Comprehensive Learning Assessment 2 - Primary Source Analysis Paper
Primary Source Analysis Paper
For this assignment, you will be taking a closer look at an international relations topic that intrigues you.
1. Choose a topic that interests you (historical or contemporary). Some ideas include the atomic bombing of Hiroshima and Nagasaki, the Munich Pact, the fall of the Berlin Wall, India and Pakistan joining of the Nuclear Club, the Cuban Missile Crisis, and the Russian invasion of Crimea. If you need your professor to review your choice, send it to them at the beginning of Week 7. They will need time to respond to you, and you will need time to submit this CLA.
2. Then select a primary source on the topic you chose, specifically, a speech from a political leader (Review Understanding Primary and Secondary Sources and Analyzing a Primary Source before you begin searching for a primary source).
Search Tips:
The National Security Archive: http://www2.gwu.edu/~nsarchiv/
Internet Modern History Sourcebook: http://www.fordham.edu/Halsall/mod/modsbook.asp.
George Mason’s Center for History and New Media: http://chnm.gmu.edu/teaching-and-learning/.
Note: When sifting through sources, ask yourself how a realist, liberal, or constructivist would interpret this primary source. Then, select a perspective through which to view the primary source. Then, using the CLA guidelines detailed in this syllabus, include the following in a three- to four-page written essay:
Briefly describe your source:
1. Include contextual information about the source.
2. What does the reader need to understand about the context (and history) in which this source was made in order to understand your analysis of the source?
3. Include the information the reader needs to understand the source, but do not include unrelated information.
Make a statement:
1. This should be at the end of your introductory paragraph or directly following the introduction.
2. Make an argument from a particular perspective (realist, liberalist, constructivist)
Example:
· Although realists would disagree with A about B, this primary source perfectly illustrates three of realism’s primary assumptions X, Y, and Z.
· Despite President X’s call for a more globalized and peaceful world order in source B, her overall foreign policy view is decidedly constructivist as seen in source A.
· Throughout this film, the main character’s primary motivations stem from a constructivist understanding of the world as seen in XYZ.
Analyze the primary source:
1. Elaborate on your statement above. This is the main part of the paper and the length of this section should reflect this. Use references as needed. As you analyze the source, ensure that you answer the following: How would theorist X view this source? How does the language in this source reflect/contradict this theory? If you are comparing primary sources, what theoretical views are expressed in these sources? The same? Different? What accounts for this differ ...
Understanding the Female OffenderV O L . 1 8 N O . 2.docxouldparis
Understanding the Female Offender
V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 1 9
Understanding the Female Offender
Elizabeth Cauffman
Summary
Although boys engage in more delinquent and criminal acts than do girls, female delinquency
is on the rise. In 1980, boys were four times as likely as girls to be arrested; today they are only
twice as likely to be arrested. In this article, Elizabeth Cauffman explores how the juvenile
justice system is and should be responding to the adolescent female offender.
Cauffman begins by reviewing historical trends in arrest rates, processing, and juvenile justice
system experiences of female offenders. She also describes the adult outcomes commonly
observed for female offenders and points out that the long-term consequences of offending for
females are often more pronounced than those for males, with effects that extend to the next
generation. She also considers common patterns of offending in girls, as well as factors that may
increase or decrease the likelihood of offending. She then reviews what is known about effec-
tive treatment strategies for female offenders.
Female delinquents have a high frequency of mental health problems, suggesting that effective
prevention efforts should target the mental health needs of at-risk females before they lead to
chronic behavior problems. Once girls with mental health problems come into the juvenile jus-
tice system, says Cauffman, diverting them to community-based treatment programs would not
only improve their individual outcomes, but allow the juvenile justice system to focus on cases
that present the greatest risk to public safety.
Evidence is emerging that gender-specific treatment methods can be effective for female
offenders, especially when treatment targets multiple aspects of offenders’ lives, including fam-
ily and peer environments. But it is also becoming clear that female offenders are not a homo-
geneous group and that treatment ultimately should be tailored to suit individual needs defined
more specifically than by gender alone.
Despite myriad differences between male and female offending, many of the primary causes
of offending, says Cauffman, are nevertheless similar. The most effective policies for reducing
juvenile crime, she argues, will be those that foster development in a safe and nurturing envi-
ronment throughout childhood. Cauffman concludes that female offenders are likely to require
continued support long after their direct involvement with the juvenile justice system.
www.futureofchildren.org
Elizabeth Cauffman is an associate professor in psychology and social behavior at the University of California–Ir vine.
Elizabeth Cauffman
1 2 0 T H E F U T U R E O F C H I L D R E N
S
ince the inception of the juvenile
justice system, policies and prac-
tices regarding juvenile offending
have focused on the behavior,
treatment, and outcomes of a
population heavily dominated by males. The
li ...
This document provides an overview of Jade Stevens' dissertation which examines the theoretical explanations of sexual offending. The dissertation will explore theories such as Finkelhor's Precondition Model, Marshall and Barbaree's Integrated Theory, and Ward and Siegert's Pathway Model to understand why some individuals are sexually attracted to children. It will also look at female sexual offenders and whether the theories apply differently. The document outlines Stevens' methodology, which will involve a literature review of existing research. It acknowledges some limitations around primary research due to ethical considerations of interviewing sexual offenders.
This is a clear and comprehensive approach to crime prevenGrazynaBroyles24
This is a clear and comprehensive approach to crime prevention. The focus of the book is applied and practical, which makes it ideal for the
classroom. The new edition provides an excellent in-depth coverage of what works in crime prevention, and how prevention programs are
evaluated to assess their impact on crime and fear of victimization. It is an essential resource for both students and practitioners.
Jonathan Kremser, Kutztown University
This book, in comparison to others I have seen, offers the widest coverage regarding the different possible approaches to crime prevention—it
addresses strategies as diverse as environmental design, block-watch initiatives, media-driven public service announcements, community-
oriented policing, correctional rehabilitation, and many, many more. As such, it provides students with the foundation for an impressive
breadth of knowledge regarding crime prevention.
Pamela Wilcox, University of Cincinnati
I have used Professor Lab’s text on crime prevention and found that his crime prevention typology is great for the classroom. Grouping
tactics by primary, secondary, and tertiary prevention allows students to really think about some of the underlying factors driving these
crimes and gives them some basis for critiquing the initial efficacy of a program. This text is great for students and professionals alike.
Eric Martin, George Washington University
2
Crime Prevention
Crime Prevention: Approaches, Practices, and Evaluations, Ninth Edition, meets the needs of students and
instructors for engaging, evidence-based, impartial coverage of the origins of crime, as well as of public policy
that can reduce or prevent deviance. The book examines a range of approaches to preventing crime and
elucidates their respective goals. Strategies include primary prevention measures designed to prevent
conditions that foster deviance; secondary prevention measures directed toward persons or conditions with a
high potential for deviance; and tertiary prevention measures to deal with persons who have already
committed crimes.
This edition provides research and information on all aspects of crime prevention, including the physical
environment and crime, neighborhood crime prevention programs, community policing, crime in schools, and
electronic monitoring and home confinement. Lab offers a thorough and well-rounded discussion of the many
sides of the crime prevention debate, in clear and accessible language.
Steven P. Lab is Professor of Criminal Justice and Chair of the Department of Human Services. He holds a
Ph.D. in Criminology from the Florida State University School of Criminology and Criminal Justice. Dr. Lab is
the author or coauthor of five books, the editor/coeditor of two readers, and coeditor of one encyclopedia. He is
the author of more than 50 articles or book chapters and has presented more than 70 papers to academic or
professional societies. He is a past editor of the Journal of Crime and Justice and has ...
This document discusses the evolution of domestic violence control measures and techniques. It outlines how views of domestic violence have shifted from considering it a private matter to recognizing it as a serious social issue and criminal offense. Early approaches focused on legal reforms and victim advocacy groups, while more recent strategies emphasize treatment programs and alternative sentencing to reduce incarceration costs and facilitate rehabilitation. The document examines different theories around domestic violence and analyzes how policies and societal views have progressed in recognizing and addressing this issue over time.
A Critique Of Hall And Hirschman S Quadripartite Model Of Child Sexual AbuseAshley Carter
This document provides a critique of Hall and Hirschman's quadripartite model of child sexual abuse. The critique examines the model's core assumptions and highlights both its strengths and weaknesses. The quadripartite model is an influential multi-factorial theory that was originally developed to explain rape and later extended to child sexual abuse. However, the adequacy of its underlying ideas have never been systematically evaluated, despite its prominent status.
Now that you have examined two theories of crime and how they migh.docxhenrymartin15260
Now that you have examined two theories of crime and how they might explain any particular crime, it is time to examine how criminal justice responses to crime may be shaped by these theories. For this part of your course project, complete the following:
Discuss your first theory and how criminal justice responses may be formed based on the assumptions of this theory.
Discuss your second theory and how criminal justice responses may be formed based on the assumptions of this theory.
Examine any actual criminal justice responses that have been implemented based on the assumptions of these theories.
This assignment should be at least two 2-3 pages in length (adding to the final paper).
Use at least 3-5 scholarly sources that discuss a criminal justice response. These sources must be properly cited using APA format. Students should seek out peer-reviewed scholarly journal articles from LIRN to complete this assignment or explore the National Criminal Justice Reference Service for examples of how the criminal justice system has responded.
Abstract and conclusion
Abstract
This paper will be on two criminology theories; the positivist and the classical theory. These two theories will be discussed and how the criminal justice system responded towards the assumptions. It explains how certain crimes are looked at and also dealt with.
The commitment of various criminal activities attracts action from the criminal justice system. However, on many different occasions, the criminal justice system has been criticized for handling those who commit crime with great leniency and mercy. The only way that crime can be reduced and those who intend to commit crimes in future stopped is through institution of various reforms in the criminal justice system. Through two of the criminal theories, the criminal justice system can be reformed and help and guide on making adjustments in the theory (Siegel, 2012). The two theories are the positivist theory of criminology and the classical theory of criminology. The two could help enhance the responses of the criminal justice system in the following ways.
This theory of criminology holds on to the fact and aspect that the intelligence of an individual is a central factor and issue in committing various criminal activities. A low level of intelligence in individuals is believed to be at the center of engagement in various crimes. On the basis of this theory, the criminal justice system t can benefit in the following ways in enhancing to cases where individuals engage in criminal activities such as child abuse due to low levels of intelligence.
The criminal justice system should ensure that individuals who commit crimes that they are very well aware of and capable of preventing themselves from engaging in have a mental check up before they convict them and institute heavy penalties. There should be no mercy to an individual who commits a crime and the best way to penalize such individuals by the criminal justice.
Running head: JUVENILE JUSTICE 1
JUVENILE JUSTICE 21
Title of Project: Juvenile Justice System
XXXXXXX E. XXXX
Mentor: Prof. Christine Hansen
Liberal Arts Capstone (LIB-495-OL008)
State University
11 January 2018
Abstract
The Juvenile Justice Systems has been established with a significant aim of diverting adolescent offender’s destructive punitive actions of criminal courts as well as encouraging youth rehabilitation that is based on the needs of an individual juvenile. This system differs from adult criminal courts in numbers of ways. It looks at an adolescent as a person who needs assistance, instead of looking at the act that made him or her appearance before the court. The judge ought to act in the best suitable interests of the child. Juvenile court proceedings were always closed to the public. Juvenile records were also to remain very confidential so that they do not to interfere with the ability of the child or adolescent to be rehabilitated and merged back into the society. Juveniles are never charged with any crimes, instead of with delinquencies. They are never found guilty but instead, are considered delinquent. They are never sent to prison, but rather to training schools or reformatories. Treatment that incorporates the provision of educational facilities for juvenile offenders, counseling, and guidance, etc. are far better off than punishments that involve prison sentences or fines. This is so because a child would feel loved and cared for. This element plants a seed of love into the juvenile offender’s heart making him or her better person. On the other hand, however, punishment makes them more aware of their criminal character because it gives them what they deserve. They live in self-condemnation.
Table of Contents
Abstract 2
Chapter 1 5
Introduction 5
Background of the Topic 5
Problem Statement 6
Significance of the Study 6
Methodology 6
Definition of Terms 8
Chapter 2 9
Literature review 9
Introduction 9
History of the Juvenile Justice 9
Risk Factors that Escalate Juvenile Crime 10
Chapter 3 15
Research Design and Methodology 15
Introduction 15
Triangulation 15
Sampling 15
Plan of Action 16
Main Research Question: What should be done to curb the increasing violent crimes committed by youthful offenders? 17
Sub research question: What are the underlying social issues that lead to delinquent and criminal behavior in adolescents? 17
Conclusion 18
Chapter 4 19
Results of the Study 19
Introduction 19
Findings 20
Main Research question: What should be done to curb the increasing violent crimes committed by youthful offenders? 20
Sub-question: What are the underlying social issues that lead to delinquent and criminal behavior in adolescents? 22
Discussion from Questionnaires Responses 23
Summary 23
Chapter 5 25
Summary and Discussion 25
Introduction 25
Statement of Problem 26
Explanation of Project 27
Re ...
Understanding the Female OffenderV O L . 1 8 N O . 2.docxouldparis
Understanding the Female Offender
V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 1 9
Understanding the Female Offender
Elizabeth Cauffman
Summary
Although boys engage in more delinquent and criminal acts than do girls, female delinquency
is on the rise. In 1980, boys were four times as likely as girls to be arrested; today they are only
twice as likely to be arrested. In this article, Elizabeth Cauffman explores how the juvenile
justice system is and should be responding to the adolescent female offender.
Cauffman begins by reviewing historical trends in arrest rates, processing, and juvenile justice
system experiences of female offenders. She also describes the adult outcomes commonly
observed for female offenders and points out that the long-term consequences of offending for
females are often more pronounced than those for males, with effects that extend to the next
generation. She also considers common patterns of offending in girls, as well as factors that may
increase or decrease the likelihood of offending. She then reviews what is known about effec-
tive treatment strategies for female offenders.
Female delinquents have a high frequency of mental health problems, suggesting that effective
prevention efforts should target the mental health needs of at-risk females before they lead to
chronic behavior problems. Once girls with mental health problems come into the juvenile jus-
tice system, says Cauffman, diverting them to community-based treatment programs would not
only improve their individual outcomes, but allow the juvenile justice system to focus on cases
that present the greatest risk to public safety.
Evidence is emerging that gender-specific treatment methods can be effective for female
offenders, especially when treatment targets multiple aspects of offenders’ lives, including fam-
ily and peer environments. But it is also becoming clear that female offenders are not a homo-
geneous group and that treatment ultimately should be tailored to suit individual needs defined
more specifically than by gender alone.
Despite myriad differences between male and female offending, many of the primary causes
of offending, says Cauffman, are nevertheless similar. The most effective policies for reducing
juvenile crime, she argues, will be those that foster development in a safe and nurturing envi-
ronment throughout childhood. Cauffman concludes that female offenders are likely to require
continued support long after their direct involvement with the juvenile justice system.
www.futureofchildren.org
Elizabeth Cauffman is an associate professor in psychology and social behavior at the University of California–Ir vine.
Elizabeth Cauffman
1 2 0 T H E F U T U R E O F C H I L D R E N
S
ince the inception of the juvenile
justice system, policies and prac-
tices regarding juvenile offending
have focused on the behavior,
treatment, and outcomes of a
population heavily dominated by males. The
li ...
This document provides an overview of Jade Stevens' dissertation which examines the theoretical explanations of sexual offending. The dissertation will explore theories such as Finkelhor's Precondition Model, Marshall and Barbaree's Integrated Theory, and Ward and Siegert's Pathway Model to understand why some individuals are sexually attracted to children. It will also look at female sexual offenders and whether the theories apply differently. The document outlines Stevens' methodology, which will involve a literature review of existing research. It acknowledges some limitations around primary research due to ethical considerations of interviewing sexual offenders.
This is a clear and comprehensive approach to crime prevenGrazynaBroyles24
This is a clear and comprehensive approach to crime prevention. The focus of the book is applied and practical, which makes it ideal for the
classroom. The new edition provides an excellent in-depth coverage of what works in crime prevention, and how prevention programs are
evaluated to assess their impact on crime and fear of victimization. It is an essential resource for both students and practitioners.
Jonathan Kremser, Kutztown University
This book, in comparison to others I have seen, offers the widest coverage regarding the different possible approaches to crime prevention—it
addresses strategies as diverse as environmental design, block-watch initiatives, media-driven public service announcements, community-
oriented policing, correctional rehabilitation, and many, many more. As such, it provides students with the foundation for an impressive
breadth of knowledge regarding crime prevention.
Pamela Wilcox, University of Cincinnati
I have used Professor Lab’s text on crime prevention and found that his crime prevention typology is great for the classroom. Grouping
tactics by primary, secondary, and tertiary prevention allows students to really think about some of the underlying factors driving these
crimes and gives them some basis for critiquing the initial efficacy of a program. This text is great for students and professionals alike.
Eric Martin, George Washington University
2
Crime Prevention
Crime Prevention: Approaches, Practices, and Evaluations, Ninth Edition, meets the needs of students and
instructors for engaging, evidence-based, impartial coverage of the origins of crime, as well as of public policy
that can reduce or prevent deviance. The book examines a range of approaches to preventing crime and
elucidates their respective goals. Strategies include primary prevention measures designed to prevent
conditions that foster deviance; secondary prevention measures directed toward persons or conditions with a
high potential for deviance; and tertiary prevention measures to deal with persons who have already
committed crimes.
