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BIOL 335: Homework 3 (Spring 2018)

BIOL 335: Homework 3 (Spring 2018)

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Review questions:

  1. Briefly, that figure illustrates the cell fusion experiment between a human and mouse cell in which membrane proteins on each cell were fluorescently labeled. You can use a sketch/sketches to help you answer the question. (3points)
    1. How would the results be different if the experiment were conducted at 0°C?


  1. How would the results be different if the human cell plasma membrane contained more cholesterol than the mouse cell?


  1. How would the results be different if the mouse cell plasma membrane contained more saturated hydrocarbons than the human cell?


  1. Describe the events that occur in the ER and Golgi that lead to the asymmetrical distribution of phospholipids in the plasma membrane of eukaryotic cells. You can use a sketch to help you. (2 points)


  1. Imagine a transmembrane protein made of 7 alpha helices. This protein functions as a pore that allows Cl- ions to pass through the membrane. Each alpha helix has hydrophobic amino acids on one surface and hydrophilic amino acids on the opposite surface. Describe how these helices are likely arranged in the membrane. (1 point)


Reading focus questions for our next class:

  1. Passive transporters mediate the transfer of a solute down their concentration gradeints across a membrane.
    1. Sketch a passive transporter. Be sure to label the transporter, membrane, direction of transport, and concentration gradient (1point)


  1. Now add a pump to your diagram that moves the solute against its concentration gradient by relying on ATP hydrolysis. Explain the need for each of the steps in this addition to your diagram.(1 point)


  1. Name at least one similarity and one difference between the following.
    1. Symport and antiport (1 point)


  1. Membrane potential and electrochemical gradient (1 point)


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Assignment help-Buy your research paper

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Assignment Brief

The assignment for this unit is a small research project. You should design, execute and critically analyse a piece of research on learning in a setting of your choice, using an appropriate research methodology.


Briefing: You should design and undertake a small piece of research that investigates a question about diversity and learning and\or pedagogy and that interests you. You should frame the research question and the issue you study by drawing upon the literature in the field. You should also and contextualise your study theoretically and conceptually and make sure that you engage with questions regarding the helpfulness (or not) of particular theorisations. Hence, your research should have an empirical and theoretical dimension to it. You should write up your research in the form of an 8000-word report. You should cover: background and context (practically and in terms of the relevant literature); methodology (including design, sampling, methods, epistemological approach, mode of analysis, ethics); an account of your findings; and, a critical reflection on the research.  You will need to gain ethical clearance for this project. You will be given guidance on this at the summer school.

Parents’ voices on their perception about dyslexic support in schools: How does the relationship between perception and policy correspond? 

To what extent are parents perceptions of Dyslexic support reflected in special education needs (SEN) school policy?

This research is aimed at examining through the BSAK (British School of Khubairat) Learning Support Policy to what extent current practises of supporting learners of dyslexia were shared with parents involved in the parental support group.

To seek and facilitate collaborative relations between parents, learning support, teachers and other stakeholders of learners who have been diagnosed as dyslexic.

To provide insightful data in to the perceptions from parents on dyslexia, school support and the learning support policy.



Special and Inclusive Education : A Research Perspective


Day, Therese
Travers, Joseph
Mendicino, Kristina


Peter Lang AG, Internationaler Verlag der Wissenschaften

Date Published

September 2012








  • I am interested to reflect and explore any problems, barriers, boundaries (language/ knowledge) with parent’s accessibility and comprehension on the learning support policy for dyslexia.
  • Does the policy highlight what kinds of learning support / resources are available in school?
  • Also, the relevance and applicability to policy concerning dyslexia and the constraints of theory to the application of practice (home/ school)
  • To critically reflect on the theory of philosophy of pedagogy, diversity in school and the wider community of support and the specific recommendations for policy and practice to reflect any principles of any generalisation.

Then Phase 2 is to see if any of the hegemony practices are reflected and practised through learning support, teachers and learning. And explore the power-knowledge relationships of this policy

Is there any explicit values and theories of learning support that is committed to the learning support policy? 







(Do this at the end)


Historically, teachers, staff, parents and the community have had very little power at a national level to change or shape policy in education and schools (Mary, 1996). The underrepresented learning groups and stake holders can often fill marginalised (Quote NEEDED)  .The involvement of parents is not only a right identified in the education act (******) aimed at providing the policy framework for parents to participate, take responsibility for the process of those school policies and practice which impact both what happens in the school and the community.


Schools and education are as Mary (1996, p. 176) “are part of the fabric of society which can often embody individualistic, competitive and rationalistic values”. Underrepresented learning groups and stake holders, like those learners diagnosed with dyslexia and parents to these learners do not get equal representation.



Henry, ME 1996, Parent-School Collaboration : Feminist Organizational Structures and School Leadership, State University of New York Press, Albany, US. Available from: ProQuest ebrary. [7 September 2016].




Policy Analysis








Chapter 3: Methodology

  • Review the audio (last ones that are directly related to research topic/ tutorial and assignment)

Review policy and parents perceptions


  • Organise articles and readings surrounding the research
  • POLICY interpretation (SEE EDD policy interpretation)
  • Outline research question
  • Outline interview questions (Is your child/children been diagnosed as having dyslexia?)



