverage? Do you think the two measures are positively correlated, negatively correlated, or unrelated? Explain your answer.
Topic 4: Common Stock and Analysis of Risk and Return
Assignments Chapter 14 Practice Problems
Complete the following problems from chapter 14 in the textbook:
P14-3
P14-7
P14-10
P14-17
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 4 DQ 2
Select one of the following theories and provide an argument about why it might hold and why it might not. Once you have done this, give your personal opinion on its relevance to explaining overall corporate dividend behavior.
Residual theory of dividends
Bird-in-the-hand argument
Informational content of dividends
Investor preference for steady dividend payments
5.0
Module 4 DQ 1
Are dividends relevant in determining share values? Identify one factor that indicates they are, and one that indicates they are not. Give your opinion on this question and why you hold it.
Topic 5: Capital Budgeting
Assignments Chapter 15 and 16 Practice Problems
Complete the following problems from chapter 15 in the textbook:
P15-3
P15-9
P15-12
P15-16
Complete the following problems from chapter 16 in the textbook:
P16-6
P16-13
P16-15
P16-20
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 5 DQ 1
During the Great Recession of 2008-2009, corporate cash conversion cycles typically increased in length by a significant amount. Why might this have occurred? Was it a good decision by corporate CFOs to allow this to happen? Explain.
5.0
Module 5 DQ 2
In the economic environment of 2010-2014, the U.S. experienced a slow-growing economy with record low interest rates. In what ways does this type of economic environment diminish the importance of working capital management to the firm? In what ways is working capital management still important in this environment?
Topic 6: The Cost of Capital and Capital Structure
Assignments Chapter 17 Practice Problems
Complete the following problems from chapter 17 in the textbook:
P17-4
P17-6
P17-8
P17-14
P17-19
P17-21
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
CLC: Integrative Case
This is a CLC assignment.
Read Integrative Case 7: Casa de Diseno on pages 681-682 in the textbook
in your textbook and answer questions a-f at the end of the case. Keep the following in mind as your complete the assignment:
Unless otherwise noted by your instructor, question a, b, c, and e are worth 10 points. Questions d and f are worth 15.
Answer must be clear and correct. Label all inputs and outputs.
In question d, organize and label the spreadsheet to clearly delineate parts 1-5. Highlight the answer to each part.
For question f, be sure to reviewall sources of short term financing available to the firm.
Answer all questions on an Excel spreadsheet using the attached Guidelines for Developing Spreadsheets.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
100.0
Discussion Questions Module 6 DQ 2
What are the pros and cons of convertible bonds to a bond investor? Under what conditions would you favor buying convertibles over straight bonds? Why might you favor buying straight bonds over convertibles?
5.0
Module 6 DQ 1
Which do you believe a firm in a weak financial condition could most easily obtain financing — through a bank loan or financing through a lease? Why?
Topic 7: Dividend Policy
Assignments Chapter 18 Practice Problems
Complete the following problems from chapter 18 in the textbook:
P18-3
P18-11
P18-12
P18-14
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment. Do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in the Guidelines for Developing Spreadsheets.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 7 DQ 1
A host of empirical evidence indicates that the gains from a typical merger accrue to the shareholders of the target corporation, not to the shareholders of the acquiring corporation. It seems the acquiring corporation should be in the drivers seat in a typical merger. Why dont their shareholders benefit? What do you think typically goes wrong to cause this result?
5.0
Module 7 DQ 2
The order of priority of claims in liquidation is firmly established in legal precedent. As depicted in Table 18.9 of the textbook, common shareholders are last in priority. Yet, in bankruptcy negotiations, creditors (who have a relatively high priority) often give up their debt in exchange for shares of common stock, whose claim on liquidation proceeds are last on the list. Why might they do this? Do you believe it is a good idea? Explain.
Topic 8: Special Topics in Financial Management
Assignments Chapter 19 Practice Problems
Complete the following problems from chapter 19 in the textbook:
P19-1
P19-3
P19-5
Follow these instructions for completing and submitting your assignment:
Do all work in Excel. Do not submit Word files or *.pdf files.
Submit a single spreadsheet file for this assignment, do not submit multiple files.
Place each problem on a separate spreadsheet tab.
Label all inputs and outputs and highlight your final answer.
Follow the directions in the Guidelines for Developing Spreadsheets located in the Course Materials.
You are not required to submit this assignment to Turnitin.
40.0
Discussion Questions Module 8 DQ 1
What is a joint venture? Why is it sometimes essential to use this arrangement? What effect do joint-venture laws and restrictions have on the operation of foreign-based subsidiaries?
5.0
Module 8 DQ 2
Corporations have both accounting exposure and economic exposure to exchange rate risk. What is the difference between these two? Which types of exposure would be most significant, and why?
5.0
Ethics worksheet | Education homework help
Please complete the attached worksheet
please choose THREE of the following classic studies to review and then answer each of the following questions for each experiment. IMPORTANT: Please be sure to copy and paste this document into a new Word Document and then insert your responses for each question directly below the question. responses must be written in full sentences with a subject and verb (no sentence fragments or bulleted/numbered lists).
Please select on the following and peruse the ten classic studies discussed. In case of any difficulty accessing the link, brief descriptions of each of the ten studies follow below:
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1. Little Albert: John B. Watson studied classical conditioning by taking an infant who had no previous fear of animals and essentially inducing a phobia of a white rat. He did so using the principles of classical conditioning (pairing a loud noise with the introduction of the rat to the baby). The child then became fearful of the rat even without the loud noise being present.