This edition provides research and information on all aspects of crime prevention, including the physical
environment and crime, neighborhood crime prevention programs, community policing, crime in schools, and
electronic monitoring and home confinement. Lab offers a thorough and well-rounded discussion of the many
sides of the crime prevention debate, in clear and accessible language.
Steven P. Lab is Professor of Criminal Justice and Chair of the Department of Human Services. He holds a
Ph.D. in Criminology from the Florida State University School of Criminology and Criminal Justice. Dr. Lab is
the author or coauthor of five books, the editor/coeditor of two readers, and coeditor of one encyclopedia. He is
the author of more than 50 articles or book chapters and has presented more than 70 papers to academic or
professional societies. He is a past editor of the Journal of Crime and Justice and has ...
This document discusses the evolution of domestic violence control measures and techniques. It outlines how views of domestic violence have shifted from considering it a private matter to recognizing it as a serious social issue and criminal offense. Early approaches focused on legal reforms and victim advocacy groups, while more recent strategies emphasize treatment programs and alternative sentencing to reduce incarceration costs and facilitate rehabilitation. The document examines different theories around domestic violence and analyzes how policies and societal views have progressed in recognizing and addressing this issue over time.
A Critique Of Hall And Hirschman S Quadripartite Model Of Child Sexual AbuseAshley Carter
This document provides a critique of Hall and Hirschman's quadripartite model of child sexual abuse. The critique examines the model's core assumptions and highlights both its strengths and weaknesses. The quadripartite model is an influential multi-factorial theory that was originally developed to explain rape and later extended to child sexual abuse. However, the adequacy of its underlying ideas have never been systematically evaluated, despite its prominent status.
Now that you have examined two theories of crime and how they migh.docxhenrymartin15260
Now that you have examined two theories of crime and how they might explain any particular crime, it is time to examine how criminal justice responses to crime may be shaped by these theories. For this part of your course project, complete the following:
Discuss your first theory and how criminal justice responses may be formed based on the assumptions of this theory.
Discuss your second theory and how criminal justice responses may be formed based on the assumptions of this theory.
Examine any actual criminal justice responses that have been implemented based on the assumptions of these theories.
This assignment should be at least two 2-3 pages in length (adding to the final paper).
Use at least 3-5 scholarly sources that discuss a criminal justice response. These sources must be properly cited using APA format. Students should seek out peer-reviewed scholarly journal articles from LIRN to complete this assignment or explore the National Criminal Justice Reference Service for examples of how the criminal justice system has responded.
Abstract and conclusion
Abstract
This paper will be on two criminology theories; the positivist and the classical theory. These two theories will be discussed and how the criminal justice system responded towards the assumptions. It explains how certain crimes are looked at and also dealt with.
The commitment of various criminal activities attracts action from the criminal justice system. However, on many different occasions, the criminal justice system has been criticized for handling those who commit crime with great leniency and mercy. The only way that crime can be reduced and those who intend to commit crimes in future stopped is through institution of various reforms in the criminal justice system. Through two of the criminal theories, the criminal justice system can be reformed and help and guide on making adjustments in the theory (Siegel, 2012). The two theories are the positivist theory of criminology and the classical theory of criminology. The two could help enhance the responses of the criminal justice system in the following ways.
This theory of criminology holds on to the fact and aspect that the intelligence of an individual is a central factor and issue in committing various criminal activities. A low level of intelligence in individuals is believed to be at the center of engagement in various crimes. On the basis of this theory, the criminal justice system t can benefit in the following ways in enhancing to cases where individuals engage in criminal activities such as child abuse due to low levels of intelligence.
The criminal justice system should ensure that individuals who commit crimes that they are very well aware of and capable of preventing themselves from engaging in have a mental check up before they convict them and institute heavy penalties. There should be no mercy to an individual who commits a crime and the best way to penalize such individuals by the criminal justice.
Running head: JUVENILE JUSTICE 1
JUVENILE JUSTICE 21
Title of Project: Juvenile Justice System
XXXXXXX E. XXXX
Mentor: Prof. Christine Hansen
Liberal Arts Capstone (LIB-495-OL008)
State University
11 January 2018
Abstract
The Juvenile Justice Systems has been established with a significant aim of diverting adolescent offender’s destructive punitive actions of criminal courts as well as encouraging youth rehabilitation that is based on the needs of an individual juvenile. This system differs from adult criminal courts in numbers of ways. It looks at an adolescent as a person who needs assistance, instead of looking at the act that made him or her appearance before the court. The judge ought to act in the best suitable interests of the child. Juvenile court proceedings were always closed to the public. Juvenile records were also to remain very confidential so that they do not to interfere with the ability of the child or adolescent to be rehabilitated and merged back into the society. Juveniles are never charged with any crimes, instead of with delinquencies. They are never found guilty but instead, are considered delinquent. They are never sent to prison, but rather to training schools or reformatories. Treatment that incorporates the provision of educational facilities for juvenile offenders, counseling, and guidance, etc. are far better off than punishments that involve prison sentences or fines. This is so because a child would feel loved and cared for. This element plants a seed of love into the juvenile offender’s heart making him or her better person. On the other hand, however, punishment makes them more aware of their criminal character because it gives them what they deserve. They live in self-condemnation.
Table of Contents
Abstract 2
Chapter 1 5
Introduction 5
Background of the Topic 5
Problem Statement 6
Significance of the Study 6
Methodology 6
Definition of Terms 8
Chapter 2 9
Literature review 9
Introduction 9
History of the Juvenile Justice 9
Risk Factors that Escalate Juvenile Crime 10
Chapter 3 15
Research Design and Methodology 15
Introduction 15
Triangulation 15
Sampling 15
Plan of Action 16
Main Research Question: What should be done to curb the increasing violent crimes committed by youthful offenders? 17
Sub research question: What are the underlying social issues that lead to delinquent and criminal behavior in adolescents? 17
Conclusion 18
Chapter 4 19
Results of the Study 19
Introduction 19
Findings 20
Main Research question: What should be done to curb the increasing violent crimes committed by youthful offenders? 20
Sub-question: What are the underlying social issues that lead to delinquent and criminal behavior in adolescents? 22
Discussion from Questionnaires Responses 23
Summary 23
Chapter 5 25
Summary and Discussion 25
Introduction 25
Statement of Problem 26
Explanation of Project 27
Re ...
Argumentative Essay On The Death Penalty.pdfRosa Williams
Death Penalty Argumentative Essay - Free Essay Example. ⚡ Arguments against death penalty essay. Against the Death Penalty .... Gratis Death Penalty Argumentative Essay. Argumentative Essay About Death Penalty – Telegraph. Argumentative Essay. Death Penalty / Essays / ID: 462589.
1) The document discusses institutional responses to mass atrocities such as genocide, war crimes, and crimes against humanity. It aims to evaluate how institutions can help prevent future mass atrocities.
2) It reviews literature on this topic and uses a qualitative research methodology to analyze secondary data from various sources.
3) The conclusion states that deciding how to properly respond to mass atrocities is difficult but not impossible, and the focus should be on short-term actions within the given environment that align with impacted communities' expectations.
The document discusses whether minors who commit violent crimes should be tried as adults. It notes that trying minors as adults could negatively influence them in regular prisons and make them more violent. However, minors can be held accountable for their violent actions. The document then discusses the history of expanding rules to try more juveniles as adults since the 1990s. It also discusses the risks of incarcerating juveniles with adults, such as higher rates of sexual assault. The document concludes by arguing that specialized correctional facilities are needed for juvenile criminals.
This document outlines an assignment to write a paper on criminal behavior by:
1) Describing adolescent substance abuse in detail and how it influences criminal behavior.
2) Discussing etiology theories and risk factors for adolescent substance abuse.
3) Describing prevention, intervention, and treatment approaches.
4) Concluding with a summary and areas for future research.
IMPACTS OF JUCVENILE JUSTICE SYSTEM ON AFRICAN AMERICAN ADOLESCENTMalikPinckney86
IMPACTS OF JUCVENILE JUSTICE SYSTEM ON AFRICAN AMERICAN ADOLESCENT 7
Impacts of Juvenile Justice Systems for African Americans Adolescents.
The study on juvenile systems focuses on African American adolescents as they are the majority in the juvenile systems. Much research has been done focusing on why most blacks are in the juvenile and prison systems. The question boils down to racial injustices and many other factors. However, this study focuses on the impacts of juvenile systems on African Americans. Therefore, it is vital to understand the effects of juvenile systems on African American youths focusing on behavioral changes and widespread health impacts by comparing the detained and released juveniles to those never arrested. It is essential to understand behavioral changes among adolescents since they stay together at the school level, and deviant behaviors may harm themselves or even teachers. Study shows that African American youths are involved in higher juvenile cases than any other race (Voisin et al., 2016). Other studies relate societal aspects that push African American youths to deviant behaviors such as taking marijuana, drugs, and other harmful societal acts such as commercial sex (Voisin et al., 2016) (Voisin et al., 2016). Juvenile systems focus on changing youths' behaviors but do they also negatively impact youth’s behavior?
Purpose Statement
The study will help understand factors in the juvenile systems that cause behavioral changes among convicted youth. Thus, an ideal comprehension of the relationship between juvenile justice systems and their role in changing youth behaviors will help identify correct interventions to impact convicted youths and create a better future society positively.
Theoretical Framework and Hypothesis
The study focuses on African American adolescents by comparing blacks adolescents exposed to juvenile systems and those not yet convicted. By focusing on their behavioral differences, the study aims to show the role of juvenile systems in the well-being of adolescents. Do the juvenile systems have a positive role in adolescent behavior, or do they still show deviant behaviors even after release from juvenile systems?. The questions raise concerns about the part of juveniles in society. Besides, other researches focus on social determinants of behavioral changes such as environment, income, and family status where adolescents reside. It is vital to understand whether African American adolescents acquire their behaviors from the societal environment or the ineffective juvenile systems that determine their behavioral changes. Thus the study develops two hypotheses:
H1: Adolescents are mentally affected with juvenile systems programs as they show repetitive deviant behaviors after release.
H2: Socio-economic factors are a great contributor to deviant behaviors seen in African American youths.
Numerous studies have focused on why juvenile systems have more African American youths than othe ...
The document summarizes an analysis of a sexual risk reduction (HIV/AIDS) intervention program for African American women led by Ralph DiClemente. The randomized controlled trial aimed to increase consistent condom use through skills training based on social cognitive theory and the theory of gender and power. Results found women in the intervention had 2.1-4.1 higher odds of consistent condom use and improved communication compared to the control group. However, the study had limitations like not measuring long-term condom use and a p-value above 0.05, indicating no significant association between treatment and other factors.
This document outlines a proposed program to prevent sexual violence on a college campus. It begins with introducing the problem of sexual violence on college campuses and defining key terms. It then discusses social and environmental determinants of sexual violence and presents data on prevalence of sexual assault among college students. The target population is identified as college-aged students, particularly women. A needs assessment was conducted through interviews with campus health experts and reviewing campus statistics. The document proposes using this information to develop goals, objectives, and strategies for a prevention program.
Serial murder investigations require both reactive and proactive approaches due to their complex nature. Traditionally, police operate reactively by patrolling and responding to calls. However, serial killers cross jurisdictions and leave little evidence, making reactive measures insufficient. Proactive measures include databases that facilitate information sharing between agencies, like VICAP. A 2005 FBI symposium discussed best practices for serial murder investigations, emphasizing the importance of inter-agency communication and task force organization. Both reactive policing and proactive coordination between law enforcement are needed to successfully investigate serial murder cases.
Problem 1
Problem 2 (two screen shots)
Problem 3 (two screen shots)
Problem 4 (three screen shots)
Problem 5 (one screen shot)
Problem 6 (six screenshots plus a data table)
.
Problem 20-1A Production cost flow and measurement; journal entrie.docxChantellPantoja184
Problem 20-1A Production cost flow and measurement; journal entries L.O. P1, P2, P3, P4
[The following information applies to the questions displayed below.]
Edison Company manufactures wool blankets and accounts for product costs using process costing. The following information is available regarding its May inventories.
Beginning
Inventory
Ending
Inventory
Raw materials inventory
$
60,000
$
41,000
Goods in process inventory
449,000
521,500
Finished goods inventory
610,000
342,001
The following additional information describes the company's production activities for May.
Raw materials purchases (on credit)
$
250,000
Factory payroll cost (paid in cash)
1,850,300
Other overhead cost (Other Accounts credited)
82,000
Materials used
Direct
$
200,500
Indirect
50,000
Labor used
Direct
$
1,060,300
Indirect
790,000
Overhead rate as a percent of direct labor
115
%
Sales (on credit)
$
3,000,000
The predetermined overhead rate was computed at the beginning of the year as 115% of direct labor cost.
\\\\\
rev: 11_02_2011
references
1.
value:
2.00 points
Problem 20-1A Part 1
Required:
1(a)
Compute the cost of products transferred from production to finished goods. (Omit the "$" sign in your response.)
Cost of products transferred
$
1(b)
Compute the cost of goods sold. (Omit the "$" sign in your response.)
Cost of goods sold
$
rev: 10_31_2011
check my workeBook Links (4)references
2.
value:
5.00 points
Problem 20-1A Part 2
2(a)
Prepare journal entry dated May 31 to record the raw materials purchases. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(b)
Prepare journal entry dated May 31 to record the direct materials usage. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(c)
Prepare journal entry dated May 31 to record the indirect materials usage. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(d)
Prepare journal entry dated May 31 to record the payroll costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(e)
Prepare journal entry dated May 31 to record the direct labor costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(f)
Prepare journal entry dated May 31 to record the indirect labor costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(g)
Prepare journal entry dated May 31 to record the other overhead costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(h)
Prepare journal entry dated May 31 to record the overhead applied. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(i)
Prepare journal entry dated May 31 to record the goods transferred from production to finished goods.(Omit the "$" sign in yo.
Problem 2 Obtain Io.Let x be the current through j2, ..docxChantellPantoja184
Problem 2: Obtain Io.
Let x be the current through j2, .
Let .
.
.
.
………..1.
…………2.
.
.
…………3.
……………….4.
Solving these 4 equations we can get .
.
Problem 1:Find currents I1, I2, and I3
Problem 2: Obtain Io
Problem 3:Obtain io
.
Problem 1On April 1, 20X4, Rojas purchased land by giving $100,000.docxChantellPantoja184
Problem 1On April 1, 20X4, Rojas purchased land by giving $100,000 in cash and executing a $400,000 note payable to the former owner. The note bears interest at 10% per annum, with interest being payable annually on March 31 of each year. Rojas is also required to make a $100,000 payment toward the note's principal on every March 31.(a)Prepare the appropriate journal entry to record the land purchase on April 1, 20X4.(b)Prepare the appropriate journal entry to record the year-end interest accrual on December 31, 20X4.(c)Prepare the appropriate journal entry to record the payment of interest and principal on March 31, 20X5.(d)Prepare the appropriate journal entry to record the year-end interest accrual on December 31, 20X5.(e)Prepare the appropriate journal entry to record the payment of interest and principal on March 31, 20X6.
&R&"Myriad Web Pro,Bold"&20B-13.01
B-13.01
Worksheet 1(a), (b), (c), (d), (e)GENERAL JOURNALDateAccountsDebitCredit04-01-X412-31-X403-31-X512-31-X503-31-X6
&L&"Myriad Web Pro,Bold"&12Name:
Date: Section: &R&"Myriad Web Pro,Bold"&20B-13.01
B-13.01
Problem 2Ace Brick company issued $100,000 of 5-year bonds. The bonds were issued at par on January 1, 20X1, and bear interest at a rate of 8% per annum, payable semiannually.(a)Prepare the journal entry to record the bond issue on January, 20X1.(b)Prepare the journal entry that Ace would record on each interest date.(c)Prepare the journal entry that Ace would record at maturity of the bonds.
&R&"Myriad Web Pro,Bold"&20B-13.06
B-13.06
Worksheet 2(a)(b)(c)GENERAL JOURNAL DateAccountsDebitCreditIssueInterestMaturity
&L&"Myriad Web Pro,Bold"&12Name:
Date: Section: &R&"Myriad Web Pro,Bold"&20B-13.06
B-13.06
Problem 3Erik Food Supply Company issued $100,000 of face amount of 4-year bonds on January 1, 20X1. The bonds were issued at 98, and bear interest at a stated rate of 8% per annum, payable semiannually. The discount is amortized by the straight-line method.(a)Prepare the journal entry to record the initial issuance on January, 20X1.(b)Prepare the journal entry that Erik would record on each interest date.(c)Prepare the journal entry that Erik would record at maturity of the bonds.
&R&"Myriad Web Pro,Bold"&20B-13.08
B-13.08
Worksheet 3(a)(b)(c)GENERAL JOURNAL DateAccountsDebitCreditIssueInterestMaturity
&L&"Myriad Web Pro,Bold"&12Name:
Date: Section: &R&"Myriad Web Pro,Bold"&20B-13.08
B-13.08
Problem 4Horton Micro Chip Company issued $100,000 of face amount of 6-year bonds on January 1, 20X1. The bonds were issed at 103, and bear interest at a stated rate of 8% per annum, payable semiannually. The premium is amortized by the straight-line method.(a)Prepare the journal entry to record the initial issue on January, 20X1.(b)Prepare the journal entry that Horton would record on each interest date.(c)Prepare the journal entry that Horton would record at maturity of the bonds.
