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Group 3: Discuss the limitations of treatment for antisocial and narcissistic PD and what can be done from a psychopharmacological perspective. Post your initial response by Wednesday at midnight. Respond to at least one student with a different assigned DB question by Sunday at midnight. Both responses must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2 scholarly references are required (other than your text ). attached lecture for the theme. .

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Grotius, Hobbes Development of INR – Week 3 Hobbes Relationship between Natural Law and Law of Nations? Mediated by the idea of the state of nature as the predicament of insecurity: Natural right: self-preservation. Natural law: the observation of promises and contracts. For states: minimum observation of natural law in the form of consenting to agreements. Written agreement: treaty-making Unwritten agreements: customary law Hobbes State of Nature: the condition in which individuals find themselves in a perpetual condition of war. Natural right to self-preservation: We each have the right to judge what is in our interest for self-preservation. Conflict occurs because of: Competition Diffidence Glory Different meanings for words in the State of Nature; no ability in the State of Nature to determine whose judgment is valid (Wolin). Life in the state of nature: “Solitary, poor, nasty, brutish, and short” Commonwealth Commonwealth by institution: Social contract: it is the collective agreement among all individuals in the state of nature to establish: Sovereign power Able to speak and act for a multiplicity of people (which becomes a unified group). State The unity of sovereign power and the unified people. Sovereign is the man or assembly that carries the person of the State. State is the Leviathan: the mortal God on earth. Sovereigns come and go but the State remains. Consequences The implication: fear is displaced from the condition of the state of nature to the relation between individual and state. What continues to bind the state is fear of a return to the State of Nature: the relation between individual and state is one of protection in exchange for obedience. Private vs. public conscious: does one need to truly believe (i.e. like a Christian) or does the appearance of belief suffice? “belief and unbelief never follow men’s commands.” Loyalty only to those that are in power? Historical context: The Norman Yoke and the English Civil Wars Stability should not sacrificed as a result of ‘injustice’. The rise of the ‘mechanical’ centralized administrative state. Grotius Dutch legal theorist 16th century; Along with Vitoria and Gentili laid the foundation for the Law of Nations (Public European Law) on Natural Law. Moves away from a theological conceptualization of Natural Law to a secular one. Develops the notion of Natural Rights which becomes key for understanding human morality and law. Notion of natural right emerged out of the massacre of St. Bartholomew (25 August 1572). Attempted to establish limitation on the Sovereign’s power: notion of individual right that the state cannot transgress. Grotius: “a RIGHT is a moral quality annexed to the person, justly entitling him to possess some privilege, or to perform some particular act” Four Fundamental Rights 1) the right for others not to take my possessions. 2) the right of restoration of property in case of injury. 3) honoring promises. 4) punish wrongdoing. Natural.