2. Asch Conformity: Subjects were placed in a group alongside actors. All were asked to access the series of lines and say which line was the longest. The actors gave correct responses, but then began to give incorrect responses. The majority of the subjects conformed and began to give an incorrect response as well.
3. Darley & Latané Bystander Effect: Following the brutal murder of Kitty Genovese in NYC in which there were many witnesses, but no one called police, these experimenters decided to test the bystander effect. They simulated several situations, but particularly one in which the subject overheard a person in the next room (actually a recording) having a seizure and measured whether subjects who were alone were quicker to act and assist than those who believed others could overhear the medical emergency as well.
4. Milgram Obedience: In an attempt to understand how Nazi soldiers could possibly have complied with commands to kill Jews (and other victims of the Holocaust), Milgram studied obedience. In a rigged situation, participants drew straws and the subject was assigned the role of teacher. The “student” (actually a recording) was placed in another room. Whenever the “student” got an answer wrong, the teacher pressed a button to “shock” the student, and the shocks got progressively stronger. Milgram was interested to see what percentage of subjects would “shock” the student to the top of the board. The majority of subjects did so, although they were visibly uncomfortable.
5. Harlow’s Monkeys: Although these were animal subjects instead of humans, there are ethical concerns. Harlow used baby rhesus monkeys and removed the babies from their mothers, replacing the mother with either a wire “mother” or a cloth “mother.” The wire mother fed the babies through a bottle, while the cloth “mother” provided nothing but comfort. Harlow was interested to see whether the association with food would cause the babies to seek comfort from the wire mother, but they did not.
6. Seligman’s Learned Helplessness: Seligman used dogs and placed them in a box with a barrier in the middle. He randomly shocked the dogs through the floor. Dogs first tried to escape the shocks by jumping over the barrier, but eventually quit trying to jump and just “took” the shocks because they were unable to permanently escape the shocks.
7. Sherif’s Robbers’ Cave: Sherif conducted this experiment to test how groups problem solve and deal with conflict. Boys at a summer camp were split into two groups, which were kept apart from one another. The experimenters manipulated competitions between the groups to keep the conflict/tension between the groups high. Then, Sherif manipulated the environment so that the camp as a whole faced a problem, such as a water shortage. After the groups were forced to work together to solve the problem, they integrated and functioned harmoniously together.
8. Johnson’s Monster Study: This was an early study conducted to test the causes of stuttering in children. Johnson used a group of orphans and told half of the group that they had stutters. Although none of the children actually developed a stutter, they did develop problems with self-esteem often associated with children who stutter.
9. Elliott’s Blue-Eyes/Brown-Eyes: In an attempt to demonstrate the effects of prejudice/discrimination, a teacher (Jane Elliott) divided her class into blue-eyed and brown-eyed students. She cited phony research that indicated that one group was superior to the other and then treated that group with favor throughout the day. It took only one day for the children to begin acting in accordance with what they had been told. The groups were then switched, and the same observations were made.
10. Zimbardo’s Stanford Prison Study: Zimbardo recruited college-aged males to participate in a two-week experiment related to how people behave in prison. He randomly assigned participants to the roles of “guards” or “prisoners.” He found that, within a shockingly quick amount of time, guards became sadistic and prisoners became despondent and helpless. He ultimately wound up discontinuing the experiment after only six days because of the potential psychological damage the experiment was having on the subjects.
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Now choose three (3) studies for which you will answer the questions below. You are free to do outside research on any of them as you please. Then, select the link below titled “Ethics of Social Psychology Experiments,” save it onto your hard drive, and enter your responses directly within the saved document.
Acct 201 quiz 4 | Accounting homework help
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Question 3 (1 point)
Marley Corporation desires to earn target net income of $180,000. If the selling price per unit is $30, unit variable cost is $24, and total fixed costs are $720,000, the number of units that the company must sell to earn its target net income is:
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Question 4 (1 point)
Oscar Corporation uses a process cost accounting system. Given the following data, compute the number of units transferred out during the current period.
Beginning Work in process
10,000 units (½ complete)
Ending Work in Process
12,500 units (? complete)
Started into Production
75,000 units
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Question 5 (1 point)
Pilgrim Company applies overhead on the basis of machine hours. Given the following data, compute overhead applied and the under- or overapplication of overhead for the period:
Estimated annual overhead cost
$1,200,000
Actual annual overhead cost
$1,150,000
Estimated machine hours
300,000
Actual machine hours
280,000
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Question 6 (1 point)
The following data has been collected for use in analyzing the behavior of maintenance costs of Sterling Corporation:
Month
Maintenance Costs
Machine Hours
January
$121,000
20,000
February
125,000
23,000
March
128,000
24,000
April
159,000
34,000
May
168,000
36,000
June
178,000
38,000
July
181,000
40,000
Using the high-low method to separate the maintenance costs into their variable and fixed cost components, these components are:
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Question 7 (1 point)
Given the following data for Carlson Company, compute (A) total manufacturing costs and (B) costs of goods manufactured:
Direct materials used
$120,000
Beginning work in process
$20,000
Direct labor
50,000
Ending work in process
10,000
Manufacturing overhead
150,000
Beginning finished goods
25,000
Operating expenses
175,000
Ending finished goods
15,000
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Question 8 (1 point)
The production cost report shows both quantities and costs. Costs are reported in three sections: (1) costs accounted for, (2) unit costs, and (3) costs charged to department. The sections are listed in the following order:
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Question 9 (1 point)
The starting point of a master budget is the preparation of the:
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Question 10 (1 point)
The most useful measure for evaluating the performance of the manager of an investment center is:
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Question 11 (1 point)
The cost classification scheme most relevant to responsibility accounting is:
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Question 12 (1 point)
Carter Company estimates its sales at 30,000 units in the first quarter and that sales will increase by 6,000 units each quarter over the year. It has, and desires, a 25% ending inventory of finished goods. Each unit sells for $25. 40% of the sales are for cash. 70% of the credit customers pay within the quarter. The remainder is received in the quarter following sale. Cash collections for the third quarter are budgeted at:
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Question 13 (1 point)
Carter Company estimates its sales at 30,000 units in the first quarter and that sales will increase by 6,000 units each quarter over the year. It has, and desires, a 25% ending inventory of finished goods. Each unit sells for $25. 40% of the sales are for cash. 70% of the credit customers pay within the quarter. The remainder is received in the quarter following sale. Production in units for the third quarter should be budgeted at:
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Question 14 (1 point)
Kemp Company incurs the following costs in producing 50,000 units of product:
Direct materials
$200,000
Direct labor
100,000
Variable manufacturing overhead
200,000
Fixed manufacturing overhead
600,000
An outside supplier has offered to supply the 50,000 units at $14.00 each. All of Kemp’s related variable costs, but only $400,000 of the fixed costs would be eliminated if the offer is accepted. Acceptance will result in a:
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Question 15 (1 point)
To be classified as a short-term investment, an investment must meet the following criteria:
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Question 16 (1 point)
Lyndon Company has a production process where two products result from a joint processing procedure; both can be sold immediately or processed further. Given the following additional per unit information, determine which of the products should be processed further.
