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  • [Solved] Unit VII

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    see attachment – ## UnitVIITemplate.xlsx – ## VIIAssignmentCookieBusinessFinalProject.docx – ## UnitIIIcookies.pdf **## UnitVIITemplate.xlsx** ## Problem | | | | | | | | | | — | — | — | — | — | — | — | — | | | ABC Manufacuring | | | | | | Instructions: | | | Direct Labor Budget for t…

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    Assignment Prompt & Instructions

    see attachment

    – ## UnitVIITemplate.xlsx

    – ## VIIAssignmentCookieBusinessFinalProject.docx

    – ## UnitIIIcookies.pdf

    **## UnitVIITemplate.xlsx**

    ## Problem

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | ABC Manufacuring | | | | | | Instructions: |
    | | Direct Labor Budget for the Year Ending Dec 31, 202X | | | | | | 1. Review the data given, fill in the information in yellow cells to determine number of employees needed. |
    | | Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | Year |
    | Direct labor hours per unit | 1 | 1 | 1 | 1 | 1 |
    | Labor rate per hour | $20.00 | $20.00 | $20.00 | $20.00 | $20.00 | | 2. Based on the calculations result and information given, address how this information can be useful for managers in terms of scheduling, planning, and control. Include ethical considerations in the budget process. Type your response in the box below. |
    | Direct labor cost per unit |
    | Units to be produced | 40,000 | 41,000 | 42,000 | 38,000 | 161,000 |
    | Total direct labor cost |
    | Total hours needed<br> <br>Thanasak Ruankaew: Author:<br>@ 1 labor hour per unit per row #4 | 40,000 | 41,000 | 42,000 | 38,000 | 161,000 |
    | Average hours per quarter per employee<br> <br>Thanasak Ruankaew: Author:<br>Each employee can work 480 hours per quarter | 480 | 480 | 480 | 480 |
    | Approximate number of employees needed<br> <br>Thanasak Ruankaew: Author:<br>Students may round up the value. |
    | | | | | | | | 3. Brieftly address how regulatory and compliance requirements (e.g., minimum wage, benefits, safety, etc.) might impact labor costs and pricing decision. Type response in the below box. |

    | Name: |
    | Date: |

    **## VIIAssignmentCookieBusinessFinalProject.docx**

    **Cookie Business Final Project**

    Now that your cookie business is well underway, you are going to use the knowledge that you have gained in this course to evaluate the financial information for the company. You will be creating a series of reports and analyzing the results using the templates provided to guide you through the project. In this final project, you will do the following:

    1. Apply accounting concepts and standards to the creation of accounting information and reports.

    2. Analyze accounting information used to make strategic business decisions.

    3. Apply ethical behavior to accounting-related situations.

    4. Make business decisions based on analyzing accounting data.

    **Length:** Using the
    [Unit VII Final Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17551107-dt-asiobject-rid-118576101_1/xid-118576101_1), prepare an
    **eight-to-twelve-page written report (including spreadsheets).**

    **References:** At least three peer-reviewed sources are required, any additional resources used are required to be scholarly/academic in nature. APA Style is required for citations and references.

    **Details:** First, start the paper with an abstract and introduction section, per the assignment template provided.

    **Part 1:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (CM Breakeven tab):

    · Calculate the contribution margin (CM) for each of the three products sold at the cookie business.

    · Calculate the weighted average CM.

    · Calculate the breakeven point.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results based on your calculations as far as which type of cookie you think is the most profitable, which has the highest CM, and such.

    **Part 2:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Full Variable tab), complete the calculations listed below.

    · Calculate the value of ending inventory under full or absorption costing.

    · Calculate the value of ending inventory under variable costing.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results, and comment on which method you think is more helpful to managers and why.

    **Part 3:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Special Order tab), calculate the net increase or decrease in profit if they take the special order.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results and comment on if you think the cookie business should take on this special order of cookies for a wedding. Business has been slow the last few months, and the offer is less than the usual selling price for the cookies.

    As part of your discussion, include both quantitative (based on the numbers) and qualitative (not based on numbers) factors that would go into the decision to take on the special order, including pricing decisions.

    **Part 4:** Based on the data presented in the
    [Unit VII Spreadsheet Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17551107-dt-asiobject-rid-182285656_1/xid-182285656_1) in Excel (IRR tab), calculate the internal rate of return (IRR) for the new equipment purchase.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Note: the PV Annuity table is provided for you. Discuss if you think the cookie business should accept or reject the purchase of the new equipment and why.