&R&"Myriad We.
Problem 17-1 Dividends and Taxes [LO2]Dark Day, Inc., has declar.docxChantellPantoja184
Problem 17-1 Dividends and Taxes [LO2]
Dark Day, Inc., has declared a $5.60 per share dividend. Suppose capital gains are not taxed, but dividends are taxed at 15 percent. New IRS regulations require that taxes be withheld at the time the dividend is paid. Dark Day sells for $94.10 per share, and the stock is about to go ex-dividend.
What do you think the ex-dividend price will be? (Round your answer to 2 decimal places. (e.g., 32.16))
Ex-dividend price
$
Problem 17-2 Stock Dividends [LO3]
The owners’ equity accounts for Alexander International are shown here:
Common stock ($0.60 par value)
$
45,000
Capital surplus
340,000
Retained earnings
748,120
Total owners’ equity
$
1,133,120
a-1
If Alexander stock currently sells for $30 per share and a 10 percent stock dividend is declared, how many new shares will be distributed?
New shares issued
a-2
Show how the equity accounts would change.
Common stock
$
Capital surplus
Retained earnings
Total owners’ equity
$
b-1
If instead Alexander declared a 20 percent stock dividend, how many new shares will be distributed?
New shares issued
b-2
Show how the equity accounts would change. (Negative amount should be indicated by a minus sign.)
Common stock
$
Capital surplus
Retained earnings
Total owners’ equity
$
Problem 17-3 Stock Splits [LO3]
The owners' equity accounts for Alexander International are shown here.
Common stock ($0.50 par value)
$
35,000
Capital surplus
320,000
Retained earnings
708,120
Total owners’ equity
$
1,063,120
a-1
If Alexander declares a five-for-one stock split, how many shares are outstanding now?
New shares outstanding
a-2
What is the new par value per share? (Round your answer to 3 decimal places. (e.g., 32.161))
New par value
$ per share
b-1
If Alexander declares a one-for-seven reverse stock split, how many shares are outstanding now?
New shares outstanding
b-2
What is the new par value per share? (Round your answer to 2 decimal places. (e.g., 32.16))
New par value
$ per share
Problem 17-4 Stock Splits and Stock Dividends [LO3]
Red Rocks Corporation (RRC) currently has 485,000 shares of stock outstanding that sell for $40 per share. Assuming no market imperfections or tax effects exist, what will the share price be after:
a.
RRC has a four-for-three stock split? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
b.
RRC has a 15 percent stock dividend? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
c.
RRC has a 54.5 percent stock dividend? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
d.
RRC has a two-for-seven reverse stock split? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
Determine the new number of shares outstanding in parts (a) through (d).
a.
New shares outstanding
b.
New shares o.
Problem 1Problem 1 - Constant-Growth Common StockWhat is the value.docxChantellPantoja184
Problem 1Problem 1 - Constant-Growth Common StockWhat is the value of a common stock if the firm's earnings and dividends are growing annually at 10%, the current dividend is $1.32,and investors require a 15% return on investment?What is the stock's rate of return if the market price of the stock is $35?
Problem 2Problem 2 - Preferred Stock Price and ReturnA firm has preferred stock outstanding with a $1,000 par value and a $40 annual dividend with no maturity. If the required rate of return is 9%, what is the price of the preferred stock?The market price of a firm's preferred stock is $24 and pays an annual dividend of $2.50. If the stock's par value is $1,000 and it has no maturity, what is the return on the preferred stock?
Problem 3Problem 3 - Bond Valuation and YieldA bond has a par value of $1,000, pays $50 semiannually and has a maturity of 10 years.If the bond earns 12% per year, what is the price of the bond?RateNperPMTFVTypePVWhat is the yield to maturity for the bond?NperPMTPVFVTypeRateWhat would be the bond's price if the rate earned declined to 8% per year?RateNperPMTFVTypePVIf the maturity period is reduced to 5 years and the required rate of return is 8%, what would be the price of the bond?RateNperPMTFVTypePVWhat is the yield to maturity for the bond when the maturity is 5 years and the required rate of return is 8%?NperPMTPVFVTypeRateWhat generalizations about bond prices, interest rates and maturity periods can be made based on the calculations made above?
Problem 4Problem 4 - Callable BondsThe following bonds have a par value of $1,000 and the required rate of return is 10%.Bond XY: 5¼ percent coupon, with interest paid annually for 20 yearsBond AB: 14 percent coupon, with interest paid annually for 20 yearsWhat is each bond's current market price?Bond XYBond ABRateNperPMTFVTypePVIf current interest rates are 9%, which bond would you expect to be called? Explain.
Exercise 10-5
During the month of March, Olinger Company’s employees earned wages of $69,500. Withholdings related to these wages were $5,317 for Social Security (FICA), $8,145 for federal income tax, $3,366 for state income tax, and $434 for union dues. The company incurred no cost related to these earnings for federal unemployment tax but incurred $760 for state unemployment tax.
Prepare the necessary March 31 journal entry to record salaries and wages expense and salaries and wages payable. Assume that wages earned during March will be paid during April. (Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Mar. 31
SHOW LIST OF ACCOUNTS
LINK TO TEXT
Prepare the entry to record the company’s payroll tax expense. (Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Mar. 31
===========================================
E.
Problem 1Prescott, Inc., manufactures bookcases and uses an activi.docxChantellPantoja184
Problem 1Prescott, Inc., manufactures bookcases and uses an activity-based costing system. Prescott's activity areas and related data follows:ActivityBudgeted Cost
of ActivityAllocation BaseCost Allocation
RateMaterials handling$230,000Number of parts$0.50Assembly3,200,000Direct labor hours16.00Finishing180,000Number of finished
units4.50Prescott produced two styles of bookcases in October: the standard bookcase and an unfinished bookcase, which has fewer parts and requires no finishing. The totals for quantities, direct
materials costs, and other data follow:ProductTotal Units
ProducedTotal Direct
Materials CostsTotal Direct
Labor CostsTotal Number
of PartsTotal Assembling
Direct Labor HoursStandard bookcase3,000$36,000$45,0009,0004,500Unfinished bookcase3,50035,00035,0007,0003,500Requirements:1. Compute the manufacturing product cost per unit of each type of bookcase.2. Suppose that pre-manufacturing activities, such as product design, were assigned to the standard bookcases at $7 each, and to the unfinished bookcases at $2 each. Similar analyses
were conducted of post-manufacturing activities such as distribution, marketing, and customer service. The post-manufacturing costs were $22 per standard bookcase and $14 per
unfinished bookcase. Compute the full product costs per unit.3. Which product costs are reported in the external financial statements? Which costs are used for management decision making? Explain the difference.4. What price should Prescott's managers set for unfinished bookcases to earn $15 per bookcase?
Problem 2Corbertt Pharmaceuticals manufactures an over-the-counter allergy medication. The company sells both large commercial containers of 1,000 capsules to health-care facilities
and travel packs of 20 capsules to shops in airports, train stations, and hotels. The following information has been developed to determine if an activity-based costing system
would be beneficial:ActivityEstimated Indirect Activity
CostsAllocation BaseEstimated Quantity of
Allocation BaseMaterials handling$95,000Kilos19,000 kilosPackaging219,000Machine hours5,475 hoursQuality assurance124,500Samples2,075 samplesTotal indirect costs$438,500Other production information includes the following:Commercial ContainersTravel PacksUnits produced3,500 containers57,000 packsWeight in kilos14,0005,700Machine hours2,625570Number of samples700855Requirements:1. Compute the cost allocation rate for each activity.2. Use the activity-based cost allocation rates to compute the activity costs per unit of the commercial containers and the travel packs. (Hint: First compute the total activity
cost allocated to each product line, and then compute the cost per unit.)3. Corbertt's original single-allocation-base costing system allocated indirect costs to produce at $157 per machine hour. Compute the total indirect costs allocated to the
commercial containers and to the travel packs under the original system. Then compute the indirect cost per unit for ea.
Problem 1Preston Recliners manufactures leather recliners and uses.docxChantellPantoja184
Problem 1Preston Recliners manufactures leather recliners and uses flexible budgeting and a standard cost system. Preston allocates overhead based on yards of direct materials. The company's performance report includes the following selected data:Static Budget
(1,000 recliners)Actual Results
(980 recliners)Sales (1,000 recliners X $495)$495,000 (980 recliners X $475)$465,500Variable manufacturing costs: Direct materials (6,000 yds @ $8.80/yard)52,800 (6,150 yds @ $8.60/yard)52,890 Direct labor (10,000 hrs @ $9.20/hour)92,000 (9,600 hrs @ $9.30/hour)89,280Variable overhead (6,000 yds @ $5.00/yard)30,000 (6,510 yds @ $6.40/yard)39,360Fixed manufacturing costs: Fixed overhead60,00062,000Total cost of goods sold$234,800$243,530Gross profit$260,200$221,970Requirements:1. Prepare a flexible budget based on the actual number of recliners sold.2. Compute the price variance and the efficiency variance for direct materials and for direct labor. For manufacturing overhead, compute the variable overhead spending, variable overhead efficiency, fixed overhead spending, and fixed overhead volume variances.3. Have Preston's managers done a good job or a poor job controlling materials, labor, and overhead costs? Why?4. Describe how Preston's managers can benefit from the standard costing system.
Problem 2AllTalk Technologies manufactures capacitors for cellular base stations and other communications applications. The company's January 2012 flexible budget income statement shows output levels of 6,500, 8,000, and 10,000 units. The static budget was based on expected sales of 8,000 units.ALLTALK TECHNOLOGIES
Flexible Budget Income Statement
Month Ended January 31, 2012Per UnitBy Units (Capacitors)6,5008,00010,000Sales revenue$24$156,000$192,000$240,000Variable expenses$1065,00080,000100,000Contribution margin$91,000$112,000$140,000Fixed expenses53,00053,00053,000Operating income$38,000$59,000$87,000The company sold 10,000 units during January, and its actual operating income was as follows:ALLTALK TECHNOLOGIES
Income Statement
Month Ended January 31, 2012Sales revenue$246,000Variable expenses104,500Contribution margin$141,500Fixed expenses54,000Operating income$87,500Requirements:1. Prepare an income statement performance report for January.2. What was the effect on AllTalk's operating income of selling 2,000 units more than the static budget level of sales?3. What is AllTalk's static budget variance? Explain why the income statement performance report provides more useful information to AllTalk's managers than the simple static budget variance. What insights can AllTalk's managers draw from this performance report?
Problem 3Java manufacturers coffee mugs that it sells to other companies for customizing with their own logos. Java prepares flexible budgets and uses a standard cost system to control manufacturing costs. The standard unit.
Problem 1Pro Forma Income Statement and Balance SheetBelow is the .docxChantellPantoja184
Problem 1Pro Forma Income Statement and Balance SheetBelow is the income statement and balance sheet for Blue Bill Corporation for 2013. Based on the historical statements and theadditional information provided, construct the firm's pro forma income statement and balance sheet for 2014.Blue Bill CorporationIncome StatementFor the year ended 2013Projected201220132014Revenue$60,000$63,000Cost of goods sold42,00044,100Gross margin18,00018,900SG&A expense6,0006,300Depreciation expense1,8002,000Earnings Before Interest and Taxes (EBIT)10,20010,600Interest expense1,5001,800Taxable income8,7008,800Income Tax Expense3,0453,080Net income5,6555,720Dividends750800To retained earnings$4,905$4,920Additional income statement information:Sales will increase by 5% in 2014 from 2013 levels.COGS and SG&A will be the average percent of sales for the last 2 years.Depreciation expense will increase to $2,200.Interest expense will be $1,900.The tax rate is 35%.Dividend payout will increase to $850.Blue Bill CorporationBalance SheetDecember 31, 2013Projected20132014Current assetsCash$8,000Accounts receivable3,150Inventory9,450Total current assets20,600Property, plant, and equipment (PP&E)28,500Accumulated depreciation16,400Net PP&E12,100Total assets$32,700Current liabilitesAccounts payable$3,780Bank loan (10%)3,200Other current liabilities1,250Total current liabilities8,230Long-term debt (12%)4,800Common stock1,250Retained earnings18,420Total liabilities and equity$32,700Additional balance sheet information:The minimum cash balance is 12% of sales.Working capital accounts (accounts receivable, accounts payable, and inventory) will be the same percent of sales in 2014 as they were in 2013.$8,350 of new PP&E will be purchased in 2014.Other current liabilities will be 3% of sales in 2014.There will be no changes in the common stock or long-term debt accounts.The plug figure (the last number entered that makes the balance sheet balance) is bank loan.
1
Rough Draft
Rough Draft
Rasmussen College
Metro Dental Care is a dental office that provides affordable, convenient, and high quality of care to patients. As a patient at Metro, I personally believe that Metro Dental Care is one of the best dental clinics around, and that’s why I have chosen this company. Metro Dental Care measures their results by recording patient satisfaction.
Managing financial reports, and the quality of service they provide to their customers. Furthermore, the dentists and staff at Metro Dental Care know how important your smile is. Their mission statement states “We pride ourselves in making your smile look great so you not only look good, but feel confident with your smile.”
Metro Dental Care offers convenience for their patients with more than 40 offices throughout the Minneapolis and St. Paul metro area offering flexible hours including early morning, evening and Saturday appointments. Whether you work or live Metro Dental Care has a location near you. Metro Dental .
Problem 2-1PROBLEM 2-1Solution Legend= Value given in problemGiven.docxChantellPantoja184
This document provides a solution to Problem 2-1. It begins by listing the values given in the problem statement. The document then likely shows the step-by-step work and calculations to arrive at the solution for Problem 2-1, ending with the final answer.
PROBLEM 14-6AProblem 14-6A Norwoods Borrowings1. Total amount of .docxChantellPantoja184
PROBLEM 14-6AProblem 14-6A: Norwoods Borrowings1. Total amount of each installment payment.Present value of an ordinary annuity$200,000Interest per period(i)0.08Number of periods(n)5Total amount of each installment payment($50,091.29)Therefore the total amount of each installment payment is $ 50,091.292.Norwoods Amortization TablePeriod Ending DateBeginning balance Interest expenseNotes PayableCash paymentEnding Balance10/31/15$200,000.00$16,000.00$34,091.29$50,091.29$165,908.7110/31/16$165,909.00$13,272.72$36,818.57$50,091.29$129,090.4310/31/17$129,090.43$10,327.23$39,764.06$50,091.29$89,326.3710/31/18$89,326.37$7,146.11$42,945.18$50,091.29$46,381.1910/31/19$46,381.19$3,710.50$46,380.79$50,091.29$0.403.a) Accrued interest as December 31st 2015Accrued interest expense = $200,000*8%*2/12= $2,666.67. Thus the journal entry is as shown below:DescriptionDr($)Cr($)interest expense $2,666.67 Interest payable $2,666.67b) The first annual payment on the note.Ten more months of interest has accrued $200,000*8%*10/12 =$13,333.33 accrued interest .Therefore the journal entry is as shown below:DescriptionDr($)Cr($)Notes payable$34,091.29interest expense$13,333.33interest payable$2,666.67 Cash$50,091.29
PROBLEM 14-7AProblem 14-7AQuestion 1a) Debt to equity ratiosPulaski CompanyScott Company Total liabilities$360,000.00$240,000.00Total Equity$500,000.00$200,000.00Debt-Equity Ratio0.721.2Question 2The debt to equity ratio measures the amount of debt a company uses has to finance its business for every dollar of equity it has. A higher debt to equity ratio implies that a company uses more debt than equity for financing. In this case, the debt to equity ratio for Pulaski Company is 0.72 which is less than 1 implying that the stockholder's equity exceeds the amount of debt borrowed. Thus Pulaski Company may not likely suffer from risks brought about by huge amount of debts in the capital structure. On the other hand, the debt to equity ratio of Scott Company is 1.2 which is greater than 1 implying that the debt exceeds the totalamount stockholders equity. Huge debts is associated with a lot of risks. First, there is the risk of defaulting whereby the company may be unable to repay its debt and therefore leading to bankruptcy. Second, a company may find it difficult to obtain additional funding from creditors.This is because the creditors prefer companies with low debt to equity ratio. Finally, there is the risks of violating the debt covenants. A covenant is an agreement that requires a company to maintain adequate financial ratio levels. Too much borrowings may violate this covenant. Since ScottCompany has a higher debt to equity ratio, it may experience these risks which may eventually lead to the company being declared bankrupt .
PROBLEM 14-6BProblem 14-6B: Gordon Enterprises Borrowings1. Total amount of each installment payment.Present value of an ordi.
Problem 13-3AThe stockholders’ equity accounts of Ashley Corpo.docxChantellPantoja184
Problem 13-3A
The stockholders’ equity accounts of Ashley Corporation on January 1, 2012, were as follows.
Preferred Stock (8%, $49 par, cumulative, 10,200 shares authorized)
$ 387,100
Common Stock ($1 stated value, 1,937,100 shares authorized)
1,408,700
Paid-in Capital in Excess of Par—Preferred Stock
123,200
Paid-in Capital in Excess of Stated Value—Common Stock
1,496,800
Retained Earnings
1,814,400
Treasury Stock (10,300 common shares)
51,500
During 2012, the corporation had the following transactions and events pertaining to its stockholders’ equity.