Product
AllocatedJoint Cost
SellingPrice
AdditionalProcessing Cost
NewSelling Price
A
$50
$100
$90
$200
B
$30
$50
$25
$80
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Question 17 (1 point)
A flexible budget:
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Question 18 (1 point)
Leah Company’s equipment account increased $400,000 during the period; the related accumulated depreciation increased $30,000. New equipment was purchased at a cost of $700,000 and used equipment was sold at a loss of $20,000. Depreciation expense was $100,000. Proceeds from the sale of the used equipment were:
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Question 19 (1 point)
Which of the following would not be included in the operating activities section of a statement of cash flows?
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Question 20 (1 point)
The concept of significant influence must be satisfied before which accounting method can be used by an investor?
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Question 21 (1 point)
Which of the following pairs of terms in the area of financial statement analysis are synonymous?
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Question 22 (1 point)
Which of the following statements is true?
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Question 23 (1 point)
Dividends received are credited to what account under the equity method and cost method, respectively?
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Question 24 (1 point)
In accounting for available-for-sale securities, the Unrealized Loss on Available-for-Securities account should be classified as a:
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Question 25 (1 point)
ReportingINVESTMENTS at fair value is applicable to:
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Question 26 (1 point)
Sailor Corporation has the following stock outstanding:
6% Preferred, $100 par
$1,000,000
Common Stock, $50 par
2,000,000
No dividends were paid the previous 2 years. If Sailor declares $250,000 of dividends in the current year, how much will common stockholders receive if the preferred stock is cumulative?
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Question 27 (1 point)
The statement of cash flows is a(n):
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Question 28 (1 point)
The directors of Bennett Corp. are trying to decide whether they should issue par or no par stock. They are considering three alternatives for their new stock, which they are assuming will be issued at $8 per share. The alternatives are: (A) $5 par value, (B) no par with a $1 stated value, and (C) no par, no stated value. If 60,000 shares are issued, what amount will be credited to the common stock account in each of these cases?
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Question 29 (1 point)
Victor Corp. reacquired, but did not retire, 20,000 shares of its $2 par common stock at a cost of $13 per share on April 30, 2014. The stock was originally issued at $11 per share. On January 10, 2015, the 20,000 shares were sold at $16 per share. The sales entry should include a credit to Paid-in Capital from Treasury Stock for:
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Question 30 (1 point)
What is the effect on total paid-in capital of a stock dividend and a stock split, respectively?
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Question 31 (1 point)
Which of the following is reported in the retained earnings statement as an adjustment to the beginning balance?
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Question 32 (1 point)
Which of the following should be classified as an extraordinary item?
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Question 33 (1 point)
Bonds that mature in installments are called:
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Question 34 (1 point)
A Discount on Bonds Payable account:
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Question 35 (1 point)
Dina Corp. had 500,000 shares of common stock outstanding throughout the year. Dina reported net income of $2,400,000 and declared preferred stock dividends of $400,000 during the year. Dina should present earnings per share of:
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Question 36 (1 point)
In order to be considered extraordinary, an item must be:
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Question 37 (1 point)
If the market rate of interest is lower than the stated rate, bonds will sell at an amount:
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Question 38 (1 point)
Which of the following combinations presents correct examples of liquidity, profitability, and solvency ratios, respectively?
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Question 39 (16 points)
Match the term that best represents the definition or statement given below. No term should be used more than once, and not all terms will be used.
Events and transactions that are unusual in nature and infrequent in occurrence.
The net income earned by each share of outstanding common stock.
Standards based on optimum levels of performance under perfect operating conditions.
An accounting method in which the investment in stock is initially recorded at cost and cash dividends are credited to Dividend Revenue.
The differences between actual costs and standard costs.
The amount of revenue remaining after deducting variable costs.
The disposal of a significant segment of a business.
Costs that a manager has the authority to incur within a given period of time.
The correction of an error in previously issued financial statements.
The portion of retained earnings that is currently unavailable for dividend declarations.
Measures the ability of the company to survive over a long period of time.