    Additional information has come to your attention regarding the equipment purchase. One of the partner's brothers owns the company that sells the equipment and insists the equipment is needed. Discuss any ethical concerns you see with this type of transaction.

    **Part 5:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Cash Budget tab), calculate the cash receipts for the first quarter of this year.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss your observations about the way cash is collected if the company needs $150,000 per month for expenses.

    **Part 6:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Variances tab), complete the following calculations.

    · Calculate the material variances.

    · Calculate the labor variances.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss your observations about the variances and ways to plan to improve any of the variances.

    End this paper with the key observations and present any future recommendations.

    **## UnitIIIcookies.pdf**

    0

    Robert Benders

    Unit III Assignment

    Professor Steve Horan

    Columbia Southern University

    ACC-5301

    10/20/2025

    1

    The Cookie Haven Company

    Introduction

    Entrepreneurship business ventures can be started with a rather simple idea, which is a

    natural combination of passion and market opportunity. This is a project based on the launching

    of a small-scale cookie business under the context of managerial accounting. This aims to know

    how cost-accounting systems, namely job order and process costing, can be used to support

    strategic decisions made by the business. This paper illustrates how managers use accounting

    data to assess profitability, efficiency and sustainability of a single product cookie company by

    generating and analyzing production, costing and pricing data of this company.

    Part 1: Cookie Business Startup.

    Business Name and Location:

    The corporation will be called Cookie Haven Company and it will be situated within the

    city of Savannah, Georgia, which is characterized by tourism and a high level of hospitality in

    the south that will point to the steady flow of visitors.

    Mission Statement:

    To make new handmade cookies with quality ingredients and care of an artisan to provide

    our customers with comfort and pleasure in every bite.

    Type of Cookie:

    The cookies that Cookie Haven will focus on are Sea Salt Chocolate Chip Cookies that

    will consist of locally sourced chocolate and butter and light sprinkling of sea salt. The company

    has one specialty cookie to sell which will enable it to stay consistent in quality and accurately

    manage its cost preservation.

    2

    Part 2: Sales Information and Costing.

    Job Order Costing

    The job order system is characterized by the treatment of each batch (1,000 cookies) as a

    special production job. The accumulated costs are direct materials, combined direct labor and

    manufacturing overhead (30 percent applied manufacturing overhead).

    Direct Materials (per 1,000 cookies) Estimated Cost (USD)

    Flour – 15 lbs @ $0.80/lb $12.00

    Sugar – 10 lbs @ $1.00/lb $10.00

    Butter – 15 lbs @ $4.00/lb $60.00

    Chocolate Chips – 10 lbs @ $3.50/lb $35.00

    Sea Salt & Vanilla – combined $5.00

    Total Direct Materials $122.00

    Direct Labor:

    Two bakers each earn $15/hour. For two days (16 total labor hours), the labor cost equals $480

    (16 × $30).

    Manufacturing Overhead:

    At 30% of direct labor → $144 ($480 × 0.30).

    Total Job Cost:

    $122 (materials) + $480 (labor) + $144 (overhead) = $746.

    Cost per cookie: $746 ÷ 1,000 = $0.75.

    3

    Process Costing – Mixing Department

    The Mixing Department handles the first stage of production. For 1,000 cookies:

    • Direct Materials: $122 (added at the start).

    • Direct Labor: Two employees × 4 hrs × $15/hr = $120.

    • Overhead (30% of labor): $36.

    • Conversion Costs (labor + overhead): $156.

    • Cookies are 100% complete for materials, 40% complete for conversion.

    → Equivalent units for conversion = 1,000 × 0.40 = 400.

    → Cost per equivalent unit (conversion) = $156 ÷ 400 = $0.39/unit.

    → Total cost transferred from Mixing = $122 + (400 × $0.39) = $278.

    The process costing system thus tracks costs by stage rather than by batch.

    Sales Price

    To achieve a 40% profit margin:

    $0.75 × 1.40 = $1.05 per cookie (retail price).

    Thus, total sales for 1,000 cookies = $1,050, yielding $304 profit.

    Part 3: Compare and Contrast Costing Methods

    Job Order Costing:

    Applied in case products are custom or in small batches. Every job contains special

    material, labor and overhead costs. It offers cost tracking in detail; it is suitable in business

    producing limited or specialty goods (Iyenhen and Sabit, 2023). Job order costing is

    advantageous to Cookie Haven since it can provide specific cost information at each batch of

    4

    cookies; therefore, the manager can not only track the efficiency of the resources, but also easily

    change the price.