Feb. 1
Issued 24,100 shares of common stock for $123,900.
Apr. 14
Sold 6,000 shares of treasury stock—common for $33,800.
Sept. 3
Issued 5,100 shares of common stock for a patent valued at $35,700.
Nov. 10
Purchased 1,100 shares of common stock for the treasury at a cost of $5,700.
Dec. 31
Determined that net income for the year was $456,600.
No dividends were declared during the year.
(a)
Journalize the transactions and the closing entry for net income. (Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Feb. 1
Apr. 14
Sept. 3
Nov. 10
Dec. 31
Click if you would like to Show Work for this question:
Open Show Work
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
.
Problem 12-9AYour answer is partially correct. Try again..docxChantellPantoja184
Problem 12-9A
Your answer is partially correct. Try again.
Condensed financial data of Odgers Inc. follow.
ODGERS INC.Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 131,704
$ 78,892
Accounts receivable
143,114
61,940
Inventory
183,375
167,646
Prepaid expenses
46,292
42,380
Long-term investments
224,940
177,670
Plant assets
464,550
395,275
Accumulated depreciation
(81,500
)
(84,760
)
Total
$1,112,475
$839,043
Liabilities and Stockholders’ Equity
Accounts payable
$ 166,260
$ 109,699
Accrued expenses payable
26,895
34,230
Bonds payable
179,300
237,980
Common stock
358,600
285,250
Retained earnings
381,420
171,884
Total
$1,112,475
$839,043
ODGERS INC.Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$633,190
Less:
Cost of goods sold
$220,800
Operating expenses, excluding depreciation
20,228
Depreciation expense
75,795
Income tax expense
44,466
Interest expense
7,710
Loss on disposal of plant assets
12,225
381,224
Net income
$ 251,966
Additional information:
1.
New plant assets costing $163,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $93,725 and accumulated depreciation of $79,055 were sold for $2,445 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $42,430 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method. (Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.Statement of Cash Flows
For the Year Ended December 31, 2014
$
Adjustments to reconcile net income to
$
$
Problem 12-10A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 151,904
$ 90,992
Accounts receivable
165,064
71,440
Inventory
211,500
193,358
Prepaid expenses
53,392
48,880
Long-term investments
259,440
204,920
Plant assets
535,800
455,900
Accumulated depreciation
(94,000
)
(97,760
)
Total
$1,283,100
$967,730
Liabilities and Stockholders’ Equity
Accounts payable
$ 191,760
$ 126,524
Accrued expenses payable
31,020
39,480
Bonds payable
206,800
274,480
Common stock
413,600
329,000
Retained earnings
439,920
198,246
Total
$1,283,100
$967,730
ODGERS INC.Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$730,305
Less:
Cost of goods sold
$254,665
Operating expenses, excluding depreciation
23,331
Depreciation expense
87,420
Income taxes
51,286
Interest expense
8,892
Loss on disposal of plant assets
14,100
439,694
Net income
$ 290,611
Additional information:
1.
New plant assets costing $188,000 were purchased for c.
Problem 1123456Xf122437455763715813910106Name DateTopic.docxChantellPantoja184
Problem 1123456Xf122437455763715813910106
Name: Date:
Topic One: Mean, Variance, and Standard Deviation
Please type your answer in the cell beside the question.
5. The following is the heart rate for 10 randomly selected patients on the unit. Find the mean, variance, and standard deviation of the data using the descriptive statistics option in the data analysis toolpak.
75, 80, 62, 97, 107, 59, 76, 83, 84, 69
6. The following is a frequency distribution fo the number of times patience use the call light in a days time. X is the number of times the call light is used and f is the frequency (meaning the number of patients). Create a histogram of the data.
Sheet2
Sheet3
EXERCISE 11 USING STATISTICS TO DESCRIBE A STUDY SAMPLE
STATISTICAL TECHNIQUE IN REVIEW
Most studies describe the subjects that comprise the study sample. This description of the sample is called the sample characteristics which may be presented in a table or the narrative of the article. The sample characteristics are often presented for each of the groups in a study (i.e. experimental and control groups). Descriptive statistics are used to generate sample characteristics, and the type of statistic used depends on the level of measurement of the demographic variables included in a study (Burns & Grove, 2007). For example, measuring gender produces nominal level data that can be described using frequencies, percentages, and mode. Measuring educational level usually produces ordinal data that can be described using frequencies, percentages, mode, median, and range. Obtaining each subject's specific age is an example of ratio data that can be described using mean, range, and standard deviation. Interval and ratio data are analyzed with the same type of statistics and are usually referred to as interval/ratio level data in this text.
RESEARCH ARTICLE
Source: Troy, N. W., & Dalgas-Pelish, P. (2003). The effectiveness of a self-care intervention for the management of postpartum fatigue. Applied Nursing Research, 16 (1), 38–45.
Introduction
Troy and Dalgas-Pelish (2003) conducted a quasi-experimental study to determine the effectiveness of a self-care intervention (Tiredness Management Guide [TMG]) on postpartum fatigue. The study subjects included 68 primiparous mothers, who were randomly assigned to either the experimental group (32 subjects) or the control group (36 subjects) using a computer program. The results of the study indicated that the TMG was effective in reducing levels of morning postpartum fatigue from the 2nd to 4th weeks postpartum. These researchers recommend that “mothers need to be informed that they will probably experience postpartum fatigue and be taught to assess and manage this phenomenon” (Troy & Dalgas-Pelish, 2003, pp. 44-5).
Relevant Study Results
“A total of 80 women were initially enrolled [in the study] … twelve of these women dropped out of the study resulting in a final sample of 68.” (Troy & Dalgas-Pelish, 2003, p. 39). The researchers presen.
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IMPACTS OF JUCVENILE JUSTICE SYSTEM ON AFRICAN AMERICAN ADOLESCENTMalikPinckney86
IMPACTS OF JUCVENILE JUSTICE SYSTEM ON AFRICAN AMERICAN ADOLESCENT 7
Impacts of Juvenile Justice Systems for African Americans Adolescents.
The study on juvenile systems focuses on African American adolescents as they are the majority in the juvenile systems. Much research has been done focusing on why most blacks are in the juvenile and prison systems. The question boils down to racial injustices and many other factors. However, this study focuses on the impacts of juvenile systems on African Americans. Therefore, it is vital to understand the effects of juvenile systems on African American youths focusing on behavioral changes and widespread health impacts by comparing the detained and released juveniles to those never arrested. It is essential to understand behavioral changes among adolescents since they stay together at the school level, and deviant behaviors may harm themselves or even teachers. Study shows that African American youths are involved in higher juvenile cases than any other race (Voisin et al., 2016). Other studies relate societal aspects that push African American youths to deviant behaviors such as taking marijuana, drugs, and other harmful societal acts such as commercial sex (Voisin et al., 2016) (Voisin et al., 2016). Juvenile systems focus on changing youths' behaviors but do they also negatively impact youth’s behavior?
Purpose Statement
The study will help understand factors in the juvenile systems that cause behavioral changes among convicted youth. Thus, an ideal comprehension of the relationship between juvenile justice systems and their role in changing youth behaviors will help identify correct interventions to impact convicted youths and create a better future society positively.
Theoretical Framework and Hypothesis
The study focuses on African American adolescents by comparing blacks adolescents exposed to juvenile systems and those not yet convicted. By focusing on their behavioral differences, the study aims to show the role of juvenile systems in the well-being of adolescents. Do the juvenile systems have a positive role in adolescent behavior, or do they still show deviant behaviors even after release from juvenile systems?. The questions raise concerns about the part of juveniles in society. Besides, other researches focus on social determinants of behavioral changes such as environment, income, and family status where adolescents reside. It is vital to understand whether African American adolescents acquire their behaviors from the societal environment or the ineffective juvenile systems that determine their behavioral changes. Thus the study develops two hypotheses:
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H2: Socio-economic factors are a great contributor to deviant behaviors seen in African American youths.
Numerous studies have focused on why juvenile systems have more African American youths than othe ...
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Similar to Comprehensive Learning Assessment 2 - Primary Source Analysis Pape (8)
Problem 1
Problem 2 (two screen shots)
Problem 3 (two screen shots)
Problem 4 (three screen shots)
Problem 5 (one screen shot)
Problem 6 (six screenshots plus a data table)
.
Problem 20-1A Production cost flow and measurement; journal entrie.docxChantellPantoja184
Problem 20-1A Production cost flow and measurement; journal entries L.O. P1, P2, P3, P4
[The following information applies to the questions displayed below.]
Edison Company manufactures wool blankets and accounts for product costs using process costing. The following information is available regarding its May inventories.
Beginning
Inventory
Ending
Inventory
Raw materials inventory
$
60,000
$
41,000
Goods in process inventory
449,000
521,500
Finished goods inventory
610,000
342,001
The following additional information describes the company's production activities for May.
Raw materials purchases (on credit)
$
250,000
Factory payroll cost (paid in cash)
1,850,300
Other overhead cost (Other Accounts credited)
82,000
Materials used
Direct
$
200,500
Indirect
50,000
Labor used
Direct
$
1,060,300
Indirect
790,000
Overhead rate as a percent of direct labor
115
%
Sales (on credit)
$
3,000,000
The predetermined overhead rate was computed at the beginning of the year as 115% of direct labor cost.
\\\\\
rev: 11_02_2011
references
1.
value:
2.00 points
Problem 20-1A Part 1
Required:
1(a)
Compute the cost of products transferred from production to finished goods. (Omit the "$" sign in your response.)
Cost of products transferred
$
1(b)
Compute the cost of goods sold. (Omit the "$" sign in your response.)
Cost of goods sold
$
rev: 10_31_2011
check my workeBook Links (4)references
2.
value:
5.00 points
Problem 20-1A Part 2
2(a)
Prepare journal entry dated May 31 to record the raw materials purchases. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(b)
Prepare journal entry dated May 31 to record the direct materials usage. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(c)
Prepare journal entry dated May 31 to record the indirect materials usage. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(d)
Prepare journal entry dated May 31 to record the payroll costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(e)
Prepare journal entry dated May 31 to record the direct labor costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(f)
Prepare journal entry dated May 31 to record the indirect labor costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(g)
Prepare journal entry dated May 31 to record the other overhead costs. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(h)
Prepare journal entry dated May 31 to record the overhead applied. (Omit the "$" sign in your response.)
Date
General Journal
Debit
Credit
May 31
2(i)
Prepare journal entry dated May 31 to record the goods transferred from production to finished goods.(Omit the "$" sign in yo.
Problem 2 Obtain Io.Let x be the current through j2, ..docxChantellPantoja184
Problem 2: Obtain Io.
Let x be the current through j2, .
Let .
.
.
.
………..1.
…………2.
.
.
…………3.
……………….4.
Solving these 4 equations we can get .
.
Problem 1:Find currents I1, I2, and I3
Problem 2: Obtain Io
Problem 3:Obtain io
.
Problem 1On April 1, 20X4, Rojas purchased land by giving $100,000.docxChantellPantoja184
Problem 1On April 1, 20X4, Rojas purchased land by giving $100,000 in cash and executing a $400,000 note payable to the former owner. The note bears interest at 10% per annum, with interest being payable annually on March 31 of each year. Rojas is also required to make a $100,000 payment toward the note's principal on every March 31.(a)Prepare the appropriate journal entry to record the land purchase on April 1, 20X4.(b)Prepare the appropriate journal entry to record the year-end interest accrual on December 31, 20X4.(c)Prepare the appropriate journal entry to record the payment of interest and principal on March 31, 20X5.(d)Prepare the appropriate journal entry to record the year-end interest accrual on December 31, 20X5.(e)Prepare the appropriate journal entry to record the payment of interest and principal on March 31, 20X6.
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B-13.01
Worksheet 1(a), (b), (c), (d), (e)GENERAL JOURNALDateAccountsDebitCredit04-01-X412-31-X403-31-X512-31-X503-31-X6
&L&"Myriad Web Pro,Bold"&12Name:
Date: Section: &R&"Myriad Web Pro,Bold"&20B-13.01
B-13.01
Problem 2Ace Brick company issued $100,000 of 5-year bonds. The bonds were issued at par on January 1, 20X1, and bear interest at a rate of 8% per annum, payable semiannually.(a)Prepare the journal entry to record the bond issue on January, 20X1.(b)Prepare the journal entry that Ace would record on each interest date.(c)Prepare the journal entry that Ace would record at maturity of the bonds.
&R&"Myriad Web Pro,Bold"&20B-13.06
B-13.06
Worksheet 2(a)(b)(c)GENERAL JOURNAL DateAccountsDebitCreditIssueInterestMaturity
&L&"Myriad Web Pro,Bold"&12Name:
Date: Section: &R&"Myriad Web Pro,Bold"&20B-13.06
B-13.06
Problem 3Erik Food Supply Company issued $100,000 of face amount of 4-year bonds on January 1, 20X1. The bonds were issued at 98, and bear interest at a stated rate of 8% per annum, payable semiannually. The discount is amortized by the straight-line method.(a)Prepare the journal entry to record the initial issuance on January, 20X1.(b)Prepare the journal entry that Erik would record on each interest date.(c)Prepare the journal entry that Erik would record at maturity of the bonds.
&R&"Myriad Web Pro,Bold"&20B-13.08
B-13.08
Worksheet 3(a)(b)(c)GENERAL JOURNAL DateAccountsDebitCreditIssueInterestMaturity
&L&"Myriad Web Pro,Bold"&12Name:
Date: Section: &R&"Myriad Web Pro,Bold"&20B-13.08
B-13.08
Problem 4Horton Micro Chip Company issued $100,000 of face amount of 6-year bonds on January 1, 20X1. The bonds were issed at 103, and bear interest at a stated rate of 8% per annum, payable semiannually. The premium is amortized by the straight-line method.(a)Prepare the journal entry to record the initial issue on January, 20X1.(b)Prepare the journal entry that Horton would record on each interest date.(c)Prepare the journal entry that Horton would record at maturity of the bonds.
&R&"Myriad We.
Problem 17-1 Dividends and Taxes [LO2]Dark Day, Inc., has declar.docxChantellPantoja184
Problem 17-1 Dividends and Taxes [LO2]
Dark Day, Inc., has declared a $5.60 per share dividend. Suppose capital gains are not taxed, but dividends are taxed at 15 percent. New IRS regulations require that taxes be withheld at the time the dividend is paid. Dark Day sells for $94.10 per share, and the stock is about to go ex-dividend.
What do you think the ex-dividend price will be? (Round your answer to 2 decimal places. (e.g., 32.16))
Ex-dividend price
$
Problem 17-2 Stock Dividends [LO3]
The owners’ equity accounts for Alexander International are shown here:
Common stock ($0.60 par value)
$
45,000
Capital surplus
340,000
Retained earnings
748,120
Total owners’ equity
$
1,133,120
a-1
If Alexander stock currently sells for $30 per share and a 10 percent stock dividend is declared, how many new shares will be distributed?
New shares issued
a-2
Show how the equity accounts would change.
Common stock
$
Capital surplus
Retained earnings
Total owners’ equity
$
b-1
If instead Alexander declared a 20 percent stock dividend, how many new shares will be distributed?
New shares issued
b-2
Show how the equity accounts would change. (Negative amount should be indicated by a minus sign.)
Common stock
$
Capital surplus
Retained earnings
Total owners’ equity
$
Problem 17-3 Stock Splits [LO3]
The owners' equity accounts for Alexander International are shown here.
Common stock ($0.50 par value)
$
35,000
Capital surplus
320,000
Retained earnings
708,120
Total owners’ equity
$
1,063,120
a-1
If Alexander declares a five-for-one stock split, how many shares are outstanding now?
New shares outstanding
a-2
What is the new par value per share? (Round your answer to 3 decimal places. (e.g., 32.161))
New par value
$ per share
b-1
If Alexander declares a one-for-seven reverse stock split, how many shares are outstanding now?
New shares outstanding
b-2
What is the new par value per share? (Round your answer to 2 decimal places. (e.g., 32.16))
New par value
$ per share
Problem 17-4 Stock Splits and Stock Dividends [LO3]
Red Rocks Corporation (RRC) currently has 485,000 shares of stock outstanding that sell for $40 per share. Assuming no market imperfections or tax effects exist, what will the share price be after:
a.
RRC has a four-for-three stock split? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
b.
RRC has a 15 percent stock dividend? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
c.
RRC has a 54.5 percent stock dividend? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
d.
RRC has a two-for-seven reverse stock split? (Round your answer to 2 decimal places. (e.g., 32.16))
New share price
$
Determine the new number of shares outstanding in parts (a) through (d).
a.
New shares outstanding
b.
New shares o.
Problem 1Problem 1 - Constant-Growth Common StockWhat is the value.docxChantellPantoja184
Problem 1Problem 1 - Constant-Growth Common StockWhat is the value of a common stock if the firm's earnings and dividends are growing annually at 10%, the current dividend is $1.32,and investors require a 15% return on investment?What is the stock's rate of return if the market price of the stock is $35?
Problem 2Problem 2 - Preferred Stock Price and ReturnA firm has preferred stock outstanding with a $1,000 par value and a $40 annual dividend with no maturity. If the required rate of return is 9%, what is the price of the preferred stock?The market price of a firm's preferred stock is $24 and pays an annual dividend of $2.50. If the stock's par value is $1,000 and it has no maturity, what is the return on the preferred stock?