A pro rata distribution of the corporation’s own stock to stockholders.
The difference between actual overhead and budgeted overhead at actual production level.
Measures of the short-term ability of an enterprise to pay its maturing obligations and to meet unexpected needs for cash.
Debt securities that the investor has the intent and ability to hold to maturity.
Costs that vary in total directly and proportionately with changes in the activity level.
Accounts receivable
Book value per share
Capital lease
Contribution margin
Contribution margin ratio
Controllable costs
Cost accounting
Cost method
Discontinued operations
Earnings per share
Equity method
Extraordinary items
Fixed costs
Held-to-maturity securities
Horizontal analysis
Ideal standards
Liquidity ratios
Noncontrollable costs
Normal standards
Operating lease
Overhead budget variance
Overhead volume variance
Parent company
Period costs
Prior period adjustment
Product costs
Retained earnings appropriation
Solvency ratios
Stock dividend
Stock split
Variable costs
Variances
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Question 40 (1 point)
Matthew Corporation manufactures paper shredding equipment. Each paper shredder has a standard materials cost of 20 pounds at $7.50 per pound or $150.00 in total. 40,000 pounds of materials were purchased for $320,000 during the period and 39,000 pounds were used in the production of 2,000 good units. What is the direct materials price variance?
Use “U” or “F” to indicate whether the variance is unfavorable or favorable. Do not show your work or include any additional text with your answer. For example, if your answer is $100,000 unfavorable, you should enter $100,000 U.
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Question 41 (1 point)
Matthew Corporation manufactures paper shredding equipment. Each paper shredder has a standard materials cost of 20 pounds at $7.50 per pound or $150.00 in total. 40,000 pounds of materials were purchased for $320,000 during the period and 39,000 pounds were used in the production of 2,000 good units. What is the direct materials usage variance?
Use “U” or “F” to indicate whether the variance is unfavorable or favorable. Do not show your work or include any additional text with your answer. For example, if your answer is $100,000 unfavorable, you should enter $100,000 U.
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Question 42 (1 point)
Matthew Corporation manufactures paper shredding equipment and uses a process costing system. 2,000 units were in process at the beginning of the period, 60% complete. 20,000 units were started into production during the period; 1,000 were in process at the end of the period, 60% complete. What are the equivalent units for conversion costs?
Do not show your work or include any additional text with your answer. For example, if your answer is 10,000, you should enter10,000.
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Question 43 (1 point)
Matthew Corporation manufactures paper shredding equipment and sells each unit for $500. Variable costs per unit equal $300. Total fixed costs equal $800,000. Matthew is currently selling 5,000 units per period and would like to earn net income of $400,000. What is the breakeven point in dollars?
Do not show your work or include any additional text with your answer. For example, if your answer is $10,000, you should enter$10,000.
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Question 44 (1 point)
Matthew Corporation manufactures paper shredding equipment and sells each unit for $500. Variable costs per unit equal $300. Total fixed costs equal $800,000. Matthew is currently selling 5,000 units per period and would like to earn net income of $400,000. How many sales units are necessary to attain the desired income?
Do not show your work or include any additional text with your answer. For example, if your answer is 10,000, you should enter10,000.
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Question 45 (1 point)
Matthew Corporation manufactures paper shredding equipment and sells each unit for $500. Variable costs per unit equal $300. Total fixed costs equal $800,000. Matthew is currently selling 5,000 units per period and would like to earn net income of $400,000. What is the margin of safety ratio for current operations?
Express your answer as a percentage, and do not show your work or include any additional text with your answer. For example, if your answer is 60%, you should enter 60%.
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Nurs6341 discussion response #2: analyzing patient risk
NURS6341 Discussion Response #2: Analyzing Patient Risk
Respond to the discussion #2 below using the following approach:
Offer and support an additional strategy a colleague might use to integrate the principle of stacking into his or her specialty of interest.
Expand on your colleagues postings by providing additional insights or contrasting perspectives based on readings and evidence.
Ask a probing question, substantiated with additional background information, evidence, or research.
Discussion #2
It has been more than 11 years that I have been working as a registered nurse, and yet, I can still remember exactly how I felt after the first time I got pulled to another unit. I had been on my own about a month when I got pulled to the busiest med/surge unit in the hospital. There is no schooling that prepares you for being pulled out of your element, and thrown into an environment where you feel clueless, helpless, intimidated, and scared. I think I cried about 4 times that night, in between round-the-clock pain meds, Q 4 hours antibiotics, and numerous admissions. I remember leaving the hospital the next morning, 2 hours late, and was faced with the aftermath of a blizzard. As I left the building, up to my knees in snow, I headed to my car which I had parked on the street. Physically getting to my car was no easy feat due to the snow. Once I did get to the car and cleaned it off- I couldnt get the car out of the spot and had to wait to be picked up. Even though I could not wait to get home, and shut my mind off for a little while, none of what happened with the snow mattered. In that time after leaving the hospital- nothing compared to the misery I had felt working that night. It was a horrible, stressful, miserable experience that made me question my career choice over and over again. I still remember to this day the overwhelming relief I felt as soon as I walked out of the hospital doors that morning.
The principle of stacking is the cognitive process, or mental to-do list that a nurse creates to promote good decision making and clinical judgments in order to provide and deliver safe, effective, and quality care to patients (Laureate Education, 2013). Effective stacking and the ability to apply it to practice is a concept that is developed through clinical experience and actual provision of care (Ebright, 2010). In my personal experience, the quality of care I delivered that night, as well as the safety of the patients could have been improved by stacking, or cognitively organizing and prioritizing what needed to get done. As an advanced beginner, I mentally listed all of the tasks I had to do throughout my shift, constantly referencing my kardex as Dr. Ebright (2013) said I may. Looking back, at the situation, a proficient or expert nurse would have been able to differentiate between what needed to get done, and what tasks were unnecessary- making the experience less stressful than it was.