    Process Costing:

    Applied in large-scale manufacturing facilities and used continuously when production

    needs a uniform product (Weygandt et al., 2019). It makes the accounting easier through the

    averaging of costs among all units produced. Although process costing is not that detailed when

    handling individual jobs, it assists in assessing the efficiency at each production stage.

    Comparison and Managerial Usefulness:

    In the case of Cookie Haven, which is involved with small-scale specialty production, job

    order costing would be handier due to the ability to get a detailed view of materials and labor

    elements consumed by specific batches. Nevertheless, when the company grows and starts mass

    production and has many departments then the process costing will provide excellent control of

    cost per unit and accountability of departments. Neither of the two systems can replace the other:

    job order costing is valuable when the order is small and process costing is valuable when the

    order should be scaled too numerous in the long-term.

    Part 4: Effect of Increase and Decrease of Sales.

    The sales vary directly with the quantity of cookies sold. At a sell of over 1,000 cookies,

    the total revenue would grow at a higher rate than total cost, as fixed overhead would be evenly

    distributed among the more cookies, and profitability will be high. On the contrary, inadequate

    sales decreases revenues but a lot of expenses (rent, utilities, salaried wages) stay constant,

    lowering net income. As an illustration, by selling 1,500 cookies managing at $1.05 each, the

    revenue would be 1,575, however, the expenditures can increase insignificantly to approximately

    1,050 and boost the profits. Volume growth, therefore, increases profitability with economies of

    5

    scale. Nonetheless, changes in demand necessitate close planning of production that would avoid

    wastage of inventory and excessive labor.

    Conclusions and Recommendations.

    This project shows the role of managerial accounting in making decisions that are data-

    driven in case of a small business. Using the job order costing is an opportunity that Cookie

    Haven Company can take advantage of to trace materials and labor costs per batch and change

    prices dynamically. The costing that the company uses will develop process costing because the

    production capacity is going to be increased. The relevant markup of 40% is constant so that

    prices could remain competitive and the profitability would not be lost.

    To continue growing in future, the company should:

    1.Use accounting programs to regulate monitoring of expenses.

    2.Periodically need to look at the prices of your ingredient suppliers to maintain margins.

    3.Find wholesale deals with cafes or hotels to even out the sales volume.

    Using cost-accounting principles, Cookie Haven should have the ability to grow as a

    local bakery to a regional brand without disorder in its financial discipline and operational

    structure.

    6

    References

    Iyenhen, C., & Sabit, M. S. (2023). The Evolution and Development of Management

    Accounting Theories and Practices: A Review of Theoretical Frameworks. Central Asian Journal

    of Innovations on Tourism Management and Finance, 4(2), 40-54.

    https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422

    Weygandt, J. J., Kieso, D. E., Kimmel, P. D., Trenholm, B., Warren, V., & Novak, L.

    (2019). Accounting Principles, Volume 2. John Wiley & Sons.

    https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Wey

    gandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.)

    .+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o

    [https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422](https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    **## UnitIIIcookies.pdf**

    0

    Robert Benders

    Unit III Assignment

    Professor Steve Horan

    Columbia Southern University

    ACC-5301

    10/20/2025

    1

    The Cookie Haven Company

    Introduction

    Entrepreneurship business ventures can be started with a rather simple idea, which is a

    natural combination of passion and market opportunity. This is a project based on the launching

    of a small-scale cookie business under the context of managerial accounting. This aims to know

    how cost-accounting systems, namely job order and process costing, can be used to support

    strategic decisions made by the business. This paper illustrates how managers use accounting

    data to assess profitability, efficiency and sustainability of a single product cookie company by

    generating and analyzing production, costing and pricing data of this company.

    Part 1: Cookie Business Startup.

    Business Name and Location:

    The corporation will be called Cookie Haven Company and it will be situated within the

    city of Savannah, Georgia, which is characterized by tourism and a high level of hospitality in

    the south that will point to the steady flow of visitors.

    Mission Statement:

    To make new handmade cookies with quality ingredients and care of an artisan to provide

    our customers with comfort and pleasure in every bite.

    Type of Cookie:

    The cookies that Cookie Haven will focus on are Sea Salt Chocolate Chip Cookies that

    will consist of locally sourced chocolate and butter and light sprinkling of sea salt. The company

    has one specialty cookie to sell which will enable it to stay consistent in quality and accurately

    manage its cost preservation.

    2

    Part 2: Sales Information and Costing.