Grotius, HobbesDevelopment of INR – Week 3HobbesRelati.docx

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GROUP 1: Case 967-- A Teenage Female with an Ovarian Mass CLINICAL HISTORY A teenage female presented with secondary amenorrhea (https://www.healthline.com/health/secondary-amenorrhea#causes). The patient had 1 menstrual cycle 3 years ago and has had no menses since. Laboratory work-up was negative for pregnancy test, mildly increased calcium level (11.7 mg/dL, normal range: 8.5-10.2 mg/dL) and CA 125 (43 Units/ml, normal range: 0-20 Units/ml). Prolactin, TSH, AFP, Inhibin A, Inhibin B and CEA were normal. Imaging revealed a 13 x 11.8 x 8.6 cm, predominately cystic left pelvis mass, with multiple internal septations. Her past medical history was not contributory. Patient underwent left salpingo-oophorectomy (https://www.healthline.com/health/salpingo-oophorectomy), omentectomy (https://moffitt.org/cancers/ovarian-cancer/omentectomy/) and tumor debulking (https://en.wikipedia.org/wiki/Debulking) with intraoperative frozen section consultation. GROSS EXAMINATION The 930.9 g tubo-ovarian complex consisted of a 20.0 x 16.0 x 8.0 cm large mass, with no recognizable normal ovarian parenchyma grossly and an unremarkable fallopian tube. The cut surface was gray, "fish-flesh", soft with foci of hemorrhage and necrosis. MICROSCOPIC EXAMINATION Microscopically, the majority of main tumor was growing in large nests, sheets and cords with focal follicle-like structures and geographic areas of necrosis. It was predominantly composed of small cells with hyperchromatic nuclei, round to oval nucleus with irregular nuclear contour, inconspicuous to occasional conspicuous nucleoli and minimal cytoplasm. This component was variably admixed with a population of larger cells, which as the name implies composed of cells with abundant eosinophilic cytoplasm, with central or eccentric round to oval nuclei, pale chromatin and prominent nuclei. Both, the small and large cell components demonstrated brisk mitotic activity. All staging biopsies and omentectomy were composed of large cell component. An extensive panel of immunohistochemical stains was performed. Overall, the staining pattern was strong and diffuse in small cell component compared to patchy weak staining pattern in the large cell component. FINAL DIAGNOSIS Small cell carcinoma (https://en.wikipedia.org/wiki/Small-cell_carcinoma) of the ovary, hypercalcemic type (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4939673/) DISCUSSION Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT) is an aggressive and highly malignant tumor affecting the women under 40. It was first described as a distinct entity by Dickersin et al in 1982 (1). Fewer than 500 cases have been described in the literature and it accounts for less than 1% of all ovarian cancer diagnoses. Due to the initial consideration of epithelial origin, the term of SCCOHT has been used to distinguish this entity from its mimicker, the neuroendocrine or pulmonary type (2). In fact epithelial origin of SCCOHT was recently challenged as new imm.

GROUP 1 Case 967-- A Teenage Female with an Ovarian MassCLI.docx

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Greek Drama: Further Readings and Short Report Guidelines Our study of Greek drama will begin with an overview of Greek theater in general and focus on Aeschylus’ Agamemnon (Norton rental text, Vol. A). You will be completing a quiz/worksheet on Agamemnon (open book) and that play will be the focus of our class from March 26 through April 2. After that, each of you will have the opportunity to focus more intensively on one of three other Greek plays, Sophocles’ Philoctetes, Euripides’ Medea, or Aristophanes’ Lysistrata. I will be asking you to submit a short report that focuses primarily on the play you chose to study in more depth. Your first task, though, is to choose which of the three plays you want to work on. Here are brief overviews of the three plays. Sophocles’ Philoctetes(available in the Sophocles II purchase text). Philoctetes, an outstanding Greek warrior, was abandoned by Odysseus, Agamemnon and Menelaos on the way to fight in Troy because they could not bear the agonies of his suffering from a poisonous snake bite. The hero, an exceptional archer who wields the bow of Heracles, has been living in isolation on the wild island of Lemnos for nine years. Now the Greek forces have received a prophecy that they cannot conquer Troy without Philoctetes’ help. Odysseus, whom Philoctetes hates, and Neoptolemus, the son of Achilles, are sent to lure Philoctetes back to the war, by persuasion, treachery or force. Euripides’ Medea (available in Norton rental text, Vol. A. Medea, the sorceress who helped the hero Jason find the Golden Fleece and also helped save his life, is living with Jason in exile from her homeland with their two children. She has learned that, in order to advance his fortune and social standing, Jason wants to jilt Medea and marry a younger woman. Out of despair and rage, Medea contrives to take revenge against Jason in the most horrific way she can. Aristophanes’ Lysistrata (available in Norton rental text, Vol. A). Fed up with the emotional and economic hardships caused by the Peloponnesian War (431-404 BC), the Athenian and Spartan women, under the leadership of Lysistrata, unite to undertake two group actions: first, to refuse to have sex with their men until the men agree to stop fighting and, second, to cut off funding for the war by occupying the Athenian treasury. Aristophanes’ comedy still raises questions today about who should wield political power and why, as well as about how much humans really value peace. NOTE: While I am requiring you to focus on only one of the three plays, I strongly encourage you to read all three. I will be saying something about each of the three plays before the short report is due, after we spend some time with Aeschylus’ Agamemnon. Guidelines for Short Report on Greek Drama For the short report on Greek drama, please write complete, incisiveresponses to each of the following five topics or questions concerning the play—Philoctetes,Medea or Lysistrata—that you h.