A stacking strategy I feel may be helpful in managing the complexity of nursing practice in the ED would be routinization. Developing a routine while delivering care to patients can promote effective time management skills as the repeated and integrated approach to routine situations is successfully implemented (Kohtz, Gowda, & Guede, 2017, p. 18). The advanced practice nurse in the ED setting could utilize routinization as a guide to deliver care in the fast-paced environment, while having the clinical experience and foundation of knowledge necessary to revise the routine if necessary. Having clinical experience in the specialty field of ED nursing, as well as in the environment where care is being delivered is important in promoting positive patient outcomes.
References
Ebright, P. R. (2010). The complex work of RNs: Implications for healthy work environments. The Online Journal of Issues in Nursing, 15(1)
Laureate Education (Producer). (2013). Addressing complexity of nursing practice [Video file]. Retrieved from https://class.waldenu.edu.
Kohtz, C., Gowda, C., Guede, P. (2017). Cognitive stacking: Strategies for the busy RN. Nursing 2016, 47(1). Retrieved from: http://journals.lww.com/nursing/Citation/2017/01000/Cognitive_stacking_Strategies_for_the_busy_RN.7.aspx
Reminder:
1. 1 page only
2. Put Citations in APA format and at least 3 references
Articles must be 2011 to 2016.
Required Readings
Ebright, P. R. (2010). The complex work of RNs: Implications for healthy work environments. The Online Journal of Issues in Nursing, 15(1)
Retrieved from the Walden Library databases.
The author, an expert nurse, examines the meaning of complexity in nursing practice, how complexity impacts safety, quality, and retention, and considers recommendations and solutions for addressing complexity to reduce nursing stress and improve patient care.
Duffield, C., Diers, D., O’Brien-Pallas, L., Aisbett, C., Roche, M., King, M., & Aisbett, K. (2011). Nursing staffing, nursing workload, the work environment and patient outcomes. Applied Nursing Research, 24(4), 244255.
Retrieved from the Walden Library databases.
This article details a study that links nurse staffing issues, increased workload, and unstable nursing unit environments with negative patient outcomes, including falls and medication errors, on medical/surgical units. As you read, compare the concept of nursing workload and nursing complexity and consider solutions in the Ebright article that might apply.
Required Media
Laureate Education (Producer). (2013). Addressing complexity of nursing practice [Video file]. Retrieved from https://class.waldenu.edu.
Note: The approximate length of this media piece is 8 minutes.
In this video segment, Dr. Pat Ebright and Dr. Mary Sitterding discuss complexities of nursing practice. Specifically, they highlight how the principle of stacking can help both novice and experienced nurses to make key workload decisions in the clinical environment.
Accessible player
Laureate Education (Producer). (2013). The role of the nurse educator [Video file]. Retrieved from https://class.waldenu.edu.
Note: The approximate length of this media piece is 9 minutes.
In this video segment, Dr. Pat Ebright and Dr. Mary Sitterding discuss the role of the nurse educator.
Java coding:othello | Computer Science homework help
This is an individual project, to be completed on your own. It is considered dishonest either to read someone else’s solution or to provide a classmate with a copy of your work. Do not make the mistake of thinking that superficial changes in a program (such as altering comments, changing variable names, or interchanging statements) can be used to avoid detection. If you cannot do the work yourself, it is extremely unlikely that you can succeed in disguising someone else’s work. We are adamant that cheating in any form is not tolerated. Even the most trivial assignment is better not done than if you cheat to complete it.
Prerequisites
Primitive types
Conditionals
Loops
Arrays
Learning Objectives
Problem Solving
Traversing and manipulating 2-dimensional arrays
Using nested loops
Introduction
In this project, you will implement the logic of the game Othello, also known as Reversi.
Game Rules
Othello is a strategy board game for two players on a squared checkered board. It is played with identical disks that are white on one side and black on the other. Players take turns placing disks on the board with their assigned color facing up.
The game starts with four disks placed in a square at the center of the board in a standard diagonal pattern: two facing white side up, two facing black side up and same-colored disk on a diagonal with each other. These four initial disks are not placed by the player.
The black player moves first. He must place a disk with the black side up on the board, in such a position that there exists at least one straight occupied line between the new disk and another dark disk, with one or more contiguous white disks bounded between them. During a move, all bounded disks of the opponent’s color are turned over to the current’s player color. A straight line involves: horizontal, vertical and diagonal lines in every possible direction. It is possible to bound disks in more than one direction during a single move.
Players take turns to play. When a player doesn’t have any valid moves, his turned is skipped. The game must keep going while there are valid moves by either player. The goal of the game is to have the majority of the disks displaying your color when there are no more possible moves.
We suggest that you play an online version of the game to grasp the idea.
Your Task
In this project, you will implement the rules and logic for Othello. You are provided with the skeleton code containing the basic methods that you need to complete to launch this game on the java console. You have the freedom to use additional methods and variables to structure your solution, as long as the basic methods behave as expected.
Implementation Details
This project consists of just one class:
Othello: it implements the logic of the game. You will implement the missing methods.
You should begin coding after you have read the entire handout, understood the problem and made a plan for solving it.