    Job Order Costing

    The job order system is characterized by the treatment of each batch (1,000 cookies) as a

    special production job. The accumulated costs are direct materials, combined direct labor and

    manufacturing overhead (30 percent applied manufacturing overhead).

    Direct Materials (per 1,000 cookies) Estimated Cost (USD)

    Flour – 15 lbs @ $0.80/lb $12.00

    Sugar – 10 lbs @ $1.00/lb $10.00

    Butter – 15 lbs @ $4.00/lb $60.00

    Chocolate Chips – 10 lbs @ $3.50/lb $35.00

    Sea Salt & Vanilla – combined $5.00

    Total Direct Materials $122.00

    Direct Labor:

    Two bakers each earn $15/hour. For two days (16 total labor hours), the labor cost equals $480

    (16 × $30).

    Manufacturing Overhead:

    At 30% of direct labor → $144 ($480 × 0.30).

    Total Job Cost:

    $122 (materials) + $480 (labor) + $144 (overhead) = $746.

    Cost per cookie: $746 ÷ 1,000 = $0.75.

    3

    Process Costing – Mixing Department

    The Mixing Department handles the first stage of production. For 1,000 cookies:

    • Direct Materials: $122 (added at the start).

    • Direct Labor: Two employees × 4 hrs × $15/hr = $120.

    • Overhead (30% of labor): $36.

    • Conversion Costs (labor + overhead): $156.

    • Cookies are 100% complete for materials, 40% complete for conversion.

    → Equivalent units for conversion = 1,000 × 0.40 = 400.

    → Cost per equivalent unit (conversion) = $156 ÷ 400 = $0.39/unit.

    → Total cost transferred from Mixing = $122 + (400 × $0.39) = $278.

    The process costing system thus tracks costs by stage rather than by batch.

    Sales Price

    To achieve a 40% profit margin:

    $0.75 × 1.40 = $1.05 per cookie (retail price).

    Thus, total sales for 1,000 cookies = $1,050, yielding $304 profit.

    Part 3: Compare and Contrast Costing Methods

    Job Order Costing:

    Applied in case products are custom or in small batches. Every job contains special

    material, labor and overhead costs. It offers cost tracking in detail; it is suitable in business

    producing limited or specialty goods (Iyenhen and Sabit, 2023). Job order costing is

    advantageous to Cookie Haven since it can provide specific cost information at each batch of

    4

    cookies; therefore, the manager can not only track the efficiency of the resources, but also easily

    change the price.

    Process Costing:

    Applied in large-scale manufacturing facilities and used continuously when production

    needs a uniform product (Weygandt et al., 2019). It makes the accounting easier through the

    averaging of costs among all units produced. Although process costing is not that detailed when

    handling individual jobs, it assists in assessing the efficiency at each production stage.

    Comparison and Managerial Usefulness:

    In the case of Cookie Haven, which is involved with small-scale specialty production, job

    order costing would be handier due to the ability to get a detailed view of materials and labor

    elements consumed by specific batches. Nevertheless, when the company grows and starts mass

    production and has many departments then the process costing will provide excellent control of

    cost per unit and accountability of departments. Neither of the two systems can replace the other:

    job order costing is valuable when the order is small and process costing is valuable when the

    order should be scaled too numerous in the long-term.

    Part 4: Effect of Increase and Decrease of Sales.

    The sales vary directly with the quantity of cookies sold. At a sell of over 1,000 cookies,

    the total revenue would grow at a higher rate than total cost, as fixed overhead would be evenly

    distributed among the more cookies, and profitability will be high. On the contrary, inadequate

    sales decreases revenues but a lot of expenses (rent, utilities, salaried wages) stay constant,

    lowering net income. As an illustration, by selling 1,500 cookies managing at $1.05 each, the

    revenue would be 1,575, however, the expenditures can increase insignificantly to approximately

    1,050 and boost the profits. Volume growth, therefore, increases profitability with economies of

    5

    scale. Nonetheless, changes in demand necessitate close planning of production that would avoid

    wastage of inventory and excessive labor.

    Conclusions and Recommendations.

    This project shows the role of managerial accounting in making decisions that are data-

    driven in case of a small business. Using the job order costing is an opportunity that Cookie

    Haven Company can take advantage of to trace materials and labor costs per batch and change

    prices dynamically. The costing that the company uses will develop process costing because the

    production capacity is going to be increased. The relevant markup of 40% is constant so that

    prices could remain competitive and the profitability would not be lost.

    To continue growing in future, the company should:

    1.Use accounting programs to regulate monitoring of expenses.