What is unusual about this?




  • Responding to the POLICY
  • : what is different about current ongoing conditions





  • Does the psychology report you receive indicate strategies for you, as a parent to assist with helping your child with learning? Are these clear? What does the report recommend for parents to do?
  • Do you think these learning strategies for dyslexia the same at school? Why/ why not?
  • Do you think subject teachers use these dyslexia reports in their teaching practise?
  • How do you know how well your child is being supported at the school and in their classes?

Is the support similar/ different across the school? How?

  • What concerns you most about your child’s dyslexia and what support (if any) have you sought at school and in the community?
  • In your experience, are these concerns different or similar in other schools or countries where your child has been taught?
  • How much does the school support the parents group on dyslexia?
  • Do the teachers/ learning support use and discuss this report with you? Can teachers and the school do anything that can support dyslexia and your child?
  • Can you please describe briefly how this support started out?
  • Why do you think the parent support group for dyslexia is needed?
  • How does this support group work?
  • How would you like the support to evolve in the future?


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Appendix 1- Participation Information Sheets



To what extent are parents perceptions of Dyslexic support reflected in special education school policy?


You are invited and being asked to take part in a research study on parents’ perceptions of dyslexia and their experiences of current British School Al Khubairat (BSAK) and practice relating to Special Educational Needs (SEN), dyslexia specifically. This research is a Doctorate of Education level project, being undertaken by Christopher Blake for University of Bath, UK. It is a pilot study and is aimed to be developed into a future Doctorate thesis which will investigate more parents, school, learning support and teachers’ perceptions of Dyslexia school policy and support for all those stakeholders involved. The research will align itself to the ongoing changes in Special Education Needs (SEN) policy which will revise and reflect the dyslexic support given at school and parental engagement which forms the support group.

This research aims at investigating the SEN parents’ support group understanding at dyslexia and the school policy on SEN, and within the con going changes in SEN policy. You are being asked, as part of a one-to-one interview, about your understanding and experiences of the nature of dyslexia, the backgrounds of the parental support group and your perceptions of the BSAK SEN policy.


This study has two phrases

One-to-one interviews with parents and phrase two interviews with the BSAK Learning Support teachers.

In this study, parents will be asked to attend one initial interview session, and then one follow-up interview. The first session of one-to-one interviews will be recorded and be approximately 40 minutes long and will include a short introduction of the study and then questions. The second follow-up interview will be shorter and aimed at exploring deeper responses from the initial interview. The interviews will be organised at a time to suit the participant during the autumn term of 2016. Subsequently, the Learning Support teachers will then be interviewed


You have the right to withdraw participation in the study at any time without consequence. You may request that data gathered within your interviews be removed/ or destroyed at any point during the study without consequence or the need to justify your withdrawal.

You will be provided with a copy of your own transcript and will have the opportunity to comment on it (If you choose to participate in the interview process).

You may ask questions regarding the procedures in the study and if you have any questions following reading this study, you can contact myself, the researcher before the research begins.

Teachers have the right to withdraw from this research at any time without consequence. They do not have to provide any explanation or justify withdrawal.

Teachers can omit or decline to respond to any questions that is asked of them as appropriate and without any consequence to them.


No physical harm will be experienced during the research and results from this research. Nonetheless, personally and professional issues around dyslexia can be controversial. As such, this research may raise personal as well as professional issues that an interviewee may find difficult to discuss. To minimise uncomfortable feelings the interviews will be conducted will not be conducted in a non-confrontational manner. However, if any uncomfortable feelings and concerns about the study, any participant can discuss how best to address these issues.

The benefits of the study is to provide parents to reflect on their knowledge of dyslexia and related SEN school policy and related policy intervention.

The study has received ethical approval from the University of Bath Department of Social and Policy Sciences and is being undertaken in adherence to ethical guidelines from the Social Research Association which can be viewed at: http://the-sra.org.uk/wp-content/uploads/ethics03.pdf


Data collected will be stored with regard to the 1998 Data Protection Act and will adhere to the Social Research Association’s ethical guidelines.

I will take responsible steps to ensure confidentiality and anonymity: data will be kept separately from documents which could allow participants to be identified; recorded device, computer systems will be password protected. School sites will be given pseudonyms and teachers’ names will be coded. As teachers from the same school will be familiar with each other, potentially compromising or sensitive data will be treated sensitively and will not from part of the final study without consultation with project supervisors and participant.


This research study is being undertaken at the University of Bath as part


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The task

A small research


Parent’s perceptions (INSPIRE) small research


What works/support do parents do at home?

(Visual methods, creative methods of applying)


Teacher’s perceptions

Student’s perceptions

Future proposal (TENSE)

Past tense (review)


Teaching channel


Learning, diversity

Critical Psychology

To what degree does education promote social justice or injustice for those with dyslexia and for those parents of dyslexic students?


My research aim is to find the perceptions and feelings of parents of dyslexic learners in the British School, in Abu Dhabi regarding the promotion of dyslexia support through school subjects, together with how they support and use strategies to overcome some difficulties at home.