Greek Drama Further Readings and Short Report GuidelinesOur s.docx

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Graph 4 (You must select a different graph than one that you have previously discussed) Select a data presentation from chapter 6 of the text (Grey Section). Answer the following: What is the visual that you selected? What is the purpose of the visual? What kind of data should be compiled in the selected visual? What kinds of data should not be compiled in the selected visual? How can you avoid making the visual misleading? .

Graph 4 (You must select a different graph than one that you hav.docx

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Graphs (Help! Really challenging assignment. Would appreciate any bit of help!) Family tree's and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file. Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made into a function, it should be if you plan on using the logic again. Finally, I want you to make data assertions within the FamilyTree class that enforce certain "rules" that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph. As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the total number of methods within the classes themselves. The user should be able to add, remove, and modi.

Graphs (Help! Really challenging assignment. Would appreciate any bi.docx

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Grandparenting can be highly rewarding. Many grandparents, though, u.docx

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Great Marketing Moves The evolving art of getting noticed Ov.docx

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“GREAT MIGRATION” Dr. G. J. Giddings Characteristics Human Propelled – push-pull (E. Lee, 1966) Impactful – consequential … cause/effect Dynamic – leaderless …democratic … Demographics Demographics 1.2 million, 1915-’30 6.4 million, 1980 (Caribbean: 140,000,1899-1937) Precursors Post-Reconstruction, 1877-1914 Rural - Urban Westward – “Black Exodus” Henry Adams (LA) 89,000 migrants/interest Benjamin “Pap” Singleton (TN) “Advantage of Living in a Free State” Thousands migrated Emigration Bishop Henry M. Turner, Mary Ann Shadd Cary Precursors … U.S. Empire Berlin Conf.,1884 Philippines, 1898 Puerto Rico, Guam Hawaii, (Cuba) Haiti, (1915-’34) U.S. Virgin Isl.,1916 Guyana, 1941 Atkinson Airstrip 6 Great Migration Caribbean 140,000,1899-1937 M. M. Garvey C. Powel DJ Kool Herc S. Chisholm G. J. Giddings Great Migration “PUSH” -Boll weevil, 1915/6 -Mississippi flood, 1927 -Racist Terroism -Racist laws: Jim Crow Great Migration “PULL” E. World War I, 1914-1919 (367,000 AAs served) European immigration desisted Chicago Defender “To die from the bite of frost is more glorious than by the hands of a lynch mob” “Every Black man for the sake of his wife and daughter should lave even at a financial sacrifice every spot in the south where his worth is not appreciated enough to give him the standing of a man and a citizen in the community.” Great Migration IMPACT Detroit, MI 611 % increase Urban League, 1911 National League of Urban Conditions among Negroes, NY Rep. Oscar DePriest (R) Chicago Alderman, 1915; U.S. Rep, 1929-’35 1970s: Chicago had more Blacks than Mississippi! Harlem Renaissance, 1919-1932 L. Hughes, “Negro Artist …” Some pastors followed migrants. Return Migration/RE-PATRIATION Post-Industrial “Reverse migration” 1980-present Service economy “Sun Belt” industrial service areas Destinations Atlanta, GA; Charlotte, NC, Houston, TX, … (F&H, chap. 23) GREAT MIGRATION Franklin & Higginbotham (F&H) 1, (12),13, 14, 15, 16, 17, 19, 23 … Great Migration The Warmth of Other Suns, 2010 Isabel Wilkerson, Pulitzer laureate National Book Critics Circle award “best non-fiction ...” NY Times 1,200 interviews I.M. Gladney G. Starling R. P. Foster Wilkerson … Ida Mae Gladney 1934 MS – Chicago, IL Wilkerson … George Starling 1945 Florida–New York (.