    2.Periodically need to look at the prices of your ingredient suppliers to maintain margins.

    3.Find wholesale deals with cafes or hotels to even out the sales volume.

    Using cost-accounting principles, Cookie Haven should have the ability to grow as a

    local bakery to a regional brand without disorder in its financial discipline and operational

    structure.

    6

    References

    Iyenhen, C., & Sabit, M. S. (2023). The Evolution and Development of Management

    Accounting Theories and Practices: A Review of Theoretical Frameworks. Central Asian Journal

    of Innovations on Tourism Management and Finance, 4(2), 40-54.

    https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422

    Weygandt, J. J., Kieso, D. E., Kimmel, P. D., Trenholm, B., Warren, V., & Novak, L.

    (2019). Accounting Principles, Volume 2. John Wiley & Sons.

    https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Wey

    gandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.)

    .+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o

    [https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422](https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    **## UnitVIITemplate.xlsx**

    ## Problem

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | ABC Manufacuring | | | | | | Instructions: |
    | | Direct Labor Budget for the Year Ending Dec 31, 202X | | | | | | 1. Review the data given, fill in the information in yellow cells to determine number of employees needed. |
    | | Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | Year |
    | Direct labor hours per unit | 1 | 1 | 1 | 1 | 1 |
    | Labor rate per hour | $20.00 | $20.00 | $20.00 | $20.00 | $20.00 | | 2. Based on the calculations result and information given, address how this information can be useful for managers in terms of scheduling, planning, and control. Include ethical considerations in the budget process. Type your response in the box below. |
    | Direct labor cost per unit |
    | Units to be produced | 40,000 | 41,000 | 42,000 | 38,000 | 161,000 |
    | Total direct labor cost |
    | Total hours needed<br> <br>Thanasak Ruankaew: Author:<br>@ 1 labor hour per unit per row #4 | 40,000 | 41,000 | 42,000 | 38,000 | 161,000 |
    | Average hours per quarter per employee<br> <br>Thanasak Ruankaew: Author:<br>Each employee can work 480 hours per quarter | 480 | 480 | 480 | 480 |
    | Approximate number of employees needed<br> <br>Thanasak Ruankaew: Author:<br>Students may round up the value. |
    | | | | | | | | 3. Brieftly address how regulatory and compliance requirements (e.g., minimum wage, benefits, safety, etc.) might impact labor costs and pricing decision. Type response in the below box. |

    | Name: |
    | Date: |

    **## VIIAssignmentCookieBusinessFinalProject.docx**

    **Cookie Business Final Project**

    Now that your cookie business is well underway, you are going to use the knowledge that you have gained in this course to evaluate the financial information for the company. You will be creating a series of reports and analyzing the results using the templates provided to guide you through the project. In this final project, you will do the following:

    1. Apply accounting concepts and standards to the creation of accounting information and reports.

    2. Analyze accounting information used to make strategic business decisions.

    3. Apply ethical behavior to accounting-related situations.

    4. Make business decisions based on analyzing accounting data.

    **Length:** Using the
    [Unit VII Final Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17551107-dt-asiobject-rid-118576101_1/xid-118576101_1), prepare an
    **eight-to-twelve-page written report (including spreadsheets).**

    **References:** At least three peer-reviewed sources are required, any additional resources used are required to be scholarly/academic in nature. APA Style is required for citations and references.

    **Details:** First, start the paper with an abstract and introduction section, per the assignment template provided.

    **Part 1:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (CM Breakeven tab):

    · Calculate the contribution margin (CM) for each of the three products sold at the cookie business.

    · Calculate the weighted average CM.

    · Calculate the breakeven point.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results based on your calculations as far as which type of cookie you think is the most profitable, which has the highest CM, and such.

    **Part 2:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Full Variable tab), complete the calculations listed below.

    · Calculate the value of ending inventory under full or absorption costing.

    · Calculate the value of ending inventory under variable costing.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results, and comment on which method you think is more helpful to managers and why.

    **Part 3:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Special Order tab), calculate the net increase or decrease in profit if they take the special order.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results and comment on if you think the cookie business should take on this special order of cookies for a wedding. Business has been slow the last few months, and the offer is less than the usual selling price for the cookies.

    As part of your discussion, include both quantitative (based on the numbers) and qualitative (not based on numbers) factors that would go into the decision to take on the special order, including pricing decisions.