  • Problem statement


  • My aim is to find out the perceptions of parents on how dyslexia is being promoted, supported in a British School in Abu Dhabi.
  • To understand what methods parents use to assist their children with dyslexic difficulties

The aim is to discover what methods are used by parents of dyslexic students and whether parents have used any cognitive strategies for their dyslexic children (technology, cognitive exercises, Brian Gym).

Using and developing strategies overtime for dyslexic learners may assist with cognitive capacities for those learners. Providing an awareness of these strategies to parents and teachers can also provide the “prolonged and repeated experience of children or adults can form new neuronal connections” 

Under pinning this research is Bernstein’s analysis of integration, in the sense of the UK curriculum keeps these learners together, although they have differing ways of accessing learning. (Integration/ mechanical) Mechanical = collective conscience of what dyslexia is and perhaps through what the curriculum holds and the way learners with dyslexia learn and are supported/ or not.

Dyslexia can provide an obstacle on the curriculum (knowledge and the way it is transmitted)

Pedagogy (the methods) of transmission on this knowledge

Evaluation (assessment/testing) is linked and constrained by curriculum and pedagogy

Classification = separate subjects and the boundaries between them (strategies of learning support)

Framing = Strong or weak (do the teachers control the way learning support is used) weak

Strong = following a tight curriculum  and the learner has no control over what is taught

How do these concepts work. Are teachers and parents in control (have the power) to the content they teach, the way it is organised and sequenced.

Thus “integrated code” learners with dyslexia may bring a balance of power between the teachers and what they teach and the way they can support learners.

Underpinning Bernstein the thoughts of parents towards how learners are taught and supported provides attitudes and perceptions of how knowledge can control and mould a learners attitudes towards reality and possibly how dyslexia is manifested in education and the curriculum. Thus to value the democracy of education parents and learners, as well as teachers are stake holders:

Bernsteins conditions for democracy:

Enhancement access to critical understanding and new possibilities —-can be possible with confidence at an individual level (dyslexia suffer from this)

Inclusion – the right to be socially part of not being excluded through learning support

Early intervention towards dyslexia is essential towards diagnosis of dyslexia and also the process of getting appropriate support. Parents play a central part towards this process, practice and policy for the support in education. However, parents are often reluctant to seek potential support and communicate with teachers and schools and “find it difficult to openly consult about any difficulties their child may be experiencing” and concerns over the “lack of a diagnosis or a feeling that their child’s educational needs are being recognized or met” (Reid, 2010, p. 157).

Some parents want a label (a sense of being recognised) searching for an answer to a condition which has been an obstacle towards getting the necessary treatment.

Some feel that school needs to be aware of the child’s progress in all aspects of the curriculum and this needs to be discussed, between parents and school to deal with any lack of progress.

Some parents perception is that the school/ educational setting “does not accept dyslexia”

Parents anxieties and potential conflict often arise from individuals and interest groups who may have different ideas towards support needed.

This research is aimed at providing a voice to a group, parents, who can be excluded to the curriculum and the classroom. The use of Bernstein theories of education democracy this study aims at evaluating those ‘voices’ involved with dyslexia support and draw out new voices which often underpin notions of equality and an epistemology of education for social justice (Freire, 1970). This would also mean that all the stakeholders and communities involved with learner and dyslexic a support must collaborate to understand diversity and any discrimination (

Luke, A., Comber, B., & Grant, H

. (2003). Critical

literacies and cultural studies. In G. Bull &

  1. Anstey (Eds.),

The literacy lexicon

(2nd ed., pp. 15–35). Frenchs Forest, Australia: Pearson


The central aim of the collective focus of dyslexic support in education democracy is a commitment to provide “new spaces for collaborative work engaged in productive social change.” (Giroux, H. A., & Shannon, P., 1997. Education and Cultural Studies toward a Performative Practice. Routledge. The engagement of all those involved has the potential to transform not only the support for the dyslexic support, but also teaching practice and school policy.

Learners achievement also depends on the relationships of all those involved and where the support and education takes place. Bronfenbrenner (1997) theories point out that learners do not evolve independently, but also the “larger social contexts, both formal and informal, in which these setting are embedded” (Bronfenbrenner, 1997, p. 513). These settings, as Bronfenbrenner, are two proximal systems, a microsystem and the mesosytem. The microsystem consists of the child’s immediate context e.g. what parents say or do to support the learner’s achievement.  Whereas the mesosystem comprises the interactions the learner has in major settings where the learner is developing at a particular point of time. Thus, a learner through the mesosystem can include ‘family’ ‘school’ or any other grouping/ community that individual belongs. Thus, these complex systems and the relationships become critical for developing understanding of parental influence towards supporting dyslexia and identifying “the nature and value of learning and education through their ongoing interactions with their caregivers, teachers, and mentors” (Bempechat & Shernoff, 2012, p. 315). Critically, understanding these relationships and nurturing collaborations can stem not just support, but can work to “stem the tide of underachievement and disengagement” (Bempechat and Shernoff, 212, p. 316) dyslexic may have due to the difficulty accessing the curriculum.