GREAT MIGRATION”Dr. G. J. Giddings.docx

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Grand theory and Middle-range theoryHow are Nursing Theories c.docx

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Grand Rounds Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob. Presenting problem Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his career choice and life direction. He did not have any significant psychiatric symptoms, besides some understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and knowledgeable about psychology during our first few sessions together. I noticed that he seemed guarded only when talking about his family and childhood experiences. To confirm his identity, I checked his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder with anxiety. History Here’s some background on Bob to give you a sense of who he is. Family Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious household. He shared that his father was largely absent during his childhood, as he spent most of the week residing north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends, Bob’s father would return home and spend as much time as possible with his family. Bob described his father as warm, caring, and a hard worker. His father reportedly died one year ago. Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob often crossed paths with his mother at school, where she would often check up on him. During Bob’s high school years, Bob’s mother got a new job as a high school librarian. At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable after a while.” Treatment Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He denied having any significant medical problems. Additionally, he denied using any illicit substances and reported drinking only on occasion with friends from his fratern.

Grand Rounds Hi, and thanks for attending this case presen.docx

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Graduate Level Writing Required. DUE: Friday, February 14, 2020 by 5pm Eastern Standard Time. Resources: U.S. Department of Labor, Bureau of Labor Statistics, U.S. Department of Labor Wages, U.S. Department of Education, U.S. Census Bureau Based on Dallas, Texas Write a 900- to 1,050-word paper in which you analyze the criminal profile of Dallas, Texas. Include the following information in your analysis: -Characterization of the city in terms of social and intellectual context -Identity of social factors that contribute to crime -Linking of events or attitudes to a description of beliefs people living there would accept for explaining criminal behavior -Consideration of changes in land use, property values, transportation, and retail as one moves away from the city center -If there are changes, what distance do you estimate exist between these areas? -How noticeable are the changes? -Discussion of whether or not zones of transition apply to this city -Identification of criminal hot spots -Relevant data to support answers -How your findings relate to the role of socioeconomic status and values in criminological theory -Identification and rationale for the choice of one sociologic theory that best explains the crime in your chosen city -Format your paper consistent with APA guidelines . -Provide at least 4 Academic / Scholarly references . -100% Original Work. ZERO Plagiarism. -Must Be Graduate Level Writing. .

Graduate Level Writing Required.DUEFriday, February 1.docx

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Graduate Level Writing Required. DUE: Wednesday, February 12, 2020 by 5pm Eastern Standard Time. Provide a 200-250 word response answering the following questions: Are there everyday behaviors that might be useful or functional in lower classes, but would not serve the same purpose for those of higher socioeconomic standing? What about interactions with peers, teachers, or other authorities? -Provide at least 1 Academic / Scholarly reference . -100% Original Work. ZERO PLAGARISM -Must Be Graduate Level Writing. .

Graduate Level Writing Required.DUEWednesday, February .docx

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Graduate Level Writing Required. DUE: Monday, February 20, 2020 by 5pm Eastern Standard Time. Write a 800- to 1,050-word paper examining the relationship between restorative justice programs and crime reduction. In your opinion , is it better to assist the justice-involved reintegrate into society towards becoming productive members or stigmatize them as "criminals" who cannot be changed or be rehabilitated? Address the following: -A brief summary of the restorative justice approach to include the relationship between the labeling theory and re-intergrative shaming. -An overview of the restoration process and the desired outcomes of this strategy. - Compare and contrast ways restorative justice is used in the criminal justice system, schools and in the community. -An explanation for why restorative justice programs should be used or not with specific examples which support your findings. -Format your paper consistent with APA guidelines . -Provide at least 4 Academic / Scholarly references . -100% Original Work. -Must Be Graduate Level Writing. .