Problem 3Problem 3 - Bond Valuation and YieldA bond has a par value of $1,000, pays $50 semiannually and has a maturity of 10 years.If the bond earns 12% per year, what is the price of the bond?RateNperPMTFVTypePVWhat is the yield to maturity for the bond?NperPMTPVFVTypeRateWhat would be the bond's price if the rate earned declined to 8% per year?RateNperPMTFVTypePVIf the maturity period is reduced to 5 years and the required rate of return is 8%, what would be the price of the bond?RateNperPMTFVTypePVWhat is the yield to maturity for the bond when the maturity is 5 years and the required rate of return is 8%?NperPMTPVFVTypeRateWhat generalizations about bond prices, interest rates and maturity periods can be made based on the calculations made above?
Problem 4Problem 4 - Callable BondsThe following bonds have a par value of $1,000 and the required rate of return is 10%.Bond XY: 5¼ percent coupon, with interest paid annually for 20 yearsBond AB: 14 percent coupon, with interest paid annually for 20 yearsWhat is each bond's current market price?Bond XYBond ABRateNperPMTFVTypePVIf current interest rates are 9%, which bond would you expect to be called? Explain.
Exercise 10-5
During the month of March, Olinger Company’s employees earned wages of $69,500. Withholdings related to these wages were $5,317 for Social Security (FICA), $8,145 for federal income tax, $3,366 for state income tax, and $434 for union dues. The company incurred no cost related to these earnings for federal unemployment tax but incurred $760 for state unemployment tax.
Prepare the necessary March 31 journal entry to record salaries and wages expense and salaries and wages payable. Assume that wages earned during March will be paid during April. (Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Mar. 31
SHOW LIST OF ACCOUNTS
LINK TO TEXT
Prepare the entry to record the company’s payroll tax expense. (Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Mar. 31
===========================================
E.
Problem 1Prescott, Inc., manufactures bookcases and uses an activi.docxChantellPantoja184
Problem 1Prescott, Inc., manufactures bookcases and uses an activity-based costing system. Prescott's activity areas and related data follows:ActivityBudgeted Cost
of ActivityAllocation BaseCost Allocation
RateMaterials handling$230,000Number of parts$0.50Assembly3,200,000Direct labor hours16.00Finishing180,000Number of finished
units4.50Prescott produced two styles of bookcases in October: the standard bookcase and an unfinished bookcase, which has fewer parts and requires no finishing. The totals for quantities, direct
materials costs, and other data follow:ProductTotal Units
ProducedTotal Direct
Materials CostsTotal Direct
Labor CostsTotal Number
of PartsTotal Assembling
Direct Labor HoursStandard bookcase3,000$36,000$45,0009,0004,500Unfinished bookcase3,50035,00035,0007,0003,500Requirements:1. Compute the manufacturing product cost per unit of each type of bookcase.2. Suppose that pre-manufacturing activities, such as product design, were assigned to the standard bookcases at $7 each, and to the unfinished bookcases at $2 each. Similar analyses
were conducted of post-manufacturing activities such as distribution, marketing, and customer service. The post-manufacturing costs were $22 per standard bookcase and $14 per
unfinished bookcase. Compute the full product costs per unit.3. Which product costs are reported in the external financial statements? Which costs are used for management decision making? Explain the difference.4. What price should Prescott's managers set for unfinished bookcases to earn $15 per bookcase?
Problem 2Corbertt Pharmaceuticals manufactures an over-the-counter allergy medication. The company sells both large commercial containers of 1,000 capsules to health-care facilities
and travel packs of 20 capsules to shops in airports, train stations, and hotels. The following information has been developed to determine if an activity-based costing system
would be beneficial:ActivityEstimated Indirect Activity
CostsAllocation BaseEstimated Quantity of
Allocation BaseMaterials handling$95,000Kilos19,000 kilosPackaging219,000Machine hours5,475 hoursQuality assurance124,500Samples2,075 samplesTotal indirect costs$438,500Other production information includes the following:Commercial ContainersTravel PacksUnits produced3,500 containers57,000 packsWeight in kilos14,0005,700Machine hours2,625570Number of samples700855Requirements:1. Compute the cost allocation rate for each activity.2. Use the activity-based cost allocation rates to compute the activity costs per unit of the commercial containers and the travel packs. (Hint: First compute the total activity
cost allocated to each product line, and then compute the cost per unit.)3. Corbertt's original single-allocation-base costing system allocated indirect costs to produce at $157 per machine hour. Compute the total indirect costs allocated to the
commercial containers and to the travel packs under the original system. Then compute the indirect cost per unit for ea.
Problem 1Preston Recliners manufactures leather recliners and uses.docxChantellPantoja184
Problem 1Preston Recliners manufactures leather recliners and uses flexible budgeting and a standard cost system. Preston allocates overhead based on yards of direct materials. The company's performance report includes the following selected data:Static Budget
(1,000 recliners)Actual Results
(980 recliners)Sales (1,000 recliners X $495)$495,000 (980 recliners X $475)$465,500Variable manufacturing costs: Direct materials (6,000 yds @ $8.80/yard)52,800 (6,150 yds @ $8.60/yard)52,890 Direct labor (10,000 hrs @ $9.20/hour)92,000 (9,600 hrs @ $9.30/hour)89,280Variable overhead (6,000 yds @ $5.00/yard)30,000 (6,510 yds @ $6.40/yard)39,360Fixed manufacturing costs: Fixed overhead60,00062,000Total cost of goods sold$234,800$243,530Gross profit$260,200$221,970Requirements:1. Prepare a flexible budget based on the actual number of recliners sold.2. Compute the price variance and the efficiency variance for direct materials and for direct labor. For manufacturing overhead, compute the variable overhead spending, variable overhead efficiency, fixed overhead spending, and fixed overhead volume variances.3. Have Preston's managers done a good job or a poor job controlling materials, labor, and overhead costs? Why?4. Describe how Preston's managers can benefit from the standard costing system.
Problem 2AllTalk Technologies manufactures capacitors for cellular base stations and other communications applications. The company's January 2012 flexible budget income statement shows output levels of 6,500, 8,000, and 10,000 units. The static budget was based on expected sales of 8,000 units.ALLTALK TECHNOLOGIES
Flexible Budget Income Statement
Month Ended January 31, 2012Per UnitBy Units (Capacitors)6,5008,00010,000Sales revenue$24$156,000$192,000$240,000Variable expenses$1065,00080,000100,000Contribution margin$91,000$112,000$140,000Fixed expenses53,00053,00053,000Operating income$38,000$59,000$87,000The company sold 10,000 units during January, and its actual operating income was as follows:ALLTALK TECHNOLOGIES
Income Statement
Month Ended January 31, 2012Sales revenue$246,000Variable expenses104,500Contribution margin$141,500Fixed expenses54,000Operating income$87,500Requirements:1. Prepare an income statement performance report for January.2. What was the effect on AllTalk's operating income of selling 2,000 units more than the static budget level of sales?3. What is AllTalk's static budget variance? Explain why the income statement performance report provides more useful information to AllTalk's managers than the simple static budget variance. What insights can AllTalk's managers draw from this performance report?
Problem 3Java manufacturers coffee mugs that it sells to other companies for customizing with their own logos. Java prepares flexible budgets and uses a standard cost system to control manufacturing costs. The standard unit.
Problem 1Pro Forma Income Statement and Balance SheetBelow is the .docxChantellPantoja184
Problem 1Pro Forma Income Statement and Balance SheetBelow is the income statement and balance sheet for Blue Bill Corporation for 2013. Based on the historical statements and theadditional information provided, construct the firm's pro forma income statement and balance sheet for 2014.Blue Bill CorporationIncome StatementFor the year ended 2013Projected201220132014Revenue$60,000$63,000Cost of goods sold42,00044,100Gross margin18,00018,900SG&A expense6,0006,300Depreciation expense1,8002,000Earnings Before Interest and Taxes (EBIT)10,20010,600Interest expense1,5001,800Taxable income8,7008,800Income Tax Expense3,0453,080Net income5,6555,720Dividends750800To retained earnings$4,905$4,920Additional income statement information:Sales will increase by 5% in 2014 from 2013 levels.COGS and SG&A will be the average percent of sales for the last 2 years.Depreciation expense will increase to $2,200.Interest expense will be $1,900.The tax rate is 35%.Dividend payout will increase to $850.Blue Bill CorporationBalance SheetDecember 31, 2013Projected20132014Current assetsCash$8,000Accounts receivable3,150Inventory9,450Total current assets20,600Property, plant, and equipment (PP&E)28,500Accumulated depreciation16,400Net PP&E12,100Total assets$32,700Current liabilitesAccounts payable$3,780Bank loan (10%)3,200Other current liabilities1,250Total current liabilities8,230Long-term debt (12%)4,800Common stock1,250Retained earnings18,420Total liabilities and equity$32,700Additional balance sheet information:The minimum cash balance is 12% of sales.Working capital accounts (accounts receivable, accounts payable, and inventory) will be the same percent of sales in 2014 as they were in 2013.$8,350 of new PP&E will be purchased in 2014.Other current liabilities will be 3% of sales in 2014.There will be no changes in the common stock or long-term debt accounts.The plug figure (the last number entered that makes the balance sheet balance) is bank loan.
1
Rough Draft
Rough Draft
Rasmussen College
Metro Dental Care is a dental office that provides affordable, convenient, and high quality of care to patients. As a patient at Metro, I personally believe that Metro Dental Care is one of the best dental clinics around, and that’s why I have chosen this company. Metro Dental Care measures their results by recording patient satisfaction.
Managing financial reports, and the quality of service they provide to their customers. Furthermore, the dentists and staff at Metro Dental Care know how important your smile is. Their mission statement states “We pride ourselves in making your smile look great so you not only look good, but feel confident with your smile.”
Metro Dental Care offers convenience for their patients with more than 40 offices throughout the Minneapolis and St. Paul metro area offering flexible hours including early morning, evening and Saturday appointments. Whether you work or live Metro Dental Care has a location near you. Metro Dental .
Problem 2-1PROBLEM 2-1Solution Legend= Value given in problemGiven.docxChantellPantoja184
This document provides a solution to Problem 2-1. It begins by listing the values given in the problem statement. The document then likely shows the step-by-step work and calculations to arrive at the solution for Problem 2-1, ending with the final answer.
PROBLEM 14-6AProblem 14-6A Norwoods Borrowings1. Total amount of .docxChantellPantoja184
PROBLEM 14-6AProblem 14-6A: Norwoods Borrowings1. Total amount of each installment payment.Present value of an ordinary annuity$200,000Interest per period(i)0.08Number of periods(n)5Total amount of each installment payment($50,091.29)Therefore the total amount of each installment payment is $ 50,091.292.Norwoods Amortization TablePeriod Ending DateBeginning balance Interest expenseNotes PayableCash paymentEnding Balance10/31/15$200,000.00$16,000.00$34,091.29$50,091.29$165,908.7110/31/16$165,909.00$13,272.72$36,818.57$50,091.29$129,090.4310/31/17$129,090.43$10,327.23$39,764.06$50,091.29$89,326.3710/31/18$89,326.37$7,146.11$42,945.18$50,091.29$46,381.1910/31/19$46,381.19$3,710.50$46,380.79$50,091.29$0.403.a) Accrued interest as December 31st 2015Accrued interest expense = $200,000*8%*2/12= $2,666.67. Thus the journal entry is as shown below:DescriptionDr($)Cr($)interest expense $2,666.67 Interest payable $2,666.67b) The first annual payment on the note.Ten more months of interest has accrued $200,000*8%*10/12 =$13,333.33 accrued interest .Therefore the journal entry is as shown below:DescriptionDr($)Cr($)Notes payable$34,091.29interest expense$13,333.33interest payable$2,666.67 Cash$50,091.29
PROBLEM 14-7AProblem 14-7AQuestion 1a) Debt to equity ratiosPulaski CompanyScott Company Total liabilities$360,000.00$240,000.00Total Equity$500,000.00$200,000.00Debt-Equity Ratio0.721.2Question 2The debt to equity ratio measures the amount of debt a company uses has to finance its business for every dollar of equity it has. A higher debt to equity ratio implies that a company uses more debt than equity for financing. In this case, the debt to equity ratio for Pulaski Company is 0.72 which is less than 1 implying that the stockholder's equity exceeds the amount of debt borrowed. Thus Pulaski Company may not likely suffer from risks brought about by huge amount of debts in the capital structure. On the other hand, the debt to equity ratio of Scott Company is 1.2 which is greater than 1 implying that the debt exceeds the totalamount stockholders equity. Huge debts is associated with a lot of risks. First, there is the risk of defaulting whereby the company may be unable to repay its debt and therefore leading to bankruptcy. Second, a company may find it difficult to obtain additional funding from creditors.This is because the creditors prefer companies with low debt to equity ratio. Finally, there is the risks of violating the debt covenants. A covenant is an agreement that requires a company to maintain adequate financial ratio levels. Too much borrowings may violate this covenant. Since ScottCompany has a higher debt to equity ratio, it may experience these risks which may eventually lead to the company being declared bankrupt .
PROBLEM 14-6BProblem 14-6B: Gordon Enterprises Borrowings1. Total amount of each installment payment.Present value of an ordi.
Problem 13-3AThe stockholders’ equity accounts of Ashley Corpo.docxChantellPantoja184
Problem 13-3A
The stockholders’ equity accounts of Ashley Corporation on January 1, 2012, were as follows.
Preferred Stock (8%, $49 par, cumulative, 10,200 shares authorized)
$ 387,100
Common Stock ($1 stated value, 1,937,100 shares authorized)
1,408,700
Paid-in Capital in Excess of Par—Preferred Stock
123,200
Paid-in Capital in Excess of Stated Value—Common Stock
1,496,800
Retained Earnings
1,814,400
Treasury Stock (10,300 common shares)
51,500
During 2012, the corporation had the following transactions and events pertaining to its stockholders’ equity.
Feb. 1
Issued 24,100 shares of common stock for $123,900.
Apr. 14
Sold 6,000 shares of treasury stock—common for $33,800.
Sept. 3
Issued 5,100 shares of common stock for a patent valued at $35,700.
Nov. 10
Purchased 1,100 shares of common stock for the treasury at a cost of $5,700.
Dec. 31
Determined that net income for the year was $456,600.
No dividends were declared during the year.
(a)
Journalize the transactions and the closing entry for net income. (Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Feb. 1
Apr. 14
Sept. 3
Nov. 10
Dec. 31
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Problem 12-9AYour answer is partially correct. Try again..docxChantellPantoja184
Problem 12-9A
Your answer is partially correct. Try again.
Condensed financial data of Odgers Inc. follow.
ODGERS INC.Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 131,704
$ 78,892
Accounts receivable
143,114
61,940
Inventory
183,375
167,646
Prepaid expenses
46,292
42,380
Long-term investments
224,940
177,670
Plant assets
464,550
395,275
Accumulated depreciation
(81,500
)
(84,760
)
Total
$1,112,475
$839,043
Liabilities and Stockholders’ Equity
Accounts payable
$ 166,260
$ 109,699
Accrued expenses payable
26,895
34,230
Bonds payable
179,300
237,980
Common stock
358,600
285,250
Retained earnings
381,420
171,884
Total
$1,112,475
$839,043
ODGERS INC.Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$633,190
Less:
Cost of goods sold
$220,800
Operating expenses, excluding depreciation
20,228
Depreciation expense
75,795
Income tax expense
44,466
Interest expense
7,710
Loss on disposal of plant assets
12,225
381,224
Net income
$ 251,966
Additional information:
1.
New plant assets costing $163,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $93,725 and accumulated depreciation of $79,055 were sold for $2,445 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $42,430 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method. (Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.Statement of Cash Flows
For the Year Ended December 31, 2014
$
Adjustments to reconcile net income to
$
$
Problem 12-10A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 151,904
$ 90,992
Accounts receivable
165,064
71,440
Inventory
211,500
193,358
Prepaid expenses
53,392
48,880
Long-term investments
259,440
204,920
Plant assets
535,800
455,900
Accumulated depreciation
(94,000
)
(97,760
)
Total
$1,283,100
$967,730
Liabilities and Stockholders’ Equity
Accounts payable
$ 191,760
$ 126,524
Accrued expenses payable
31,020
39,480
Bonds payable
206,800
274,480
Common stock
413,600
329,000
Retained earnings
439,920
198,246
Total
$1,283,100
$967,730
ODGERS INC.Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$730,305
Less:
Cost of goods sold
$254,665
Operating expenses, excluding depreciation
23,331
Depreciation expense
87,420
Income taxes
51,286
Interest expense
8,892
Loss on disposal of plant assets
14,100
439,694
Net income
$ 290,611
Additional information:
1.
New plant assets costing $188,000 were purchased for c.
Problem 1123456Xf122437455763715813910106Name DateTopic.docxChantellPantoja184
Problem 1123456Xf122437455763715813910106
Name: Date:
Topic One: Mean, Variance, and Standard Deviation
Please type your answer in the cell beside the question.
5. The following is the heart rate for 10 randomly selected patients on the unit. Find the mean, variance, and standard deviation of the data using the descriptive statistics option in the data analysis toolpak.
75, 80, 62, 97, 107, 59, 76, 83, 84, 69
6. The following is a frequency distribution fo the number of times patience use the call light in a days time. X is the number of times the call light is used and f is the frequency (meaning the number of patients). Create a histogram of the data.