Attitudes, values


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Literature review:

Through Bernstein (and others, Bourdieu) drawing on theories of critical pedagogy this research will follow the path of reflection to the development, production and involvement of learning support within the culture of schooling and parental relationships access and engagement to that educational support. The data and findings through pedagogical perspectives will seek to review, reflect and potentially assist with help transform the relationships, and practices that are respond from parent’s perceptions and the policy of learning support in school.

Highlight any Hegemony that may be acted as a social control through a process of policy controlling the practices of how pedagogy is represented within any learning support that is undertaken. It may then challenge teachers to identify within there own practices a responsibility to modify, change, deffereintiate classrooms and practice tied to the hegemony of what the policy states/ not states towards those learners. Importantly, labels of dyslexia may add to a general consciousness of

Social constructionists – (Vivian Burr (1995) often four ideas that social constructionists) http://methods.sagepub.com/book/doing-conversation-discourse-and-document-analysis/n1.xml

  • A critical perspective on taken-for-granted knowledge and understanding
  • A perspective that the world is both historically and culturally specific
  • Knowledge is created, sustained and renewed by social processes
  • Knowledge and actions are intimately related and reflexively inform each other.

Burr, V.(1995)An Introduction to Social Constructionism. London: Routledge.




Conversation analysis

Discursive psychology (how actions and practises are accomplished in and through the talk)

Van Dijk (1999) describes the two positions that those who study discourse can find themselves in. On the one hand, these are those analysts who


are not afraid to make use of their social knowledge that being black, being a woman, being young or being the boss will most likely be evident from the way people write and talk. In other words, they assume that discourse may reproduce social inequality. (1999, p. 460)




The counter-claim, made by another group of analysts, is that


such an approach should not merely presuppose (even plausible) contextualisation, but ‘prove’ it by attending to the details of what social members actually say and do. If not, contextualisation is pointless because of its discursive irrelevance. (1999, p. 460)



Interviews with the Parents in the SEN Support group

Questions raised from the School Policy on SEN

The questions will reflect parent’s assumptions and ideas raised in the policy                       


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Does the parents of dyslexic learners that schools foster the recommendations from their child’ s Psychological and Educational Report?



democratic practises of learning?

  • Do these rights exist, are conditions met?
  • Do they apply to all learners, or just some?






Although there are rights for SEN (UNESCO, WARWICK REPORT, SALAMANCA) the challenge as Dewey


Lit review


  • Bernstein (democratic value and education) how power is placed and works in an educational/ school context (equality: What is it? How does equality work in the context of SEN and dyslexia)
  • Equality:
  • Does it mean equal entitlement to access to select a certain type of schooling or curriculum?
  • Providing equal chances and opportunities to learners to explore and fulfil their learning potentials.
  • Do dyslexic learners have equality of resources in education?
  • Are dyslexic children, (also SEN) provided more funding due to claim of equality and does this support differ from national and international systems of education.
  • What equates as equality when it comes to the distribution or resources to support dyslexic learners?
  • Bourdieu – habitus and labelling (Dyslexia)
  • National and International perspectives on SEN and inclusive education
  • Current developments and legislation

“a democracy – a society in which every member is in process of education for the highest forms of behaviour of which he is capable”

The choices through national and international policy on SEN and inclusion is aimed to “create institutions of liberal education throughout the world so that reason and morality could flourish on a global scale” (Nelson, 2001, p. 257, Education and democracy: The meaning of Alexander Meiklejohn)


Methodology (what do parents feel? Which parts of learning are equal/unequal? Subjects are difficult? Skills are difficult/easy? What parts of learning or subjects are perceived easy/ hard?


  • Questionnaire
  • Semi-structured interviews
  • Semi-structured focus group discussion

Following steps



Drawings to describe each subject (English, Math, science and looking at metaphors)


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Tuesday, October 23, 2012

Neuroplasticity: Begin to Change A Life with Dyslexia, ADD/ADHD, Autism Today (Video)

From Examiner.com


By Tina Burgess

October 20, 2012



“Because there is a lack of knowledge and facts about neuroplasticity, there is a general trend in education to keep practicing the same instructional remediation methods for children with learning disabilities.” Neuroplasticity helps children with learning disabilities


This notion contrasts with the previous scientific consensus that the brain develops during a critical period in early childhood, then remains relatively unchangeable (or “static”) afterward.[3]








Students with dyslexia, attention deficit disorder or autism, however, do not have to be confined to develop new cognitive capacities.


In order for the brains of dyslexics, ADD/ADHD or autistic individuals to change, children or adults need one major component – experience.


Through prolonged and repeated experience, the brains of children or adults can form new neuronal pathways and new neuronal connections.







  • Does the field promote social justice or injustice for the population of interest or for society at large?
  • What are parents (of those with dyslexia) perceptions are

This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.


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Seen by many as the best UK curriculum school in the capital, non-profit based British School in Al Khubairat, Abu Dhabi serves approximately 1800 students from 50 nationalities, from the ages of three to eighteen years old. The school was established in 1968, making it one of the oldest schools in the emirate.

1800 students

Sixty-two percent of students are British, Emiratis account for 12% of the school’s population and 4% are Australian. Nearly 10% of students receive some form of learning support.