Variables
The Othello class will contain the following class variables:
private static final int NONE = 0;
private static final int BLACK = 1;
private static final int WHITE = 2;
and the following instance variables:
public int[][] board;
The variables spelled in all capitals represent the possible values for positions in the board. They are constant, which is why they are declared final. Final is a Java modifier to indicate that the value of these fields cannot change. Constants defined this way cannot be reassigned, and trying to do so will produce a compile-time error. By convention, the names of constant values are spelled in uppercase letters. This convention is used in many programming languages. We recommend that you follow this convention when using constant values.
The board variable is a 2-d squared array that represents the actual board where the game is played. Each position is specified by its row and column. Each position will contain NONE when there are no disks in it, BLACK when there is a black disk facing up and WHITE when there is a white disk facing up.
Methods
You need to complete the following basic methods to implement the game’s logic. A skeleton code is provided below.
public Othello(int length) : The constructor initializes the instance variables and creates the starting board configuration of the Othello game. The input length represents the size of the squared board (same length of rows and columns). Refer to the rules above to see what is the initial state of the game. You can assume that the length will always be an even number.
public boolean isValid(int row, int col, int player) : returns true if the specified position is a valid move for the specified player. For a position to be valid, it should be in bounds, empty and playable by the specified player. Refer to rules above to see what is a playable position.
public boolean hasValidMoves(int player) : scans the complete board to look for positions that are valid moves for the specified player. If there are no valid moves for the input player, it returns false. If there is at least one valid move, it returns true.
public void makeMove(int row, int col, int player) : The specified player makes the move on position (row, col). Refer to the rules above.
public int playGame() : this method implements the logic of the game by making use of the previous methods. Players take turns to play and the position has to be obtained by prompting the users. You have to make sure that players enter valid positions. In case they choose an invalid position, keep asking until they choose a valid one. However, if a player doesn’t have any possible valid moves, there is no need to prompt him and his turned is skipped. Print the board at the beginning of the game and after each turn. The game must keep going until none of the players have valid moves. When the game is over, remember to congratulate the winner ??
To print the board, use the method provided to you in the skeleton: public void printBoard(int turn).
Remember that you have the freedom to add the auxiliary methods or variables that you deem helpful, as well as to reuse methods that you have coded, as long as specified methods behave as expected. An example execution is illustrated below.
Test Cases
These test cases are to help you during your development. There are no test cases for the method playGame and you will have to test it manually.Project02StudentTest
Example
This is an example with a board of size 4×4. We recommend that you begin to test your code with small boards.
0 1 2 3
—————-
0 | | * | | |
—————-
1 | * | O | X | |
—————-
2 | | X | O | * |
—————-
3 | | | * | |
—————-
X 2 – O: 2
Current player: X
Enter a valid position
Row:
0
Column:
1
0 1 2 3
—————-
0 | * | X | * | |
—————-
1 | | X | X | |
—————-
2 | * | X | O | |
—————-
3 | | | | |
—————-
X 4 – O: 1
Current player: O
Enter a valid position
Row:
0
Column:
0
0 1 2 3
—————-
0 | O | X | | |
—————-
1 | * | O | X | |
—————-
2 | | X | O | * |
—————-
3 | | | * | |
—————-
X 3 – O: 3
Current player: X
Enter a valid position
Row:
3
Column:
2
0 1 2 3
—————-
0 | O | X | * | |
—————-
1 | | O | X | * |
—————-
2 | | X | X | |
—————-
3 | | * | X | * |
—————-
X 5 – O: 2
Current player: O
Enter a valid position
Row:
1
Column:
3
0 1 2 3
—————-
0 | O | X | * | * |
—————-
1 | | O | O | O |
—————-
2 | | X | X | * |
—————-
3 | | | X | |
—————-
X 4 – O: 4
Current player: X
Enter a valid position
Row:
0
Column:
3
0 1 2 3
—————-
0 | O | X | * | X |
—————-
1 | | O | X | O |
—————-
2 | | X | X | |
—————-
3 | | * | X | * |
—————-
X 6 – O: 3
Current player: O
Enter a valid position
Row:
3
Column:
1
0 1 2 3
—————-
0 | O | X | | X |
—————-
1 | * | O | X | O |
—————-
2 | | O | O | * |
—————-
3 | * | O | X | |
—————-
X 4 – O: 6
Current player: X
Enter a valid position
Row:
3
Column:
0
0 1 2 3
—————-
0 | O | X | * | X |
—————-
1 | | O | X | O |
—————-
2 | * | X | O | |
—————-
3 | X | X | X | |
—————-
X 7 – O: 4
Current player: O
Enter a valid position
Row:
0
Column:
2
0 1 2 3
—————-
0 | O | O | O | X |
—————-
1 | | O | O | O |
—————-
2 | | X | O | * |
—————-
3 | X | X | X | |
—————-
X 5 – O: 7
Current player: X
Enter a valid position
Row:
2
Column:
3
0 1 2 3
—————-
0 | O | O | O | X |
—————-
1 | | O | O | X |
—————-
2 | | X | X | X |
—————-
3 | X | X | X | * |
—————-
X 8 – O: 5
Current player: O
Enter a valid position
Row:
3
Column:
3
0 1 2 3
—————-
0 | O | O | O | X |
—————-
1 | * | O | O | X |
—————-
2 | | X | O | X |
—————-
3 | X | X | X | O |
—————-
X 7 – O: 7
Current player: X
Enter a valid position
Row:
2
Column:
0
Enter a valid position
Row:
1
Column:
0
0 1 2 3
—————-
0 | O | O | O | X |
—————-
1 | X | X | X | X |
—————-
2 | * | X | O | X |
—————-
3 | X | X | X | O |
—————-
X 10 – O: 5
Current player: O
Enter a valid position
Row:
2
0Column:
0 1 2 3
—————-
0 | O | O | O | X |
—————-
1 | O | O | X | X |
—————-
2 | O | O | O | X |
—————-
3 | X | X | X | O |
—————-
X 7 – O: 9
Color O WINS!