Sheet2
Sheet3
EXERCISE 11 USING STATISTICS TO DESCRIBE A STUDY SAMPLE
STATISTICAL TECHNIQUE IN REVIEW
Most studies describe the subjects that comprise the study sample. This description of the sample is called the sample characteristics which may be presented in a table or the narrative of the article. The sample characteristics are often presented for each of the groups in a study (i.e. experimental and control groups). Descriptive statistics are used to generate sample characteristics, and the type of statistic used depends on the level of measurement of the demographic variables included in a study (Burns & Grove, 2007). For example, measuring gender produces nominal level data that can be described using frequencies, percentages, and mode. Measuring educational level usually produces ordinal data that can be described using frequencies, percentages, mode, median, and range. Obtaining each subject's specific age is an example of ratio data that can be described using mean, range, and standard deviation. Interval and ratio data are analyzed with the same type of statistics and are usually referred to as interval/ratio level data in this text.
RESEARCH ARTICLE
Source: Troy, N. W., & Dalgas-Pelish, P. (2003). The effectiveness of a self-care intervention for the management of postpartum fatigue. Applied Nursing Research, 16 (1), 38–45.
Introduction
Troy and Dalgas-Pelish (2003) conducted a quasi-experimental study to determine the effectiveness of a self-care intervention (Tiredness Management Guide [TMG]) on postpartum fatigue. The study subjects included 68 primiparous mothers, who were randomly assigned to either the experimental group (32 subjects) or the control group (36 subjects) using a computer program. The results of the study indicated that the TMG was effective in reducing levels of morning postpartum fatigue from the 2nd to 4th weeks postpartum. These researchers recommend that “mothers need to be informed that they will probably experience postpartum fatigue and be taught to assess and manage this phenomenon” (Troy & Dalgas-Pelish, 2003, pp. 44-5).
Relevant Study Results
“A total of 80 women were initially enrolled [in the study] … twelve of these women dropped out of the study resulting in a final sample of 68.” (Troy & Dalgas-Pelish, 2003, p. 39). The researchers presen.
Problem 1. For the truss and loading shown below, calculate th.docxChantellPantoja184
Problem 1. For the truss and loading shown below, calculate the horizontal
displacement of point "D" using the method of virtual work. Show ALL your work!
HW No. 8 - Part 1
Solution
HW FA15 2 Page 1
Problem 1 Continued
Member L (in.) N (lb) N (in) NnL
HW No. 8 - Part 1
.
Problem 1 (30 marks)Review enough information about .docxChantellPantoja184
Problem 1 (30 marks)
Review enough information about Trinidad Drilling Ltd. to propose a vision and strategic objectives for the company. Develop a balanced scorecard that will help the company achieve this vision and monitor how well it is accomplishing its strategic objectives. Include a strategy map in table format that shows objectives and performance measures, with arrows illustrating hypothesized cause-and -effect relationships. Provide rationale for your strategy map. The body of your report should not exceed 1,000 words. Cite material you used to prepare the response and provide references in an appendix.
Problem 2 (20 marks)
Ajax Auto Upholstery Ltd. manufactures upholstered products for automobiles, vans, and trucks. Among the various Ajax plants around Canada is the Owlseye plant located in rural Alberta.
The chief financial officer has just received a report indicating that Ajax could purchase the entire annual output of the Owlseye plant from a foreign supplier for $37 million per year.
The budgeted operating costs (in thousands) for the Owlseye plant’s for the coming year is as follows:
Materials $15,000
Labor
Direct $12,000
Supervision 4,000
Indirect plant 5,000 19,000
Overhead
Depreciation – plant 6,000
Utilities, property tax, maintenance 2,000
Pension expense 4,500
Plant manager and staff 2,500
Corporate headquarters overhead allocation 3,000 18,000
Total budgeted costs $52,000
If material purchase orders are cancelled as a consequence of the plant closing, termination charges would amount to 10 percent of the annual cost of direct materials in the first year (zero thereafter).
A clause in the Ajax union contract requires the company to provide employment assistance to its former employees for 12 months after a plant closes. The estimated cost to administer this service if the Owlseye plant closes would be $2 million. $3.6 million of next year’s pension expense would continue indefinitely whether or not the plant remains open. About $900,000 of labour would still be required in the first year after closure to decommission the plant. After that, the plant would be sold for an estimated $1 million. Utilities, property taxes, and maintenance costs would remain unchanged in the first year after closure, but disappear when the plant is sold.
The plant manager and her staff would be somewhat affected by the closing of the Owlseye plant. Some managers would still be responsible for managing three other plants. As a result, total management salaries would be about 50% of the current level, starting at closure and remaining into the future.
Required:
Assume you are the company’s chief financial officer. Perform a five-year financial analysis and make a recommendation whether to close the Owlseye plant on this basis. Provide support for and cautions about your recommendation with organized, clearly-labeled data. Use bullet points where appropriate.
Problem 3 (16 marks)
Br.
Problem 1 (10 points) Note that an eigenvector cannot be zero.docxChantellPantoja184
Problem 1 (10 points): Note that an eigenvector cannot be zero, but an eigenvalue can
be 0. Suppose that 0 is an eigenvalue of A. What does it say about A? (Hint: One of the
most important properties of a matrix is whether or not it is invertible. Think about the
Invertible Matrix Theorem and all the ‘good things’ of dealing with invertible matrices)
Problem 5: (20 points): The figure below shows a network of one-way streets with
traffic flowing in the directions indicated. The flow rate along the streets are measured
as the average number of vehicles per hour.
a) Set up a mathematical model whose solution provides the unknown flow rates
b) Solve the model for the unknown flow rates
c) If the flow rates along the road A to B must be reduced for construction, what is
the minimum flow that is required to keep traffic flowing on all roads?
Problem 6 (20 points): Problem 7 (9 points): Prove that if A and B are matrices of the same
size, then tr(A+B)=tr(A)+tr(B)
Given:
Goal:
Proof:
Problem 7 (20 points)*: In the 1990, the northern spotted owl became the center of a
nationwide controversy over the use and misuse of the majestic forests in the Pacific
Northwest. Environmentalists convinced the federal government that the owl was
threatened with extinction if logging continued in the old-growth forests (with trees over
200 years old), where the owls prefer to live. The timber industry, anticipating the loss of
30,000 to 100,000 jobs as a result of new government restrictions on logging, argued that
the owl should not be classified as a “threatened species” and cited a number of published
scientific reports to support its case.
Caught in the crossfire of the two lobbying groups, mathematical ecologists
intensified their drive to understand the population dynamics of the spotted owl. The life
cycle of a spotted owl divides naturally into three stages: juvenile (up to 1 year old),
subadult (1 to 2 years), and adult (over 2 years). The owls mate for life during the subadult
and adult stages, begin to breed as adults, and live for up to 20 years. Each owl pair
requires about 1,000 hectares (4 square miles) for its own home territory. A critical time in
the life cycle is when the juveniles leave the nest. To survive and become a subadult, a
juvenile must successfully find a new home range (and usually a mate).
A first step in studying the population dynamics is to model the population at yearly
intervals, at times denoted by 𝑘𝑘 = 0,1,2, …. Usually, one assumes that there is a 1:1 ratio of
males to females in each life stage and counts only the females. The population at year 𝑘𝑘
can be described by a vector 𝒙𝒙𝒌𝒌 = (𝑗𝑗𝑘𝑘 , 𝑠𝑠𝑘𝑘 , 𝑎𝑎𝑘𝑘 ), where 𝑗𝑗𝑘𝑘 , 𝑠𝑠𝑘𝑘 , and 𝑎𝑎𝑘𝑘 are the numbers of
females in the juvenile, subadult, and adult stages, respectively. Using actual field data from
demographic studies, a rese
Probation and Parole 3Running head Probation and Parole.docxChantellPantoja184
Probation and Parole 3
Running head: Probation and Parole
Probation and Parole
Student Name
Allied American University
Author Note
This paper was prepared for Probation and Parole, Module 8 Check Your Understanding taught by [INSERT INSTRUCTOR’S NAME].
Directions: Respond to the following questions using complete sentences. Your answer should be at least 1 paragraph in length, which must be composed of three to five sentences.
1. What is meant by intermediate punishments and what programs are included in this category?
2. How do intermediate punishments serve to keep down prison populations?
3. Why has electronic monitoring proven so popular?
4. What is meant by shock probation/parole?
5. What are the essential features of the boot camp program?
6. Why has intensive supervision been a public relations success?
7. What are the criticisms of boot camp programs?
8. What has research revealed with respect to intensive supervision?
9. What are the criticisms of electronic monitoring in probation and parole?
10. What are the criticisms leveled at intensive supervision?
11. What are the purposes of and services offered by a day reporting center?
12. Why would heroin addicts who have no intention of giving up drug use voluntarily enter a drug treatment program? What are the advantages of using methadone to treat heroin addicts?
13. Why is behavior modification difficult to use in treating drug abusers?
14. What are the characteristics of chemical dependency (CD) programs?
15. What are the primary characteristics of the therapeutic community (TC) approach for treating drug abusers?
16. What are criticisms of the Alcoholics Anonymous approach?
17. What are the problems inherent in drug testing?
18. What are the typical characteristics of sex offenders? How have sex offender laws affected P/P supervision?
19. What are the pros and cons of restitution and charging offenders fees in probation or parole?
20. What are the problems encountered in using the interstate compact?
.
Problem 1(a) Complete the following ANOVA table based on 20 obs.docxChantellPantoja184
Problem 1:
(a) Complete the following ANOVA table based on 20 observations for the regression equation
(a) Is the overall regression significant? Fill in the missing values in the table.
Source DF SS MS F
Regression ___ 350 ____ ____
Error ___ _____
Total 500
(b) Suppose that you have computed the following sequential sums of squares due to regression:
Regressor Variables in Model SS Regression
………………………………………. 300
……………………………………… 250
…………………………………….. 340
……………………………………. 325
Fill in the missing values in the following “computer output”:
Source DF Partial SS F-value Pr>F
……………………………………………………………………………………….. 0.1245
………………………………………………………………………………………. 0.3841
………………………………………………………………………………………. 0.0042
………………………………………………………………………………………. 0.0401
Problem 2:
The time required for a merchandise to stock a grocery store shelf with a soft drink product as well as the number of cases of product stocked are given below. Consider a linear regression of delivery time against number of cases.
X=number of cases
Y=delivery time
Delivery time number of cases Hat diagonals
1.41 4 0.5077
2.96 6 0.3907
6.04 14 0.2013
7.57 19 0.3092
9.38 24 0.5912
Observations used L.S. Model
4,6,14,19,24
6,14,19,24
4,14,19,24
4,14,19,24
4,6,14,24
4,6,14,19
(a)
Calculate the PRESS statistic for the model .
(b) Calculate the regular residual for the model above. Then, compare these residuals with the PRESS residuals for this model.
Exercises from the Text
Use SAS whenever possible to do these exercises:
# 3.4 on p 122
# 3.5
# 3.8
# 3.15
# 3.21
# 3.27
# 3.28
# 3.31
# 3.38
# 3.39
Example with SAS on Sequential and Partial Sum of Squares
Data Weather;
Title 'Lows and Highs from N&O Jan 28,29,30 1992';
Title2 'using actual numbers (yesterday values)';
input city $ hi2 lo2 yhi ylo thi tlo;
* Mon Tues Wed ;
cards;
seattle 51 44 52 44 59 47
.
.
.
;
proc reg; model thi = yhi hi2 tlo ylo lo2/ss1 ss2;
test tlo=0, ylo=0, lo2=0;
/*-----------------------------------------------
| Showing sequential and partial sums of squares|
| Note t**2 = F relationship for partial F. By |
| hand, construct F to leave out .
Probe 140 SPrecipitation in inchesTemperature in F.docxChantellPantoja184
Probe 1
40 S
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 26.8
Precip 27.1
MAT(F) 59.8
Probe 2
6 S
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 69.2
Precip 124.6
MAT(F) 77.9
Probe 3
57 S
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 21.5
Precip 38.7
MAT(F) 43.5
Probe 4
38 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 30.3
Precip 16.5
MAT(F) 53.6
Probe 5
55 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 21.3
Precip 28.1
MAT(F) 40.6
Probe 6
43 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 25.4
Precip 14.4
MAT(F) 47.2
Probe 7
42 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 17.3
Precip 31.2
MAT(F) 26.0
Probe 8
42 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 29.6
Precip 38.8
MAT(F) 51.6
Probe 9
18 S
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 66.1
Precip 74.8
MAT(F) 77.7
Probe 10
58 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 16.5
Precip 24.8
MAT(F) 36.9
Probe 11
26 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 47.6
Precip 3.8
MAT(F) 70.1
Probe 12
29 N
Precipitation in inches
Temperature in F
J F M A M J J A S O N D
2
4
6
8
10
12
0
10
20
30
40
50
60
70
80
90
POTET 44.0
Precip 47.3
MAT(F) 63.2
Probe 4
Probe 2
Probe 10
Probe 5
Probe 6
Probe 7
Probe 11
Probe 12
Probe 8
Probe 9
Probe 3
Probe 1
Map 1
20 N
40 N
60 N
80 N
0
20 S
40 S
60 S
0
1000
miles
Geography 204
Koppen Climate Classification Guidelines
If POTET exceeds Precip then B
BW = POTET more than 2x Precip
(desert)
h = mean annual temp > 18 C (64.4 F)
k = mean annual temp < 18 C (64.4 F)
BS = POTET less than 2x Precip
(steppe)
h = mean annual t.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
The Science of Learning: implications for modern teaching
Comprehensive Learning Assessment 2 - Primary Source Analysis Pape
1. Comprehensive Learning Assessment 2 - Primary Source
Analysis Paper
Primary Source Analysis Paper
For this assignment, you will be taking a closer look at an
international relations topic that intrigues you.
1. Choose a topic that interests you (historical or
contemporary). Some ideas include the atomic bombing of
Hiroshima and Nagasaki, the Munich Pact, the fall of the Berlin
Wall, India and Pakistan joining of the Nuclear Club, the Cuban
Missile Crisis, and the Russian invasion of Crimea. If you need
your professor to review your choice, send it to them at the
beginning of Week 7. They will need time to respond to you,
and you will need time to submit this CLA.
2. Then select a primary source on the topic you chose,
specifically, a speech from a political leader (Review
Understanding Primary and Secondary Sources and Analyzing a
Primary Source before you begin searching for a primary
source).
Search Tips:
The National Security Archive:
http://www2.gwu.edu/~nsarchiv/
Internet Modern History Sourcebook:
http://www.fordham.edu/Halsall/mod/modsbook.asp.
George Mason’s Center for History and New
Media: http://chnm.gmu.edu/teaching-and-learning/.
Note: When sifting through sources, ask yourself how
a realist, liberal, or constructivist would interpret this primary
source. Then, select a perspective through which to view the
primary source. Then, using the CLA guidelines detailed in this
syllabus, include the following in a three- to four-page written
essay:
Briefly describe your source:
1. Include contextual information about the source.
2. 2. What does the reader need to understand about the context
(and history) in which this source was made in order to
understand your analysis of the source?
3. Include the information the reader needs to understand the
source, but do not include unrelated information.
Make a statement:
1. This should be at the end of your introductory paragraph or
directly following the introduction.
2. Make an argument from a particular perspective (realist,
liberalist, constructivist)
Example:
· Although realists would disagree with A about B, this primary
source perfectly illustrates three of realism’s primary
assumptions X, Y, and Z.
· Despite President X’s call for a more globalized and peaceful
world order in source B, her overall foreign policy view is
decidedly constructivist as seen in source A.
· Throughout this film, the main character’s primary
motivations stem from a constructivist understanding of the
world as seen in XYZ.
Analyze the primary source:
1. Elaborate on your statement above. This is the main part of
the paper and the length of this section should reflect this. Use
references as needed. As you analyze the source, ensure that
you answer the following: How would theorist X view this
source? How does the language in this source reflect/contradict
this theory? If you are comparing primary sources, what
theoretical views are expressed in these sources? The same?
Different? What accounts for this difference?
Conclusion.
1. Keep this short.
2. Restate your thesis at some point in the conclusion.
3. Offer some concluding thoughts--draw connections to other
material, current or historical events, etc.
Include your source
· This is NOT included in the page count.
3. · When reasonable, include the primary source(s) as an
appendix at the end of your paper. This is NOT required for
some types of sources (e.g. a film). If the source is written and
relatively short (<10 pages), include this document at the end of
the paper.
Understanding the Female Offender
V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 1 9
Understanding the Female Offender
Elizabeth Cauffman
Summary
Although boys engage in more delinquent and criminal acts than
do girls, female delinquency
is on the rise. In 1980, boys were four times as likely as girls to
be arrested; today they are only
twice as likely to be arrested. In this article, Elizabeth
Cauffman explores how the juvenile
justice system is and should be responding to the adolescent
female offender.
Cauffman begins by reviewing historical trends in arrest rates,
processing, and juvenile justice
system experiences of female offenders. She also describes the
adult outcomes commonly
observed for female offenders and points out that the long-term
consequences of offending for
females are often more pronounced than those for males, with
effects that extend to the next
generation. She also considers common patterns of offending in
4. girls, as well as factors that may
increase or decrease the likelihood of offending. She then
reviews what is known about effec-
tive treatment strategies for female offenders.