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Theory positions our research in relation to the field

Disabilities affect patterns of participation and success in higher education

The role that dyslexia plays in including and excluding educational access


Bernstein (fixed or ritual)

Instrumental and Expressive

Instrumental – relates to the ‘knowledge’ BSAK wants to transfer (learners are intended to acquire knowledge and specific skills based on UK standards

=Sets up standards and failures


Values and norms (acting in a certain way) transmission of values and norms (learners are intended to develop) ways of learning

“stratified” control – being placed in terms of position ability (dyslexia)

“personal” transmission = variable attributes which undergo development by the school (Learning support)

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Homework help-Econ 4400, Elementary Econometrics

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Econ 4400, Elementary Econometrics

Directions: Please follow the instructions closely. Questions 1-10 are worth 9 points each. Question 11 is worth 10 points.

Due: All problem sets have to be turned in at the beginning of the class. Due Dates: March 2

Table 1 includes regression results using the NLSY 97 data set. The omitted racial group is ”non-black/ non-Hispanic”. The omitted census region is ”West”. The omitted favorite ice cream flavor is Chocolate.

Using the regression results in Table 1 perform each of the following tests. Use 0.05 significance level for every problem unless otherwise noted. You should write both the null and alternative hypotheses, calculate the necessary statistics, find correct critical values, and make the correct conclusion

  1. Use a t-test to test if education has a statistically significant(2-sided) effect on income in column 1.
  2. Use a t-test to test the null hypothesis that black workers make more than nonblack/non-Hispanic, all else equal.
  3. Find confidence intervals for the coefficient on education in column 1 and column


  1. Use the SSR version of the F-test to test the joint significance of the regional variables. (You can ignore the e + 12)
  2. Use the R2 version of the F-test to test the joint significance of the regional variables.
  3. Why does the coefficient on education change in each regression? Why would it be so much different in columns 1 and 3?
  4. Column 4 includes favorite ice cream flavor. Use an F-test to show that they should not be included.
  5. Typically there are stars to denote p-values on regression results. If 1,2, or 3 stars were added for p-values< 0.10, < 0.05, and < 0.01 respectively. How many stars would go on the coefficient for Northeast in column 2?
  6. Interpret β2 in column 1.
  7. What additional information is needed to test if black workers and Hispanic workers earn different incomes in column 1? What regression could you run to simplify the test?
  8. This must be typed. Use the project data set to estimate the equation with all of the variables from columns 1,2,3. of the regression results table and one other regression that you may find of interest for your project. (Your data set is a subsample of this set.) ”grade” is the education variable, the census variable has the regional categories.

To create dummy variables for race type ”tab race, gen(rdum)”. This will create rdum1. rdum2, rdum3, rdum4, and rdum5, each will have the associated race in the variable label. Use the same technique for census group.

(a) Create a table similar to Table 1 with regression results. The table does not need to be identical, but all of the following must be met to receive credit:[1]

  • Include all of the listed variables.
  • Use variable labels that make sense to someone that has never used the data (ie Years of Education instead of ihigrdc).
  • Put standard errors in parentheses.
  • Denote coefficients that are statistically significant at 0.01 ***, 0.05 **, and 0.10 * significance levels.

Table 1: Regression Results For Homework 4

  (1) (2) (3) (4)
  Adult Income Adult Income Adult Income Adult Income
Education 3914.8 3934.4 2626.2 3885.8
  (226.7) (227.0) (275.9) (227.1)
Black -6886.0 -7583.6 -790.1 -7192.8
  (1597.8) (1668.6) (1716.4) (1635.8)
Hispanic -2270.6 -2144.4 2318.2 -2424.3
  (1727.4) (1809.5) (1764.7) (1731.5)
Mixed race (non-Hispanic) -1836.1 -1683.2 -2405.2 -1979.6
  (6978.8) (6982.2) (6842.2) (6979.6)
Female -15382.8 -15434.5 -14758.5 -15478.4
  (1291.0) (1291.2) (1266.8) (1294.4)
Age 1445.7 1472.3 1378.0 1478.4
  (461.1) (461.0) (452.4) (461.2)
Northeast   3267.4


North central   -195.0


South   2500.6


Armed Services Aptitude Battery     0.149


HH Income as Adolescent     0.112


Vanilla       2217.6


Strawberry       -791.6


Butter pecan       1304.7


None of these       3718.6


Constant -57155.2 -59457.3 -52242.0 -58456.2
  (14572.0) (14636.8) (14289.6) (14606.5)
Observations 1995 1995 1995 1995
ESS 3.79899e+11 3.83837e+11 4.46293e+11 3.84050e+11
RSS 1.62137e+12 1.61743e+12 1.55497e+12 1.61721e+12
R2 0.190 0.192 0.223 0.192