Process finished with exit code 0
Code
Othello.java
public class Othello {
public static final int NONE = 0;
public static final int BLACK = 1;
public static final int WHITE = 2;
public int[][] board;
public Othello(int length) {
//TO-DO: create the initial state of the game
}
public boolean isValid(int row, int col, int player) {
//TO-DO
return false;
}
public boolean hasValidMoves(int player) {
//TO-DO
return false;
}
public void makeMove(int row, int col, int player) {
//TO-DO
}
public void playGame() {
//TO-DO
}
/**
* This method prints the board to the console
* @param turn current turn
*/
public void printBoard(int turn) {
int numBlacks = 0;
int numWhites = 0;
System.out.println();
System.out.printf(” “);
for (int i = 0; i < this.board.length; i++) {
System.out.printf(” ” + i + ” “);
}
System.out.printf(“n “);
for (int i = 0; i < this.board.length; i++) {
System.out.printf(“—-“);
}
System.out.println();
for (int i = 0; i < this.board.length; i++) {
System.out.printf(i + ” |”);
for (int j = 0; j < this.board.length; j++) {
if (this.board[i][j] == WHITE) {
System.out.printf(” O |”);
numWhites++;
} else if (this.board[i][j] == BLACK) {
System.out.printf(” X |”);
numBlacks++;
} else if (isValid(i, j, turn)) {
System.out.printf(” * |”);
} else {
System.out.printf(” |”);
}
}
System.out.println();
System.out.printf(” “);
for (int j = 0; j < this.board.length; j++) {
System.out.printf(“—-“);
}
System.out.println();
}
System.out.println(“Black: ” + numBlacks + ” – ” + “White: ” + numWhites);
System.out.println();
}
/**
* Main method to run a round of othello
* @param args command line parameters
*/
public static void main(String[] args) {
// you may change the input to experiment with other boards
Othello game = new Othello(4);
game.playGame();
}
}
Grading Rubric
Extra Credit: Optional
We have implemented a game where both players need to input their position to play. In most games, one of the players is played by the computer. Creating a good Othello automated player is an Artificial Intelligence problem that is outside of the scope of our class.
However, with CS180 experience, you could create a couple of naive yet functional computer players to provide the experience of automated gaming. Think of a very simple strategy that you could use and, in a different module, implement an automated player and include it in your Othello program. You have the freedom to modify the methods, add extra methods, print statements, etc, anything that you deem helpful.
Language Development Between Birth and Age 8 Discussion
Reply to the 4 discussion post (One Paragraph response each). Be constructive and professional in your responses.This week focuses on language development and milestones. Which stage of language development between birth and age 8 do you feel is the most critical? Why? What are some factors that may positively and negatively affect language development? Explain and provide specific examples to support your response. (This is just the Discussion Question for Response 1 & 2)Response 1Satella,The stage of language development between birth and age 8 that I feel is the most critical would be communication. An infant cries to let you know that they want food, comfort or companionship. Then, as they grow they begin to sort out the speech that helps them to compose the words of their language. Some factors that may positively and negatively affect language development are to see if they are motivated to learn, do they have support at home, do they have prior knowledge of the language, how do they feel in the classroom setting, how do I teach the language and most importantly how old are they when they start to learn language skills. Some examples to support my response are that parents who prioritize the language learning process are more likely to push their child to keep trying even when it feels difficult, make sure that the classroom is positive and relaxing, see what the aspects are that affect the learning process by the age of the student, and another example could b to make sure that the students understand the concept of a language.Response 2DiedraI feel the most critical age of language development is age 0-12 months. I feel this stage is the most critical because this is the age where parents build the foundation of speech for their child by talking to them, reading and singing nursery rhymes to them. This is the stage babies start to make eye contact, making vowels and consonant sounds such as ah, ba, ga, ma, da, etc. At this stage babies learn how to make different pitches, sounds and volume. They learn how to put two syllables together to make longer sequences of sounds, which which may sound like normal speech such as mama and dada. This is the stage babies first learn how to communicate their needs and wants. It is up to the parents or adults to communicate back to the their child so they will learn the correct way to communicate their needs and wants without pointing, making sounds, nodding their head or using one word. This is the stage where babies learn who they are by responding to their name by looking, smiling, widening their eyes, or listening. I feel this is the most critical stage because it is the time babies first learn how to communicate.Last week, you had the opportunity to create a content area writing activity for elementary students. This week’s emphasis is on comprehension strategies and study skills in the content areas. What are the key components of explicit strategy instruction? What is its role in content area instruction? How will you use explicit strategy instruction in your own teaching? Explain and provide specific examples to support your response. Response 3KristenComprehension and study skills are a big topic at my school this year. We got special training from a women who is contracted out of North Carolina Department of Public Instruction to help our school with comprehension strategies. Students need to be able to synthesize and think about their thinking on a very deep level in order to have a good understanding of the topic. We would use this strategy during our close reading usually with nonfiction but this strategy also works with fiction. Students have a large sticky note for each paragraph. the students read each paragraph to themselves and think about the question “what is important to me in this paragraph?” As students are thinking about this they are thinking about their thinking and internalizing the passage. They are making personal connections therefor hopefully comprehending the text. They write their thoughts on their sticky notes in no more than three sentences. This helps them condense their thinking into what is actually important. The students them share in groups of their thinking and discuss certain aspects about the text. At the end of the activity students use their sticky notes to write a summary.Response 4julieWhen I read about explicit strategy instruction, one of the parts that struck me was that the teacher must be knowledgeable about the students’ understanding and skills with using different strategies. The text suggests having students read a passage and observing what strategies they currently are using to understand the reading. The next component is to create awareness of the strategy — why it is important and how to use it. It is so important to get the students to buy-in to the important of using strategies, otherwise it can just seem like extra work to them. Then the teacher explains the steps and models it for the class. Using think-alouds helps makes this process more transparent for the students. They are not just watching a teacher underline certain section, but also hearing the reason that the teacher chose to highlight that section and not another. Finally, allow the students multiple opportunities to practice the new strategy as well as a time to review it. Do they find it helpful or difficult? This is the part I really struggle with. I don’t think I give students enough opportunities to evaluate the usefulness of a strategies or their understanding of a lesson.