    **Part 4:** Based on the data presented in the
    [Unit VII Spreadsheet Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17551107-dt-asiobject-rid-182285656_1/xid-182285656_1) in Excel (IRR tab), calculate the internal rate of return (IRR) for the new equipment purchase.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Note: the PV Annuity table is provided for you. Discuss if you think the cookie business should accept or reject the purchase of the new equipment and why.

    Additional information has come to your attention regarding the equipment purchase. One of the partner's brothers owns the company that sells the equipment and insists the equipment is needed. Discuss any ethical concerns you see with this type of transaction.

    **Part 5:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Cash Budget tab), calculate the cash receipts for the first quarter of this year.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss your observations about the way cash is collected if the company needs $150,000 per month for expenses.

    **Part 6:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Variances tab), complete the following calculations.

    · Calculate the material variances.

    · Calculate the labor variances.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss your observations about the variances and ways to plan to improve any of the variances.

    End this paper with the key observations and present any future recommendations.

    **## UnitIIIcookies.pdf**

    0

    Robert Benders

    Unit III Assignment

    Professor Steve Horan

    Columbia Southern University

    ACC-5301

    10/20/2025

    1

    The Cookie Haven Company

    Introduction

    Entrepreneurship business ventures can be started with a rather simple idea, which is a

    natural combination of passion and market opportunity. This is a project based on the launching

    of a small-scale cookie business under the context of managerial accounting. This aims to know

    how cost-accounting systems, namely job order and process costing, can be used to support

    strategic decisions made by the business. This paper illustrates how managers use accounting

    data to assess profitability, efficiency and sustainability of a single product cookie company by

    generating and analyzing production, costing and pricing data of this company.

    Part 1: Cookie Business Startup.

    Business Name and Location:

    The corporation will be called Cookie Haven Company and it will be situated within the

    city of Savannah, Georgia, which is characterized by tourism and a high level of hospitality in

    the south that will point to the steady flow of visitors.

    Mission Statement:

    To make new handmade cookies with quality ingredients and care of an artisan to provide

    our customers with comfort and pleasure in every bite.

    Type of Cookie:

    The cookies that Cookie Haven will focus on are Sea Salt Chocolate Chip Cookies that

    will consist of locally sourced chocolate and butter and light sprinkling of sea salt. The company

    has one specialty cookie to sell which will enable it to stay consistent in quality and accurately

    manage its cost preservation.

    2

    Part 2: Sales Information and Costing.

    Job Order Costing

    The job order system is characterized by the treatment of each batch (1,000 cookies) as a

    special production job. The accumulated costs are direct materials, combined direct labor and

    manufacturing overhead (30 percent applied manufacturing overhead).

    Direct Materials (per 1,000 cookies) Estimated Cost (USD)

    Flour – 15 lbs @ $0.80/lb $12.00

    Sugar – 10 lbs @ $1.00/lb $10.00

    Butter – 15 lbs @ $4.00/lb $60.00

    Chocolate Chips – 10 lbs @ $3.50/lb $35.00

    Sea Salt & Vanilla – combined $5.00

    Total Direct Materials $122.00

    Direct Labor:

    Two bakers each earn $15/hour. For two days (16 total labor hours), the labor cost equals $480

    (16 × $30).

    Manufacturing Overhead:

    At 30% of direct labor → $144 ($480 × 0.30).

    Total Job Cost:

    $122 (materials) + $480 (labor) + $144 (overhead) = $746.

    Cost per cookie: $746 ÷ 1,000 = $0.75.

    3

    Process Costing – Mixing Department

    The Mixing Department handles the first stage of production. For 1,000 cookies:

    • Direct Materials: $122 (added at the start).

    • Direct Labor: Two employees × 4 hrs × $15/hr = $120.

    • Overhead (30% of labor): $36.

    • Conversion Costs (labor + overhead): $156.

    • Cookies are 100% complete for materials, 40% complete for conversion.

    → Equivalent units for conversion = 1,000 × 0.40 = 400.

    → Cost per equivalent unit (conversion) = $156 ÷ 400 = $0.39/unit.

    → Total cost transferred from Mixing = $122 + (400 × $0.39) = $278.

    The process costing system thus tracks costs by stage rather than by batch.

    Sales Price

    To achieve a 40% profit margin:

    $0.75 × 1.40 = $1.05 per cookie (retail price).

    Thus, total sales for 1,000 cookies = $1,050, yielding $304 profit.