Standard errors in parentheses

Table 2: Project Sample

  (1) (2)
  Earnings per hour Log(Earnings Per Hour)
Highest grade completed 113.5∗∗∗ 0.0574∗∗∗
  (1.044) (0.000538)
Age 80.32∗∗∗ 0.0545∗∗∗
  (1.044) (0.000538)
Age2 -0.765∗∗∗ -0.000529∗∗∗
  (0.0122) (0.00000628)
Female -276.2 -0.168∗∗∗
  (5.429) (0.00280)
[1em] Black -180.4 -0.0963∗∗∗
  (8.843) (0.00455)
American Indian -106.1∗∗∗ -0.0495∗∗∗
  (25.20) (0.0130)
Asian -11.76 -0.0206∗∗∗
  (13.22) (0.00681)
Other Race -34.41 -0.0182
  (18.27) (0.00941)
Adjusted R2 0.211 0.255

Standard errors in parentheses

p < 0.10, ∗∗ p < 0.05, ∗∗∗ p < 0.01


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[1] All of these can be done with the esttab command. See the sample estout.do file and previous homework’s on carmen for help.

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PART 1 – Journalize Monthly Transactions
1) Record the transactions for the month in the special journals and general journal as applicable.
– Memories Gift Shop posts daily to the A/R and A/P subsidiary ledger accounts and to the general ledger accounts for any amounts entered in the ‘Other’ column.
– General journal entries are posted daily
– HST is charged on both purchases and sales at 13%.  Be sure to calculate and record HST on each sale and purchase.
– Use the Inventory Valuation tab to calculate inventory values (Perpetual Inventory Systems, FIFO).  Cost of Goods Sold for each transaction will be derived from this tab.
   Make sure to update this tab for EVERY sale and EVERY purchase.  Note that discounts on inventory purchases and returns will also need to be updated.
Both the Payroll and HST remitances will use the opening balances from the beginning of the month.
PART 2 – Bank Reconcilliation
2) Prepare the bank reconciliation for the month. Post any adjustments required to the general journal and general ledger.
PART 3 – Posting
3) Ensure all totals from the special journals and general journal have been posted to the general ledger at the end of the month.
Note:  Be sure to use posting references.
4) After posting the above journal entries to the general ledger accounts, fill in the first two columns of the worksheet.
5) Enter the values from your worksheet online through your ameengage.com course page. If your first 2 columns are not correct online, request assistance from your teacher before proceeding.
PART 4 – Month End Adjustments
6) Complete the ‘adjustments’ from the transactions tab in the adjustment column on the worksheet.
7) Complete the Adjusted Trial Balance columns in the worksheet.
8) Enter the values from your worksheet online through your ameengage.com course page. If your first 2 columns are not correct online, request assistance from your teacher before proceeding.
9) Journalize and post the adjusting entries from the worksheet to the general journal and general ledger.
PART 5 – Create the Financial Statements
10) Prepare an A/R and A/P Subledger total report to prove the subledgers are equal to the general ledger balance.
11) Fill in the last 4 columns of the worksheet to prepare for financial statement creation (may need to refer to Appendix 6A in your first semester text for this step).
12) Use the worksheet to prepare a Multistep Income Statement in the tab provided.
13) Use the worksheet and the income total from step (12) to prepare the Statement of Owner’s Equity in the tab provided.
14) Use the worksheet and the data from step (13) to prepare a classified Balance Sheet in the tab provided.
PART 6 – Close the Books
15) Journalize and post the closing entries using the indirect method (Income Summary Account).
16) Prepare the post-closing trial balance.