Female delinquents have a high frequency of mental health
problems, suggesting that effective
prevention efforts should target the mental health needs of at-
risk females before they lead to
chronic behavior problems. Once girls with mental health
problems come into the juvenile jus-
tice system, says Cauffman, diverting them to community-based
treatment programs would not
only improve their individual outcomes, but allow the juvenile
justice system to focus on cases
that present the greatest risk to public safety.
Evidence is emerging that gender-specific treatment methods
can be effective for female
offenders, especially when treatment targets multiple aspects of
offenders’ lives, including fam-
ily and peer environments. But it is also becoming clear that
female offenders are not a homo-
geneous group and that treatment ultimately should be tailored
to suit individual needs defined
more specifically than by gender alone.
Despite myriad differences between male and female offending,
many of the primary causes
of offending, says Cauffman, are nevertheless similar. The most
effective policies for reducing
juvenile crime, she argues, will be those that foster development
in a safe and nurturing envi-
ronment throughout childhood. Cauffman concludes that female
offenders are likely to require
continued support long after their direct involvement with the
5. juvenile justice system.
www.futureofchildren.org
Elizabeth Cauffman is an associate professor in psychology and
social behavior at the University of California–Ir vine.
Elizabeth Cauffman
1 2 0 T H E F U T U R E O F C H I L D R E N
S
ince the inception of the juvenile
justice system, policies and prac-
tices regarding juvenile offending
have focused on the behavior,
treatment, and outcomes of a
population heavily dominated by males. The
lion’s share of research on offending has
focused on males as well. Such an emphasis
makes good sense, given that males have his-
torically accounted for a far greater share of
offenses than females and for an even greater
share of violent offenses in particular. In such
a world, a relative lack of knowledge about
female offending behavior is not surprising.
Recent changes in the prevalence of female
offending and the proportion of females
in the care of the juvenile justice system
have led many to wonder whether histori-
cally based assumptions and approaches to
juvenile crime need to be reconsidered. In
6. a culture in which men are from Mars and
women are from Venus, it is tempting to leap
straight to the conclusion that if the juvenile
justice system is now dealing with a sizable
proportion of female offenders, then some-
thing must be done to make the system
more responsive to their presumably gender-
specific needs. But is such a conclusion really
so obvious? Medical research is rife with
examples of diseases that infect men and
women at different rates and through differ-
ent mechanisms, but for which the pre-
scribed treatment is the same, regardless of
gender. For such diseases, one might employ
gender-specific prevention or detection
protocols, despite gender-neutral treatment
methods. Other diseases may manifest them-
selves differently in males and females and
thus require gender-specific treatment
as well.
Analogously, answers to the question of
whether policy and practice should change
in response to the growing share of females
in the population of juvenile offenders may
vary, depending on whether the focus is on
diagnosis, prognosis, prevention, or treat-
ment. In this article, my goal is to summarize
what research has to say about these inter-
related areas, what policy implications can be
inferred when sufficient evidence exists, and
what additional research is required when
sufficient evidence is lacking.
I begin with a review of historical trends in
7. arrest rates, processing, and juvenile justice
system experiences of female offenders. I
also describe the adult outcomes commonl y
observed for female offenders, which under-
score the motivation for pursuing improved
policy approaches to female offending. I next
consider common trajectories of offending
in girls, as well as factors that may increase
or decrease the likelihood of offending. I
then review what is known about effective
treatment strategies for female offenders
and what can be reasonably inferred. Finally,
I summarize the ways in which current
research findings about female offenders can
improve policy and practice, as well as the
areas in which further research is needed
before definitive conclusions can be drawn.
Trends in Juvenile Arrest Rates
Both official records and self-reports confirm
that males engage in more delinquent and
criminal acts than do females.1 This gender
difference in offending patterns is observed
both nationally and internationally.2 Although
official records tend to underreport crime,
they nevertheless provide a baseline indica-
tion of juvenile justice system involvement.
According to the Federal Bureau of Inves-
tigation’s Uniform Crime Reporting (UCR),
females accounted for 29 percent of all
juvenile arrests in 2003. Proportionally more
girls were arrested for certain offenses, such
Understanding the Female Offender
8. V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 2 1
as running away from home (59 percent) and
prostitution and commercialized vice (69
percent), but most other types of arrests are
more common for boys.3 As shown in figure 1,
between the mid-1980s and the mid-1990s,
juvenile arrests for violent crime increased
significantly, with male arrest rates rising 75
percent and female rates rising almost 150
percent. Since the mid-1990s, arrest rates for
violent crimes among juveniles have fallen,
with male arrest rates falling below their 1980s
levels and female rates declining about half
as much. Overall, because female arrest rates
increased more sharply and then fell more
gradually, the share of female juvenile arrests
grew from 20 percent to 29 percent between
Figure 2. Breakdown of Female Contribution to Juvenile
Violent Arrest Rates, 1980–2003
Percent
Source: Howard N. Snyder and Melissa Sickmund, Juvenile
Offenders and Victims: 2006 National Report (Washington,
D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of
Juvenile Justice and Delinquency Prevention, 2006).
0
5
9. 10
15
20
25
1981 198719851983 1989 1991 1993 199919971995 2001 2003
Violent crime index
Aggravated assault
Murder
Robbery
Figure 1. Male and Female Juvenile Arrests per 100,000
Individuals, Ages 10–17, 1980–2003
Source: Howard N. Snyder and Melissa Sickmund, Juvenile
Offenders and Victims: 2006 National Report (Washington,
D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of
Juvenile Justice and Delinquency Prevention, 2006).
0
200
400
600
800
10. 1,000
1981 198719851983 1989 1991 1993 199919971995 2001 2003
Female
Male
Elizabeth Cauffman
1 2 2 T H E F U T U R E O F C H I L D R E N
1980 and 2003.4 Consequently, boys are now
about twice as likely as girls to be arrested,
down from four times as likely in 1980.
Changes in self-reported offending and in
female juvenile arrest rates suggest that
girls are becoming more violent, although
interpretation of arrest data is complicated
by variations in policy. Some have argued
that the changes in gender-role expectations
accompanying the progress of the women’s
liberation movement have “masculinized”
female behavior and thus produced a greater
proclivity for physical aggression.5 The female
share of juvenile arrests for some types of
violent crimes, such as robbery and murder,
remained relatively stable between 1980
and 2003, but the share of female arrests for
aggravated assault increased substantially,
from 15 percent to 24 percent, and appears
to be a primary factor in the overall increase
11. of females’ contribution to the violent crime
index, as shown in figure 2.
Because property offending (for example,
burglary, motor vehicle theft, and arson)
for males and females changed in similarly
distinct patterns during this time, it seems
safe to conclude that there is some variation
in the structural forces shaping the violent
offending rates of females and males. But
analysts cannot agree on how to interpret
these arrest statistics. For example, a study by
Darrell Steffensmeier and several colleagues
argues that the statistical shift in aggressive
offending among females may be nothing
more than an artifact of changes in crimi-
nal justice policy and practice.6 The study
compared the 1980–2003 trends in homicide,
sexual assault, aggravated assault, and simple
assault using both the UCR arrest statistics
and the National Crime Victimization Survey
(NCVS) to determine whether the changes
were attributable to behavior or to policy.
(UCR data come from law enforcement
agency records, whereas NCVS data come
directly from crime victims and thus provide
an indication of criminal trends independent
of changes in agency policy.) Although both
sources indicate general stability in the gen-
der gap for homicide and sexual assault, the
NCVS data did not show the rise in female-
to-male arrests for criminal assaults indicated
by the UCR data. Increases in female arrest
rates for violent offenses may therefore be
due, at least in part, to net-widening policies,
12. such as more aggressive policing of low-level
crimes, and the increasingly common reclas-
sification of simple assaults as aggravated
assaults. Regardless of whether increased
arrest rates represent a true increase in
violent behavior among female adolescents
compared with males or a policy shift toward
arrest rather than alternative treatment of
violent females, it is indisputable that the
juvenile justice system is handling a rapidly
growing share of girls.
Trends in Processing of
Juvenile Offenders
Male juvenile offenders are not only more
likely than females to be arrested but, once
arrested, they are more likely to be petitioned
(the juvenile court equivalent of being
charged)—63 percent compared with 54
percent. If petitioned, boys are more likely to
be adjudicated (the equivalent of being found
guilty)—63 percent compared with 60
percent—and eventually to receive residential
placement as a sanction—27 percent com-
pared with 19 percent.7 Although the share of
youth waived to criminal court is extremely
small (less than 1 percent), the share of
female juvenile offenders tried as an adult is
even smaller. Of the 1 percent of youth
transferred to adult court, only 7 percent of
those are female.8 However, although boys
still dominate the delinquency caseloads, the
Understanding the Female Offender
13. V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 2 3
prevalence of cases involving girls increased
92 percent between 1985 and 2002, while the
caseload for boys increased only 29 percent.9
The sentencing applied to females varies
greatly, with some studies suggesting that
girls receive lighter sentences, other studies,
harsher ones, than boys. These conflicting
findings have led to debate about whether
the system is generally more lenient (more
“chivalrous”) with girls or more punitive with
them because they are deemed either too
“masculine” or in need of protection. Cecilia
Saulters-Tubbs found that district attorneys
were less likely to file charges against female
drug offenders than against male offenders,
while Donna Bishop and Charles Frazier
found, similarly, that boys were treated more
punitively than girls for delinquency offenses
and that girls were less likely than boys to
receive a sentence involving incarceration.10
Such studies suggest that the system treats
girls as less criminally dangerous than boys.11
Other research, however, notes that once
legal variables are controlled, girls are treated
similarly to boys in the early stages of court
processing but more harshly in the later
stages.12 Earlier studies pointing toward more
“chivalrous” treatment of girls may thus have
failed to consider differences in the underly-
ing seriousness of the offenses involved.
14. Analysts have also begun to examine the
influence of race and ethnicity on juvenile
case processing and the ways in which racial
and ethnic differences vary with gender.
Taken as a whole, racial differences seem
to matter less for female defendants. For
example, young black male defendants
receive significantly harsher sentences than
young white males, whereas the sentencing of
female offenders does not vary meaningfully
with race.13
Trends in Experiences in the
Juvenile Justice System
Boys and girls also tend to have different ex-
periences in the juvenile justice system after
adjudication. As with gender differences in
processing, however, the direction
Source: Howard N. Snyder and Melissa Sickmund, Juvenile
Offenders and Victims: 2006 National Report (Washington,
D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of
Juvenile Justice and Delinquency Prevention, 2006).
Figure 3. Percent of Residents Remaining in Placement after
Detention, 2003
Percent
0
20
40
15. 60
80
100
0 1209030 60 150 180 210 300270240 330 360
Female
Male
Days since admission
Elizabeth Cauffman
1 2 4 T H E F U T U R E O F C H I L D R E N
of some experiential differences is unclear,
with different studies coming to different
conclusions. For example, Joanne Belknap
found that although boys are more likely
to be sentenced to detention, girls who are
detained spend more time in detention than
do boys.14 More recent data, however, sug-
gests the opposite, with males staying longer
than females (see figure 3).15
In addition, detained female offenders may
be more aggressive than their male coun-
terparts within the system. For example,
one study found that institutionalized girls
are more violent than boys toward staff.16
In fact, Candice Odgers, Marlene Moretti,
16. and Debra Pepler found that the underlying
structure of aggression (as measured by the
Child Behavior Checklist–Youth Self Report)
among high-risk girls differs from both that
for girls in normative settings and that for
boys in both normative and high-risk set-
tings.17 Girls who enter the juvenile justice
system may differ fundamentally from both
male offenders and female non-offenders.
Youth who enter the juvenile justice system
have high rates of mental health problems.
Among non-delinquent populations, girls
generally exhibit more internalizing disorders
than boys, while boys generally exhibit more
externalizing disorders than girls.18 These
findings, however, do not extend to juvenile
justice populations. A substantial body of
research indicates that regardless of race and
age, female offenders have higher rates of
mental health problems, both internalizing
and externalizing, than male offenders.19
In a study of serious “deep-end” offenders,
females exhibited both more externalizing
problems and more internalizing problems
than males.20 Moreover, a recent study using
common measures and a demographically
matched sample of community and detained
youth found that gender differences were
greater among detained youth than among
community youth, with detained girls having
more symptoms of mental illness than would
be predicted on the basis of gender or setting
alone.21
17. The observed gender differences in aggres-
sion and mental health symptoms among
incarcerated youth have several possible
explanations. It may be, for example, that law
enforcers and judges are less likely to send
girls to detention and that those sent to
detention therefore have the most serious
behavioral problems.22 It may also be that
female delinquency itself is a symptom of
significant mental health problems. Accord-
ingly, more mentally disturbed girls than
boys may engage in delinquent behavior.
Additional filtering out of all but the most
visibly troubled girls by police and judges
could understandably result in a population
of detained females with significantly higher
levels of disturbance than their male counter-
parts (who need not be as “troubled” to
engage in illegal behavior and who need not
appear as “troublesome” to be detained).
Because female offenders make up a rapidly
growing share of the population of incarcer-
ated youth, they pose significant challenges to
correctional systems.
Consequences of
Female Offending
The negative impact of female offending
extends well beyond the immediate conse-
quences of the behavior itself and the cost of
juvenile justice system intervention. A review
of twenty studies on the adult lives of antiso-
cial adolescent girls found higher mortality
rates, a variety of psychiatric problems,
dysfunctional and violent relationships, poor
educational achievement, and less stable
18. work histories than among non-delinquent
Understanding the Female Offender
V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 2 5
girls.23 Chronic problem behavior during
childhood has been linked with alcohol and
drug abuse in adulthood, as well as with other
mental health problems and disorders, such
as emotional disturbance and depression.24
David Hawkins, Richard Catalano, and Janet
Miller have shown a similar link between
conduct disorder among girls and adult
substance abuse.25 Terrie Moffitt and several
colleagues found that girls diagnosed with
conduct disorder were more likely as adults
to suffer from a wide variety of problems
than girls without such a diagnosis.26 Among
the problems were poorer physical health and
more symptoms of mental illness, reliance on
social assistance, and victimization by, as well
as violence toward, partners.
Data collected over a period of years show
that antisocial behavior among young people
predicts school dropout, and there is ample
evidence of high dropout rates among
aggressive girls.27 Data from the Ohio Seri-
ous Offender Study indicates that only 16.8
percent of incarcerated females graduate
from high school.28 Consequently, antisocial
women tend, later in life, to have lower occu-
pational status, more frequent job changes,
19. and greater reliance on welfare than non-
offender females.29
Females who exhibit early-onset (by age
seven) persistent offending are more likely
than other girls to engage in antisocial be-
havior at age thirty-two.30 For example, 75
percent of these early-onset persistent female
offenders had, by age thirty-two, engaged in
one or more violent acts, including violence
toward partners (44.8 percent) and children
(41.7 percent). Adolescent-onset women
were less likely than early-onset women to
experience problems with violence at age
thirty-two.
Regardless of gender, adolescents with a
history of antisocial behavior are more likely
to marry people who are involved in crime or
who exert an antisocial influence.31 For males,
there is a link between assuming adult
responsibilities, such as marriage and child-
rearing, and desisting from crime, but this
pattern is less common among females.32 In
fact, for females, the inverse is often the case:
marriage to an antisocial mate reinforces
antisocial behaviors throughout adulthood.
For some female offenders, marriage is
linked to increased drug use and crime.33 The
marital relationships of female offenders may
be typified by conflict and instability.34
Antisocial girls facing the transition to young
adulthood have more general relationship
problems than their male counterparts.35 In
such relationships, women are often victims
of abusive partners, but also often perpetrate
20. abuse. According to measures of self- and
partner-reported violence, female offenders
matched or exceeded male offenders’ rates of
partner abuse.36 Several different studies
come to similar conclusions: antisocial
women inflict abuse that is serious enough to
lead to medical treatment, that elicits fear,
and that cannot always be explained as
self-defense.37 According to observational
data from the Oregon Youth and Couples
studies, females were consistently more likely
to have initiated physical aggression than
males.38 Such findings for females are notable
because among males, adolescent antisocial
behavior typically wanes during adulthood. It
appears that, at least for female offenders,
adolescent antisocial behavior is supplanted
in adulthood by violent behavior within the
home and against family members.39
Antisocial women tend to reproduce at a
younger age and most often with an antisocial
mate.40 Such mating and reproductive tenden-
cies interact to leave young antisocial mothers
Elizabeth Cauffman
1 2 6 T H E F U T U R E O F C H I L D R E N
and their children with inadequate social,
emotional, and financial support. While early
parenthood can pose many challenges for
anyone, it is particularly problematic for early
and chronic female offenders, who face
21. increased risks of pregnancy complications,
socioeconomic disadvantage, relationship
violence, and compromised parenting skills.41
Several studies have linked a history of
maternal conduct disorder with unresponsive
parenting.42 Particularly troubling are data
suggesting that mothers with a history of
aggression or conduct disorder, or both, pass
on at least three risk factors to their offspring:
antisocial biological fathers (because of
assortative mating), prenatal exposure to
nicotine, and coercive (hostile) parenting
style.43 The most common trajectories fol-
lowed by female offenders tend to increase
the odds that their children will follow in their
footsteps.
Taken as a whole, these research findings
indicate that for female offenders, the long-
term prognosis is even poorer than it is for
male offenders. Moreover, the observed
impact on the subsequent generation under-
scores the importance of attempting to miti-
gate the effects of female offending.