Graduate Level Writing Required.DUEMonday, February 20,.docx

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Graduate Level Writing Required. DUE: Friday, February 28, 2020 by 5pm Eastern Standard Time. Write a 900- to 1,050-word analysis. Address the following: -Provide a brief description as to what specific factors serve as the basis for victimization; for example, race, religion, or sexual orientation -Identify applicable specific case examples. -Discuss the prevalence of state laws which criminalize various types of hate crimes -Describe how you would collect data measure the victimization of your chosen group. Provide rationale for your choice. -Identify which of the criminological theories explain the victimization of this individual, group, or population. Provide rationale for the selection. -Format your paper consistent with APA guidelines . -Provide at least 4 Academic / Scholarly references . -100% Original Work. -Must Be Graduate Level Writing. .

Graduate Level Writing Required.DUEFriday, February.docx

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Graduate level 1. 5 source annotated bibliography2. slide pr.docx

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/ Grading Rubric F F C B A 0 1 2 3 4 Did not Submit No Pass Competence Pro�ciency Mastery Not Submitted Did not provide a mid or high-level Excel spreadsheet that includes a thoroughly completed 3-year forecast; did not use income statement format for the forecast. Provided a su�cient high- level 3-year forecast; used income statement format. Provided a well- developed high-level 3- year forecast; used income statement format. Provided a detailed high- level 3-year forecast; used income statement format. Not Submitted Did not include a summary of 5 years of data and assumptions from income statements. Included a basic summary of 5 years of data and assumptions from income statements. Included an expanded summary of 5 years of data and assumptions from income statements. Included a detailed summary of 5 years of data and assumptions from income statements. Not Submitted Did not provide economic data for key economic indicators in the forecast. Provided basic economic data for the key economic indicators included in the forecast. Provided expanded economic data for key economic indicators included in the forecast. Provided comprehensive economic data for key economic indicators included in forecast. 1 Design Document Unit 3 Group Project Design Document Charles Kirk Jr American Intercontinental University MGMT465 With ABC Shoe company awarding my team the honors of creating design document for their new up and coming running shoes; my team has diligently review multiple ways in ensuring we prepare the best design document to we satisfy not only ABC, but the consumers of the running shoe as well. In this document we’ve reviewed multiple methods in which we could use to gather effective information for use in designing the new running shoe. With so many options available, the team and I decided to gather information using workshops, focus groups, and questionnaires. These three made the most sense when it comes to gathering information regarding customers needs and wants. After all three phases are completed in regards to a good information gathering; then, the plan for meeting the design requirements will be established using two steps which I feel will exceed the expectations set by our consumers. Once requirements are successfully established the plan will be set out and placed into effect to ensure everyone knows the progress and process in which will be needed from start to finish. While things may not go 100 percent according to plan; a detailed comparing of the product and service design will be established and further reviewed. The two methods which we’ve decided to use in order to gather information with the most detail to better equip and suit our design team are; Questionnaires, workshops, and focus groups. Questionnaires or also known as survey’s are by far one of the most used and credible ways to receive customer fe.