Transactions for the month of October:
180 52 100 110 50 75 142 4565
Oct 1 Bought inventory from Outdoor T-Shirts on account, invoice #5455; 350 units at $55 each plus HST. Terms of the purchase were 4/10, net 30. Update the inventory table after each purchase. 350 19250
Oct 1 Paid $2,000 for monthly rent with cheque #142. 2000
Oct 1 Established a petty cash fund for $400 with cheque #143. 400
Oct 2 Sold goods to Outback Karen, 320 units at $100 each plus HST with invoice #4565.  The invoice terms were 5/10, net 30. Update the inventory table after each sale. 320 32000
Oct 3 Purchased a one year insurance policy from Ultimate Insurance with cheque #144 for $2,100. 2100
Oct 4 The owner invested $15,000 cash into the company. 15000
Oct 5 Paid $5,200 with cheque #145 to Outdoor T-Shirts for an amount owing from last month. 5200
Oct 5 Bought inventory from Camping Retailers with cheque #146, 180 units at $52 per unit plus HST. 9360
Oct 7 Outback Karen returned 20 units from the purchase on October 2. They were ordered incorrectly. Use the cost from the October 1 purchase to put the items back in inventory. 20 2000
Oct 7 Returned 30 defective units to Camping Retailers and received cash. Record this in the general journal. 30 1560
Oct 8 Received $4,100 from Woodsman Bill for a sale on account last month. 4100
Oct 9 Made a cash sale  to Woodsman Bill, 50 units at $75 per unit plus HST. 3750
Oct 10 Outback Karen paid invoice #4565 on time and took advantage of the early payment discount. 1500 28500
Oct 12 The owner went to the bank and received a $20,000 loan. 20000
Oct 13 Purchased new equipment with cheque #147 for $10,000 plus HST. 10000
Oct 14 Paid $6,300 with cheque #148 to Hiking Caps for an amount owing from last month. 6300
Oct 14 Remitted the balance of CPP, EI and income tax owing from the beginning of the month to the receiver general with cheque #149.
Oct 15 Paid the amount owing to Outdoor T-Shirts on invoice #5455 with cheque #150. 19250
Oct 15 Prepared the payroll for the first half of the month. Gross pay is $7,000, CPP is $347, EI is $132 and income tax is $1,400. The employer matches CPP contributions and pays 1.4 times the EI deduction. Use the general journal to record this. The cheque will be prepared later. 7000
Oct 16 Purchased office supplies for $4,000 plus HST with cheque #151 from Staplers Supplies. 4000
Oct 16 Paid the employees the net pay from the payroll transaction on October 15. For simplicity, use cheque #152 for the total amount.
Oct 17 Received $4,100 from Outback Karen for a sale last month. 4100
Oct 18 Purchased inventory on account from Camping Retailers. Invoice #6235; 200 units at $50 each plus HST. Terms of purchase were 2/10, net 30. 200 10000
Oct 20 Sold goods to Hiker Mike on account. Sold 60 units at $110 per unit plus HST with invoice #4566. The invoice terms were 5/10, net 30. 60 6600
Oct 25 Purchased inventory on account from Hiking Caps. Invoice #4528; 100 units at $52 each plus HST. Terms of purchase were 2/10, net 30. 100 5200
Oct 26 Paid Camping Retailers the amount owing from the purchase on October 18 and took advantage of the early payment discount. Paid with cheque #153. Update the inventory table to apply the discount as a reduction to the per unit inventory value. 200 9800
Oct 26 Sold goods to Moose Time on account. Sold 500 units at $110 per unit plus HST with invoice #4567. The invoice terms were 5/10, net 30. 500 55000
Oct 27 Received $1,300 cash from Moose Time as a deposit for products that will be delived next month. 1300
Oct 29 The owner withdrew $2,000 cash from the business with cheque #154 for personal use. 2000
Oct 29 Hiker Mike paid the amount owing from the sale on October 20 and took advantage of the early payment discount. 330 6270
Oct 30 The petty cash is replenished and increased to $500 with cheque #155. Receipts in the petty cash box are: office supplies $60 plus HST, maintenance expense for $120 plus HST and entertainment expense for $150 plus HST. 500 120
60 150
Oct 30 Sold goods to Moose Time for 100 units at $110 per unit plus HST. Moose Time paid cash. 11000
Oct 31 Prepared the payroll for the second half of the month. Gross pay is $7,500, CPP is $371, EI is $141 and income tax is $1,500. The employer matches CPP contributions and pays 1.4 times the EI deduction. Use the general journal to record this. The cheque will be prepared later. 7500
Oct 31 Dark Forest is unable to pay the amount owing. The full amount owing is written off using the AFDA account. $400
Oct 31 Remitted the HST owing to the receiver general with cheque #156. Use the balances from the HST accounts from the beginning of the month
Oct 31 Accrued the amount of interest owing on the bank loan for the month. The interest rate is 5% per annum. 5 $0.00
Oct 31 One month of insurance has been used. 175
Oct 31 A count of office supplies shows that $950 is left on hand. 950
Oct 31 A physical count of inventory shows that 5 are missing. Adjust the inventory values based on the missing inventory. 5
Oct 31 Record straightline depreciation on the equipmentfor the month. All equipment purchased is expected to last 5 years and have no residual value at the end of its useful life.