Trajectories of Offending Behavior
Having reviewed trends in female offending
patterns, subsequent interactions with the
justice system, and the ultimate outcomes
of such offending, I now turn my attention
to what is known about how girls get into
trouble in the first place, including typical
trajectories of offending (in this section) as
well as risk and protective factors (in the sec-
tion that follows).
22. Age of Onset
Some studies indicate that both boys and girls
tend to begin their antisocial careers around
the age of fifteen, with the average age of
onset differing by no more than six months
across genders.44 Other research, however,
finds that females begin offending when they
are younger than males are.45 Notably, gender
differences in the age of onset tend to be most
pronounced for serious or aggressive types
of delinquency, while less serious problem
behaviors, such as drug and alcohol-related
offenses, have less gender-differentiated
progressions.46
Duration
On average, males tend to have longer
criminal careers than females. Because it is
difficult to assess when a criminal career is
“finished,” convincing evidence about the
duration of criminal careers is sparse. A long-
term study by Roger Tarling followed a sam-
ple of male and female offenders who were
born in 1958 through age thirty-one, finding
that the average duration of offending was 4.9
years for females, and 7.4 years for males.47
A follow-up of the same subjects nine years
later found that although the average length
of criminal careers had increased (to 5.6 years
for females and 9.7 years for males), careers
remained significantly shorter for females
than for males.48 A study that examined the
criminal careers of the sisters and wives of
life-course-persistent male offenders found
that the women’s careers averaged eight
23. years, compared with ten years for the males.
(Applicability of this result to broader popula-
tions of male and female offenders is unclear,
because the males were chosen on the basis
of their long-term criminality, whereas the
females were chosen on the basis of their
relationships with the males.)
Developmental Pathways
Important gender differences exist not only in
the typical progressions of offending behavior,
as just noted, but also in the developmental
Understanding the Female Offender
V O L . 1 8 / N O . 2 / FA L L 2 0 0 8 1 2 7
course of aggression. Such differences emerge
very early. For example, although the typical
disruptive behaviors of preschool boys and
girls differ little, these behaviors evolve over
time in strongly gender-dependent ways, with
girls outgrowing such behavior more quickly
than boys.49 Starting in middle childhood, fur-
ther differences emerge. Girls are less likely
than boys to be physically aggressive in gen-
eral, but by adolescence, they become more
likely than boys to direct aggression at family
members and romantic partners, as well as at
familiar females.50
In a detailed investigation using data from six
sites and three countries, Lisa Broidy and
several colleagues examined the evolution of
24. physical aggression and other problem
behaviors during childhood to predict violent
and nonviolent offending outcomes in
adolescence. Boys were more physically
aggressive than girls during childhood, but
their trajectories of aggression otherwise
looked similar. As boys and girls entered
adolescence, the trajectories of aggression
began to diverge. For boys, problem behavior
tended to continue from childhood into
adolescence, especially in cases of early
physical aggression. Girls, however, generally
showed fewer clear links between childhood
aggression and offending during adolescence.51
This difference may be attributable to low
base rates of offending outcomes among
females, or it may indicate gender differences
in trajectories of offending. Notably, other
studies have also found that female adolescent
offending was much more difficult to predict
than male adolescent offending.52 Early
aggression is a robust correlate of adolescent
aggression among males but a much less
effective predictor of adolescent female
aggression.53 Such findings suggest that
although ongoing aggression and offending
are the hallmarks of persistent male
offending, female persistence may be a
consequence of different and less overtly
criminal behavioral precursors.54
A complicating factor in the study of antiso-
cial characteristics over long periods (for
example, from childhood through adulthood)
is that the measures used do not always
25. appear to be assessing the same underlying
construct throughout the entire period. For
example, in a recent study by Candice Odgers
and several colleagues, the measure of
conduct disorder symptoms remained stable
for males from age seven through twenty-six
but remained stable for females only from
age seven to fifteen, suggesting that the latent
trait being assessed changed, for girls, during
mid-adolescence.55
Another explanation for the lack of clear links
between childhood aggression and subse-
quent offending among females has emerged
from comparisons of female offending
patterns with those of both adolescent-limited
and life-course-persistent male offenders.
Studies find that aggressive behavior in the
latter typically begins early. Some observers
have argued that female offenders can, in
theory, be either adolescent-limited or
life-course-persistent and that the relative
scarcity of early-onset aggression in females
indicates that they are generally less likely to
follow the latter pathway.56 Others, however,
have argued that the relative prevalence of
adolescent-onset aggression in girls (com-
pared with childhood-onset) indicates that
persistent delinquency simply manifests at a
later age in girls than it does in boys.57 In
Persephanie Silverthorn and Paul Frick’s
model, girls and boys are influenced by similar
risk factors during childhood, but the onset of
delinquent behavior in girls is delayed by the
more stringent social controls imposed on
them before adolescence. Silverthorn, Frick,
26. Elizabeth Cauffman
1 2 8 T H E F U T U R E O F C H I L D R E N
and Richard Reynolds report evidence from a
sample of seventy-two incarcerated youth that
supports the contention that adolescent-onset
females more closely resemble early-onset
than adolescent-onset males in …
Summary:
CLA 2 Comprehensive learning Assessment II (CLOs 1, 3, 4, 6)
The human development index (HDI) has been used to gauge the
true level of a country’s development beyond gross national
income per capita. As such, it has been adopted by the United
Nations. The HDI is often closely associated with income
levels, but there are several areas of divergence.
For this activity, choose five (5) countries that interest you.
Then go to the website listed below which includes data for
every country and allows you to build your own index. By just
selecting the income indicator, you can determine the rank of
your countries in terms of purchasing power parity and then in
the conventional human development index as calculated (HDI
Rank). However, you can also select other indicators that you
are interested in by exploring this interactive worksheet. You
can select different indicators, determine their weights if you
like, and build an index that you think is more accurate. In each
instance, you need to scroll down to find the ranks of your
selected countries. How do the ranks of your countries change
when you use different criteria?
In addition to creating the index, you will report on your
findings for each city with an analysis that includes historical
information and current factors that are relevant. Suggestions
27. for future development that will benefit citizens in each of the
five (5) countries should be presented in conjunction with your
analysis.
The research, index, and analysis will be written in an essay,
APA format. Include maps, tables, relevant graphics, and the
index you created. Remember to include your reference page.
http://hdr.undp.org/en/2019-report
Running head: PRIMARY SOURCE ANALYSIS
1
PRIMARY SOURCE ANALYSIS 5
PRIMARY SOURCE ANALYSIS
Star Student
POL 205: International Relations
Month Date, Year
Professor Fantastic
Westcliff University
Primary Source Analysis
Introduce material here… Remember, each professional
assignment must have the headings listed below and must be
answered according to assignment instructions; each heading is
worth a percentage of each case grade and this is how your work
should be submitted. Your audience is someone like your
roommate – intelligent, educated, but has NO IDEA about
international relations. You do not want to copy-and-paste the
case, but put forth a brief summary so your reader knows what
is going on.
This section is generally one paragraph. The easiest way to
28. explain this section is to think of it like an abstract or
introduction. If written properly, this section can actually serve
as the abstract for the paper. It will, in a sense, set up the rest
of the paper, which is to research and discuss an international
relations topic that intrigues you by using primary sources. You
should also discuss here the importance of selecting primary
sources in research. Finally, do not forget to make a statement:
This should be at the end of your introductory paragraph or
directly following the introduction. Make an argument about
the reliability of the primary source from a particular
perspective (realist, liberal, or constructivist). Remember that if
you use information from the course textbook to support your
ideas, you should cite Shimko (2016). You should NOT write
According to the textbook as your reader has NO IDEA who or
what is that. Do remember to take notes as you read through
the case study information so that you are prepared to complete
this report.
If there is a second paragraph, it will look like this. The paper
should be written in third person narrative and not in the first
person. Note: The required headings that must be in the paper
are bolded and should be kept bolded. Make sure you always
include enough text to form a complete paragraph before
moving to the next section.
Primary Source: Name
In this section, you will briefly describe your source. It is
important that you include contextual information about the
source: What does the reader need to understand about the
context in which this source was made in order to understand
your analysis of the source? Include the information the reader
needs to understand the source, but do not include extraneous
information. Make sure you always include enough text to form
a complete paragraph before moving to the next section.
Analysis of the Primary Source.
This section is the main part of the paper and the length of this
29. section should reflect this. Use references as needed. As you
analyze the source, ensure that you answer the following: How
would theorist X view this source? How does the language in
this source reflect/contradict this theory? If you are comparing
primary sources, what theoretical views are expressed in these
sources? The same? Different? What accounts for this
difference? Make sure you always include enough text to form a
complete paragraph before moving to the next section.
Summary and Conclusions
This section will tie together all sources used for this
professional assignment, conclusions drawn from the readings,
your designed oral presentation and any inconsiste ncies. This
section will generally be one to two paragraphs. Notice the
paper has a continuous flow; there are no page breaks between
sections. The only page breaks occur between the title page and
the introduction, and between the summary or conclusions and
the reference page. Note: If there is a header at the bottom of
the page )on the last line), you will need to insert a page break
immediately before the header to properly move it to the next
page with its text. All references for the assignment must
appear on a separate page (see the following page for an
example). Best practice is to always have at least 2-3-peer-
reviewed or academic references, of which one should be your
textbook or other assigned readings.
Primary Source
This is NOT included in the page count. When reasonable,
include the primary source(s) as an appendix at the end of your
paper, or as a link here if feasible. This is NOT required for
some types of source (eg. a film). If the source is written and
relatively short (<10 pages), include this document at the end of
the paper.
30. References
This section will reference all original work cited throughout
the paper. It also gets its own page, meaning that it will not
start at the bottom of a previous page. The heading should
appear at the top of the page (first line of text) and all reference
material should be listed below in alphabetical order by first
last name. Also, the title for books is always in italic format
and in sentence form. In contrast to book references, the title
for articles is in sentence format, not in italic, but the name of
the journal or magazine is in italics. Furthermore, references are
formatted with a hanging indent, meaning the first line is never
indented, and all subsequent lines are indented. See examples
below:
Barzani, R. S. (2014). Studying the effects of business
strategies on the organization's performance in regards to
human resources' policies at the social security insurance
companies based. International Journal of Academic Research in
Business and Social Sciences, 4(5), 549-561. Retrieved from
www.IJRBSS.com.
Chopra, M., Munro, S., Lavis, J. N., Vist, G., & Bennett, S.
(2008). Effects of policy options for human resources for
health: An analysis of systematic reviews. The Lancet,
371(9613), 668-74. Retrieved from www.thelancet.com.
Futrell, C. (2011). Fundamentals of selling (12th ed.). New
York, NY: McGraw-Hill/Irwin
Holt, D. (2016). Branding in the age of social media. Harvard
Business Review (online). Retrieved from:
https://hbr.org/2016/03/branding-in-the-age-of-social-media
McShane, S., & Von Glinow, M. (2017). Organizational
behavior (8th ed.). New York, NY: McGraw-Hill
You must also provide a reference for all sources used to
support the assignment. (Note: As a minimum, the textbook and
four additional peer-reviewed sources must be used and
referenced.)
Running head: HUMAN DEVELOPMENT INDEX
31. 1
HUMAN DEVELOPMENT INDEX 6
The Human Development Index (HDI)
Star Student
HUM 165: Human Geography
Month Date, Year
Professor Fantastic
Westcliff University
The Human Development Index (HDI)
Introduce material here… Remember, each professional
assignment must have the headings listed below and must be
answered according to assignment instructions; each heading is
worth a percentage of each case grade and this is how your work
should be submitted. Your audience is someone like your
roommate – intelligent, educated, but has NO IDEA what the
Human Development Index (HDI) is about. You do not want to
copy-and-paste the case, but put forth a brief summary so your
reader knows what is going on.
This section is generally one paragraph. The easiest way to
explain this section is to think of it like an abstract or
introduction. If written properly, this section can actually serve
as the abstract for the paper. It will, in a sense, set up the rest
of the paper, which is an analysis and reflection of the HDI
from 5 different countries of your interest. Remember: If you
support your analysis from the textbook, you should cite
Greiner (2018). You should NOT write According to the
textbook as your reader has NO IDEA who or what is that. Do
remember to take notes as you read through the case study
information so that you are prepared to complete this report.
32. If there is a second paragraph, it will look like this. The paper
should be written in third person narrative and not in the first
person. Note: The required headings that must be in the paper
are bolded and should be kept bolded. Make sure you always
include enough text to form a complete paragraph before
moving to the next section.
Index
Before starting this part, please keep in mind that “the Human
Development Index (HDI) has been used to gauge the true level
of a country’s development beyond gross national income per
capita. As such, it has been adopted by the United Nations. The
HDI is often closely associated with income levels, but there are
several areas of divergence.”
In this section, you will create your own human development
index. For this, you will select five countries that interest you.
Then go to the website listed on the syllabus
(http://hdr.undp.org/en/data/build/) which includes data for
every country and allows you to build your own index. By just
selecting the income indicator, you can determine the rank of
your countries in terms of purchasing power parity and then in
the conventional human development index as calculated (HDI
Rank). However, you can also select other indicators that you
are interested in by exploring this interactive worksheet. You
can select different indicators, determine their weights if you
like, and build an index that you think is more accurate. In each
instance, you need to scroll down to find the ranks of your
selected countries.
Country Ranking
This section will answer the mandate: “How do the ranks of
your countries change when you use different criteria?” Make
sure you always include enough text to form a complete
paragraph before moving to the next section. In the next
section you will choose one city in each of your chosen
countries, and perform the same type of analysis.
Findings by City
City 1: Name
33. In this section, “you will report on your findings for city #1
with an analysis that includes historical information and current
factors that are relevant.” You should also include “suggestions
for future development that will benefit citizens in this
country.” Make sure you always include enough text to form a
complete paragraph before moving to the next section.
City 2: Name
In this section, “you will report on your findings for city #2
with an analysis that includes historical information and current
factors that are relevant.” You should also include “suggestions
for future development that will benefit citizens in this
country.” Make sure you always include enough text to form a
complete paragraph before moving to the next section.
City 3: Name
In this section, “you will report on your findings for city #3
with an analysis that includes historical information and current
factors that are relevant.” You should also include “suggestions
for future development that will benefit citizens in this
country.” Make sure you always include enough text to form a
complete paragraph before moving to the next section.
City 4: Name
In this section, “you will report on your findings for city #4
with an analysis that includes historical information and current
factors that are relevant.” You should also include “suggestions
for future development that will benefit citizens in this
country.” Make sure you always include enough text to form a
complete paragraph before moving to the next section.
City 5: Name
In this section, “you will report on your findings for city #5
with an analysis that includes historical information and current
factors that are relevant.” You should also include “suggestions
for future development that will benefit citizens in this
country.” Make sure you always include enough text to form a
complete paragraph before moving to the next section.
Summary and Conclusions
This section will tie together all sources used for this
34. comprehensive learning assessment, conclusions drawn from the
readings, and any inconsistencies. This section will generally
be one to two paragraphs. Notice the paper has a continuous
flow; there are no page breaks between sections. The only page
breaks occur between the title page and the introduction, and
between the summary or conclusions and the reference page.
Note: If there is a header at the bottom of the page (on the last
line), you will need to insert a page break immediately before
the header to properly move it to the next page with its text.
All references for the assignment must appear on a separate
page (see the following page for an example). Best practice is
to always have at least 2-3-peer-reviewed or academic
references, of which one should be your textbook or other
assigned readings. You are also mandated to “Include maps,
tables, relevant graphics, and the index you created.” The
should appear after the References on the Addendum page
provided.
References
This section will reference all original work cited throughout
the paper. It also gets its own page, meaning that it will not
start at the bottom of a previous page. The heading should
appear at the top of the page (first line of text) and all reference
material should be listed below in alphabetical order by first
last name. Also, the title for books is always in italic format
and in sentence form. In contrast to book references, the title
for articles is in sentence format, not in italic, but the name of
the journal or magazine is in italics. Furthermore, references are
formatted with a hanging indent, meaning the first line is never
indented, and all subsequent lines are indented. See examples
below:
Barzani, R. S. (2014). Studying the effects of business
strategies on the organization's performance in regards to
human resources' policies at the social security insurance
companies based. International Journal of Academic Research in
Business and Social Sciences, 4(5), 549-561. Retrieved from
35. www.IJRBSS.com.
Chopra, M., Munro, S., Lavis, J. N., Vist, G., & Bennett, S.
(2008). Effects of policy options for human resources for
health: An analysis of systematic reviews. The Lancet,
371(9613), 668-74. Retrieved from www.thelancet.com.
Greiner, Alyson. (2018). Visualizing human geography: At
home in a diverse world (3rd Edition). Hoboken, NJ: John
Wiley & Sons
Holt, D. (2016). Branding in the age of social media. Harvard
Business Review (online). Retrieved from:
https://hbr.org/2016/03/branding-in-the-age-of-social-media
McShane, S., & Von Glinow, M. (2017). Organizational
behavior (8th ed.). New York, NY: McGraw-Hill
You must also provide a reference for all sources used to
support the assignment. (Note: As a minimum, the textbook and
four additional peer-reviewed sources must be used and
referenced.)
Addendum
This is where you load all your maps, charts, tables, and
relevant graphics, along with the index you created.