Grading RubricF F C B A0 1 2 3 4Did notSu.docx

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Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. Points: 200 Assignment 3: Leadership Personal Issues and the Rules of Law Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Examine the change in requirements that police hiring agencies have had for potential candidates over the last 50 years and discuss the effects on law enforcement organizations. Support or critique the current requirements. Weight: 25% Did not submit or incompletely examined the requirements that police hiring agencies have had for potential candidates. Did not submit or incompletely supported or critiqued the requirements. Insufficiently examined the requirements that police hiring agencies have had for potential candidates. Insufficiently supported or critiqued the requirements. Partially examined the requirements that police hiring agencies have had for potential candidates. Partially supported or critiqued the requirements. Satisfactorily examined the requirements that police hiring agencies have had for potential candidates. Satisfactorily supported or critiqued the requirements. Thoroughly examined the requirements that police hiring agencies have had for potential candidates. Thoroughly supported or critiqued the requirements. 2. Examine two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work and explain the reasoning. Weight: 20% Did not submit or incompletely examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Did not submit or incompletely explained the reasoning. Insufficiently examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Insufficiently examined the reasoning. Partially examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Partially examined the reasoning. Satisfactorily examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Satisfactorily explained the reasoning. Thoroughly examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Thoroughly explained the reasoning 3. Identify three constraints placed on law enforcement and examine how these constraints affect how law enforcement conducts their operations. Weight: 20% Did not submit or incompletely identified three constraints placed on law enforcement and examined how these constraints affect how law enforcement conducts their operations. Insufficiently identified three constraints placed on law enforcement and examined how these constraints affect how law enforcement conducts their oper.

Grading for this assignment will be based on answer quality, logic.docx

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Graded Project Ice Cream Systems © PENN FOSTER, INC. 2017 PAGE 1ICE CREAM SYSTEMS Graded Project CONTENTS PROJECT GOAL 2 PROJECT INFORMATION 3 PROJECT INSTRUCTIONS 15 SUBMITTING YOUR PROJECT 26 GRADING CRITERIA 26 PLAGIARISM 27 © PENN FOSTER, INC. 2017 PAGE 2ICE CREAM SYSTEMS Graded Project ICE CREAM SYSTEMS PROJECT GOAL The goal of this graded project is to create the following financial statements for Ice Cream Systems (ICS): n Balance sheet n Income statement n Post-closing trial balance The financial statements must be created in one Word document (.doc or .docx file). Alternatively, an Excel workbook may be used (.xls or .xlsx file). A Rich Text Format (.rtf file) may be used by Mac users. The Word, Excel, or Rich Text Format file will be uploaded for grading. PROJECT INFORMATION Read the following information thoroughly before beginning your work. This will help you become familiar with the project. The material you need to know to complete the project has been covered in the textbook and in the assigned exercises and problems. If you understood the chapters and completed the assigned homework problems, you should have no problem with the project. The project is to be done by hand with a pencil and paper. Use the blank forms provided. (Make as many copies as needed.) At the end of the project, you’ll be given instructions for creating and uploading the financial statements in a Word, Excel, or Rich Text Format file for grading. Note: It’s important to format financial statements properly. They must follow Generally Accepted Accounting Principles (GAAP), which create a uniformity of financial statements for analyzing. This allows for an easier comparison, as all businesses follow GAAP. Therefore, the financial statements you create should replicate those in the textbook. Failure to do so will result in a loss of points. © PENN FOSTER, INC. 2017 PAGE 3ICE CREAM SYSTEMS Graded Project This project references “debits equaling credits.” This is a fundamental principle of accounting, and violation of this principle is not acceptable under any circumstance. If debits don’t equal credits, it suggests that someone has “cooked the books” or presented false information. It also allows for embezzlement. If debits don’t equal credits, the cause may be a lack of understanding of accounting principles or carelessness when making journal entries, posting to the general ledger accounts, or completing the math. Remember that instructors are available to help you! If your mistakes are careless, go back over the work slowly until the error is found. The accounting equation must balance on the balance sheet. This is another fundamental principle of accounting that can’t be violated. Unbalanced equations are completely unacceptable. When the equation doesn’t balance, it’s easily detectable by someone who knows accounting, and it suggests the numbers have been “fudged.” If your debits equal your .