General Ledger Accounts
Account: Cash GL No: 101
Date Description PR DR CR Balance (DR or CR)
Opening Balance 15,262.00 DR
Account: Petty Cash GL No: 105
Date Description PR DR CR Balance (DR or CR)
Opening Balance 0.00 DR
Account: Accounts Receivable GL No: 110
Date Description PR DR CR Balance (DR or CR)
Opening Balance 54,200.00 DR
Account: Allowance for Doubtful Accounts GL No: 115
Date Description PR DR CR Balance (DR or CR)
Opening Balance 2,400.00 CR
Account: Inventory GL No: 120
Date Description PR DR CR Balance (DR or CR)
Opening Balance 15,000.00 DR
Account: Prepaid Insurance GL No: 125
Date Description PR DR CR Balance (DR or CR)
Opening Balance 0.00 DR
Account: Office Supplies GL No: 130
Date Description PR DR CR Balance (DR or CR)
Opening Balance 1,000.00 DR
Account: Equipment GL No: 140
Date Description PR DR CR Balance (DR or CR)
Opening Balance 62,000.00 DR
Account: Accumulated Depreciation GL No: 145
Date Description PR DR CR Balance (DR or CR)
Opening Balance 17,800.00 CR
Account: Accounts Payable GL No: 200
Date Description PR DR CR Balance (DR or CR)
Opening Balance 42,300.00 CR
Frequently used tabs:
Account: Interest Payable GL No: 205 Return to Transactions
Date Description PR DR CR Balance (DR or CR)  
Opening Balance 0.00 CR Special Journals
General Journal
Account: HST Payable GL No: 210
Date Description PR DR CR Balance (DR or CR)
Opening Balance 12,000.00 CR
Account: HST Recoverable GL No: 215
Date Description PR DR CR Balance (DR or CR)
Opening Balance 5,000.00 DR
Account: CPP Payable GL No: 220
Date Description PR DR CR Balance (DR or CR)
Opening Balance 1,400.00 CR
Account: EI Payable GL No: 225
Date Description PR DR CR Balance (DR or CR)
Opening Balance 600.00 CR
Account: Income Tax Payable GL No: 230
Date Description PR DR CR Balance (DR or CR)
Opening Balance 3,000.00 CR
Account: Salaries Payable GL No: 235
Date Description PR DR CR Balance (DR or CR)
Opening Balance 0.00 CR
Account: Unearned Revenue GL No: 240
Date Description PR DR CR Balance (DR or CR)
Opening Balance 0.00 CR
Account: Bank Loan GL No: 245
Date Description PR DR CR Balance (DR or CR)
Opening Balance 10,000.00 CR
Account: Capital Account GL No: 300
Date Description PR DR CR Balance (DR or CR)
Opening Balance 62,962.00 CR
Account: Owner’s Drawings GL No: 305
Date Description PR DR CR Balance (DR or CR)
Account: Income Summary GL No: 315
Date Description PR DR CR Balance (DR or CR)
Account: Sales Revenue GL No: 400
Date Description PR DR CR Balance (DR or CR)
Account: Sales Discounts GL No: 405
Date Description PR DR CR Balance (DR or CR)
Account: Sales Returns and Allowances GL No: 410
Date Description PR DR CR Balance (DR or CR)
Account: Interest Revenue GL No: 420
Date Description PR DR CR Balance (DR or CR)
Account: Cost of Goods Sold GL No: 500
Date Description PR DR CR Balance (DR or CR)
Account: Employee Benefits Expense GL No: 510
Date Description PR DR CR Balance (DR or CR)
Account: Depreciation Expense GL No: 515
Date Description PR DR CR Balance (DR or CR)
Account: Insurance Expense GL No: 520
Date Description PR DR CR Balance (DR or CR)
Account: Interest Expense GL No: 525
Date Description PR DR CR Balance (DR or CR)
Account: Office Supplies Expense GL No: 530
Date Description PR DR CR Balance (DR or CR)
Account: Rent Expense GL No: 535
Date Description PR DR CR Balance (DR or CR)
Account: Salaries Expense GL No: 540
Date Description PR DR CR Balance (DR or CR)
Account: Bank Charges Expense GL No: 545
Date Description PR DR CR Balance (DR or CR)
Account: Maintenance Expense GL No: 550
Date Description PR DR CR Balance (DR or CR)
Account: Entertainment Expense GL No: 555
Date Description PR DR CR Balance (DR or CR)
5 $0.00

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Need Help-Unit VI Assignment Essay

Need Help-Unit VI Assignment Essay

As you have read in this unit’s assigned reading, earned value management (EVM) assists project managers when measuring the overall performance of a project. EVM can be very useful in project forecasting and is used for cost and schedule control.
For this assignment, write an essay detailing the basic elements of earned value management. Additionally, discuss how the calculated results from EVM are part of an audit.

Your essay should be at least one page in length written in standard essay form following APA style. You are required to use at least one source outside of your course textbook,

Textbook Reference: Larson, E., & Gray, C. (2014). Project management: The managerial process (6th ed.). New York, NY: McGraw-Hill


Need Help-Unit VI Assignment Essay


Need Help-Senior Research Essay

Need Help-Senior Research Essay

The impact of social media on student

Type: Research Paper
# Pages: 35 (9625 words)
Type of Service: Writing from Scratch
Deadline: 48 hours
Sources: 22
Style: APA
Discipline:  Communications and Media
Academic Level: University
Order Description

This essay is my senior research essay. my topic is The impact of social media on student life.

Anthro 697TM: Indigenous Research: Theories and Methods

Anthro 697TM: Indigenous Research: Theories and Methods
The course will broadly examine both theoretical, methodological and practical aspects of research conduction on indigenous issues. We will consider the range of all theoretical approaches, which scholars and also the community members rely on (at the present time and historically) when framing academic research papers. knowledge production contexts and in local/global community spaces of social change through indigenous activist. Our inquiry will be structured through three primary questions: first, in what ways do indigenous theories and methods form a distinct form of inquiry – what makes these approaches different and how/where/in what contexts are they similar or drawing from similar roots? Second, what knowledge do these forms of theory and method produce, uncover, allow for? And, finally, in what ways are the knowledge’s produced different (are these results necessarily “better”) than when other qualitative and quantitative methods are utilized?
Our Best research writers  will include principles and approaches found in decolonizing methodologies, anti-oppressive research strategies, and community-based participatory/action research. Research ethics, issues of intellectual property and the care, curation and “ownership” of knowledge and one’s research results, will be key strands of concern that weave throughout our inquiry. We will divide the course into two segments: in the first segment we will delve deeply into the literature on indigenous method and theory, moving between applied examples and meta-discussion of theoretical frameworks and specific methodologies; in the second segment of the course we will workshop specific methods and discuss how class participants might utilize the methods in their own research

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