Can you help with homework assignment due on saturday?
Hi,
I am looking for assistance with my statistics homework. There are 10 problems due this week. May you please review and let me know the fee?
7. You flip a coin three times. (a) What is the probability of getting heads on only one of your flips?
(b) What is the probability of getting heads on at least one flip?
25. You are to participate in an exam for which you had no chance to study, and for that reason cannot do anything but guess for each question (all questions being of the multiple choice type, so the chance of guessing the correct answer for each question is 1/d, d being the number of options (distractors) per question; so in case of a 4-choice question, your guess chance is 0.25). Your instructor offers you the opportunity to choose amongst the following exam formats: I. 6 questions of the 4-choice type; you pass when 5 or more answers are correct; II. 5 questions of the 5-choice type; you pass when 4 or more answers are correct; III. 4 questions of the 10-choice type; you pass when 3 or more answers are correct. Rank the three exam formats according to their attractiveness. It should be clear that the format with the highest probability to pass is the most attractive format. Which would you choose and why?
27. A refrigerator contains 6 apples, 5 oranges, 10 bananas, 3 pears, 7 peaches, 11 plums, and 2 mangos. a. Imagine you stick your hand in this refrigerator and pull out a piece of fruit at random. What is the probability that you will pull out a pear?
3/44
b. Imagine now that you put your hand in the refrigerator and pull out a piece of fruit. You decide you do not want to eat that fruit so you put it back into the refrigerator and pull out another piece of fruit. What is the probability that the first piece of fruit you pull out is a banana and the second piece you pull out is an apple?
c. What is the probability that you stick your hand in the refrigerator one time and pull out a mango or an orange?
86. Roll two fair dice. Each die has six faces.
a. List the sample space.
b. Let A be the event that either a three or four is rolled first, followed by an even number. Find P(A).
c. Let B be the event that the sum of the two rolls is at most seven. Find P(B).
d. In words, explain what P(A|B) represents. Find P(A|B).
e. Are A and B mutually exclusive events? Explain your answer in one to three complete sentences, including numerical justification.
f. Are A and B independent events? Explain your answer in one to three complete sentences, including numerical justification.
98. At a college, 72% of courses have final exams and 46% of courses require research papers. Suppose that 32% of courses have a research paper and a final exam. Let F be the event that a course has a final exam. Let R be the event that a course requires a research paper.
a. Find the probability that a course has a final exam or a research project.
b. Find the probability that a course has NEITHER of these two requirements.
112. Table 3.22 identifies a group of children by one of four hair colors, and by type of hair.
Hair Type
Brown
Blond
Black
Red
Totals
Wavy
20
5
15
3
43
Straight
80
15
65
12
172
Totals
100
20
80
15
215
a. Complete the table.
b. What is the probability that a randomly selected child will have wavy hair?
c. What is the probability that a randomly selected child will have either brown or blond hair?
d. What is the probability that a randomly selected child will have wavy brown hair?
e. What is the probability that a randomly selected child will have red hair, given that he or she has straight hair?
f. If B is the event of a child having brown hair, find the probability of the complement of B.
g. In words, what does the complement of B represent?
124. Suppose that 10,000 U.S. licensed drivers are randomly selected.
a. How many would you expect to be male?
b. Using the table or tree diagram, construct a contingency table of gender versus age group.
c. Using the contingency table, find the probability that out of the age 2064 group, a randomly selected driver is female.
72. You buy a lottery ticket to a lottery that costs $10 per ticket. There are only 100 tickets available to be sold in this lottery. In this lottery there are one $500 prize, two $100 prizes, and four $25 prizes. Find your expected gain or loss.
80. Florida State University has 14 statistics classes scheduled for its Summer 2013 term. One class has space available for 30 students, eight classes have space for 60 students, one class has space for 70 students, and four classes have space for 100 students.
a. What is the average class size assuming each class is filled to capacity?
b. Space is available for 980 students. Suppose that each class is filled to capacity and select a statistics student at random. Let the random variable X equal the size of the students class. Define the PDF for X. c. Find the mean of X.
d. Find the standard deviation of X.
88. A school newspaper reporter decides to randomly survey 12 students to see if they will attend Tet (Vietnamese New Year) festivities this year. Based on past years, she knows that 18% of students attend Tet festivities. We are interested in the number of students who will attend the festivities.
a. In words, define the random variable X.
b. List the values that X may take on.
c. Give the distribution of X. X ~ _____(_____,_____)
d. How many of the 12 students do we expect to attend the festivities?
e. Find the probability that at most four students will attend.
f. Find the probability that more than two students will attend.