Graded ProjectIce Cream Systems© PENN FOSTER, INC..docx

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Grading Rubric Page 1 of 5 NURS4344 Management and Leadership: Bedside to Boardroom 4344 Leadership Self-Assessment Grading Rubric Criteria Exemplary Proficient Competent Substantial Areas for Improvement Unsatisfactory Introductory Paragraph Identify what three theories (from the Northouse text) you decided to use to evaluate yourself. Explain why you chose these three theories. Introduction section exceeds meeting stated objectives as evidenced by: - three theories identified - explanation of why these theories were chosen (5 points) Introduction section meets stated objectives with accurate and relevant information related to: - three theories identified - explanation of why these three theories were chosen (4 points) Introduction section minimally meets objectives as evidenced by three theories identified, but no explanation given for selecting theories. (3 points) Introduction section meets objectives with only one or two theories identified and explanation for choosing the selected theories. (2 points) No introductory paragraph found in paper. (0 points) Theory 1 Primary Concepts Explain the primary concepts of your first selected theory. Primary concepts of the first selected theory exceeds objectives with clear and concise explanation and description of the primary concepts. (5 points) Primary concepts of the first selected theory meet stated objectives. (4 points) Primary concepts of the first selected theory minimally meet objectives. Concepts are partially defined and explained. (3 points) Primary concepts of the first selected theory do not meet objectives. (2 points) Primary concepts of the first selected theory are not found in paper. (0 points) Theory 1 Discussion of Results Describe your results (be specific) from taking the test/questionnaire associated with your first selected theory. Share what the score interpretation reflects about your scores. Discussion of results exceeds objectives with clear and concise description of: - the theory measurement tool - results of theory questionnaire - the score interpretation of your answers (7 points) Discussion of results meets objectives with description of: - the theory measurement tool - results of theory questionnaire - the score interpretation of your answers (6 points) Discussion of results meets objectives with minimal or absent description of: - the theory measurement tool - results of theory questionnaire - the score interpretation of yo.

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Grade 4 Writing Expository Prompt READ the information in the box below. Thomas Edison is famous for inventing many things, including the lightbulb. THINK about inventions that you believe are useful. WRITE about one invention that is important in your life. Tell what the invention is and explain what makes it important. Be sure to — ● ● ● ● ● ● clearly state your central idea ● organize your writing ● develop your writing in detail ● choose your words carefully ● use correct spelling, capitalization, punctuation, grammar, and sentences STAAR Grade 4 Expository Texas Education Agency Student Assessment Division April 2019 Score Point 1 The essay represents a very limited writing performance. Organization/Progression ● ● ● q The organizing structure of the essay is inappropriate to the purpose or the specific demands of the prompt. The writer uses organizational strategies that are only marginally suited to the explanatory task, or they are inappropriate or not evident at all. The absence of a functional organizational structure causes the essay to lack clarity and direction. q Most ideas are generally related to the topic specified in the prompt, but the central idea is missing, unclear, or illogical. The writer may fail to maintain focus on the topic, may include extraneous information, or may shift abruptly from idea to idea, weakening the coherence of the essay. q The writer’s progression of ideas is weak. Repetition or wordiness sometimes causes serious disruptions in the flow of the essay. At other times the lack of transitions and sentence-to-sentence connections causes the writer to present ideas in a random or illogical way, making one or more parts of the essay unclear or difficult to follow. Development of Ideas ● ● q The development of ideas is weak. The essay is ineffective because the writer uses details and examples that are inappropriate, vague, or insufficient. q The essay is insubstantial because the writer’s response to the prompt is vague or confused. In some cases, the essay as a whole is only weakly linked to the prompt. In other cases, the writer develops the essay in a manner that demonstrates a lack of understanding of the expository writing task. Use of Language/Conventions ● ● ● q The writer’s word choice may be vague or limited. It reflects little or no awareness of the expository purpose and does not establish a tone appropriate to the task. The word choice may impede the quality and clarity of the essay. q Sentences are simplistic, awkward, or uncontrolled, significantly limiting the effectiveness of the essay. q The writer has little or no command of sentence boundaries and age-appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Serious and persistent errors create disruptions in the fluency of the writing and sometimes interfere with meaning. STAAR Grade 4 Expository Texas Education Agency Student Assessment Division .

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