    Part 3: Compare and Contrast Costing Methods

    Job Order Costing:

    Applied in case products are custom or in small batches. Every job contains special

    material, labor and overhead costs. It offers cost tracking in detail; it is suitable in business

    producing limited or specialty goods (Iyenhen and Sabit, 2023). Job order costing is

    advantageous to Cookie Haven since it can provide specific cost information at each batch of

    4

    cookies; therefore, the manager can not only track the efficiency of the resources, but also easily

    change the price.

    Process Costing:

    Applied in large-scale manufacturing facilities and used continuously when production

    needs a uniform product (Weygandt et al., 2019). It makes the accounting easier through the

    averaging of costs among all units produced. Although process costing is not that detailed when

    handling individual jobs, it assists in assessing the efficiency at each production stage.

    Comparison and Managerial Usefulness:

    In the case of Cookie Haven, which is involved with small-scale specialty production, job

    order costing would be handier due to the ability to get a detailed view of materials and labor

    elements consumed by specific batches. Nevertheless, when the company grows and starts mass

    production and has many departments then the process costing will provide excellent control of

    cost per unit and accountability of departments. Neither of the two systems can replace the other:

    job order costing is valuable when the order is small and process costing is valuable when the

    order should be scaled too numerous in the long-term.

    Part 4: Effect of Increase and Decrease of Sales.

    The sales vary directly with the quantity of cookies sold. At a sell of over 1,000 cookies,

    the total revenue would grow at a higher rate than total cost, as fixed overhead would be evenly

    distributed among the more cookies, and profitability will be high. On the contrary, inadequate

    sales decreases revenues but a lot of expenses (rent, utilities, salaried wages) stay constant,

    lowering net income. As an illustration, by selling 1,500 cookies managing at $1.05 each, the

    revenue would be 1,575, however, the expenditures can increase insignificantly to approximately

    1,050 and boost the profits. Volume growth, therefore, increases profitability with economies of

    5

    scale. Nonetheless, changes in demand necessitate close planning of production that would avoid

    wastage of inventory and excessive labor.

    Conclusions and Recommendations.

    This project shows the role of managerial accounting in making decisions that are data-

    driven in case of a small business. Using the job order costing is an opportunity that Cookie

    Haven Company can take advantage of to trace materials and labor costs per batch and change

    prices dynamically. The costing that the company uses will develop process costing because the

    production capacity is going to be increased. The relevant markup of 40% is constant so that

    prices could remain competitive and the profitability would not be lost.

    To continue growing in future, the company should:

    1.Use accounting programs to regulate monitoring of expenses.

    2.Periodically need to look at the prices of your ingredient suppliers to maintain margins.

    3.Find wholesale deals with cafes or hotels to even out the sales volume.

    Using cost-accounting principles, Cookie Haven should have the ability to grow as a

    local bakery to a regional brand without disorder in its financial discipline and operational

    structure.

    6

    References

    Iyenhen, C., & Sabit, M. S. (2023). The Evolution and Development of Management

    Accounting Theories and Practices: A Review of Theoretical Frameworks. Central Asian Journal

    of Innovations on Tourism Management and Finance, 4(2), 40-54.

    https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422

    Weygandt, J. J., Kieso, D. E., Kimmel, P. D., Trenholm, B., Warren, V., & Novak, L.

    (2019). Accounting Principles, Volume 2. John Wiley & Sons.

    https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Wey

    gandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.)

    .+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o

    [https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422](https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    **## UnitVIITemplate.xlsx**

    ## Problem

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | ABC Manufacuring | | | | | | Instructions: |
    | | Direct Labor Budget for the Year Ending Dec 31, 202X | | | | | | 1. Review the data given, fill in the information in yellow cells to determine number of employees needed. |
    | | Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | Year |
    | Direct labor hours per unit | 1 | 1 | 1 | 1 | 1 |
    | Labor rate per hour | $20.00 | $20.00 | $20.00 | $20.00 | $20.00 | | 2. Based on the calculations result and information given, address how this information can be useful for managers in terms of scheduling, planning, and control. Include ethical considerations in the budget process. Type your response in the box below. |
    | Direct labor cost per unit |
    | Units to be produced | 40,000 | 41,000 | 42,000 | 38,000 | 161,000 |
    | Total direct labor cost |
    | Total hours needed<br> <br>Thanasak Ruankaew: Author:<br>@ 1 labor hour per unit per row #4 | 40,000 | 41,000 | 42,000 | 38,000 | 161,000 |
    | Average hours per quarter per employee<br> <br>Thanasak Ruankaew: Author:<br>Each employee can work 480 hours per quarter | 480 | 480 | 480 | 480 |
    | Approximate number of employees needed<br> <br>Thanasak Ruankaew: Author:<br>Students may round up the value. |
    | | | | | | | | 3. Brieftly address how regulatory and compliance requirements (e.g., minimum wage, benefits, safety, etc.) might impact labor costs and pricing decision. Type response in the below box. |

    | Name: |
    | Date: |

    **## VIIAssignmentCookieBusinessFinalProject.docx**

    **Cookie Business Final Project**

    Now that your cookie business is well underway, you are going to use the knowledge that you have gained in this course to evaluate the financial information for the company. You will be creating a series of reports and analyzing the results using the templates provided to guide you through the project. In this final project, you will do the following:

    1. Apply accounting concepts and standards to the creation of accounting information and reports.

    2. Analyze accounting information used to make strategic business decisions.

    3. Apply ethical behavior to accounting-related situations.

    4. Make business decisions based on analyzing accounting data.

    **Length:** Using the
    [Unit VII Final Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17551107-dt-asiobject-rid-118576101_1/xid-118576101_1), prepare an
    **eight-to-twelve-page written report (including spreadsheets).**

    **References:** At least three peer-reviewed sources are required, any additional resources used are required to be scholarly/academic in nature. APA Style is required for citations and references.

    **Details:** First, start the paper with an abstract and introduction section, per the assignment template provided.

    **Part 1:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (CM Breakeven tab):

    · Calculate the contribution margin (CM) for each of the three products sold at the cookie business.

    · Calculate the weighted average CM.

    · Calculate the breakeven point.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results based on your calculations as far as which type of cookie you think is the most profitable, which has the highest CM, and such.

    **Part 2:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Full Variable tab), complete the calculations listed below.

    · Calculate the value of ending inventory under full or absorption costing.

    · Calculate the value of ending inventory under variable costing.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results, and comment on which method you think is more helpful to managers and why.

    **Part 3:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Special Order tab), calculate the net increase or decrease in profit if they take the special order.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss the results and comment on if you think the cookie business should take on this special order of cookies for a wedding. Business has been slow the last few months, and the offer is less than the usual selling price for the cookies.

    As part of your discussion, include both quantitative (based on the numbers) and qualitative (not based on numbers) factors that would go into the decision to take on the special order, including pricing decisions.

    **Part 4:** Based on the data presented in the
    [Unit VII Spreadsheet Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17551107-dt-asiobject-rid-182285656_1/xid-182285656_1) in Excel (IRR tab), calculate the internal rate of return (IRR) for the new equipment purchase.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Note: the PV Annuity table is provided for you. Discuss if you think the cookie business should accept or reject the purchase of the new equipment and why.

    Additional information has come to your attention regarding the equipment purchase. One of the partner's brothers owns the company that sells the equipment and insists the equipment is needed. Discuss any ethical concerns you see with this type of transaction.

    **Part 5:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Cash Budget tab), calculate the cash receipts for the first quarter of this year.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss your observations about the way cash is collected if the company needs $150,000 per month for expenses.

    **Part 6:** Based on the data presented in the Unit VII Spreadsheet Template in Excel (Variances tab), complete the following calculations.

    · Calculate the material variances.

    · Calculate the labor variances.

    Complete your calculations by filling in the highlighted cells; embed a copy of the completed spreadsheet into this report. Discuss your observations about the variances and ways to plan to improve any of the variances.

    End this paper with the key observations and present any future recommendations.

    **## UnitIIIcookies.pdf**

    0

    Robert Benders

    Unit III Assignment

    Professor Steve Horan

    Columbia Southern University

    ACC-5301

    10/20/2025

    1

    The Cookie Haven Company

    Introduction

    Entrepreneurship business ventures can be started with a rather simple idea, which is a

    natural combination of passion and market opportunity. This is a project based on the launching

    of a small-scale cookie business under the context of managerial accounting. This aims to know

    how cost-accounting systems, namely job order and process costing, can be used to support

    strategic decisions made by the business. This paper illustrates how managers use accounting

    data to assess profitability, efficiency and sustainability of a single product cookie company by

    generating and analyzing production, costing and pricing data of this company.

    Part 1: Cookie Business Startup.

    Business Name and Location:

    The corporation will be called Cookie Haven Company and it will be situated within the

    city of Savannah, Georgia, which is characterized by tourism and a high level of hospitality in

    the south that will point to the steady flow of visitors.

    Mission Statement:

    To make new handmade cookies with quality ingredients and care of an artisan to provide

    our customers with comfort and pleasure in every bite.

    Type of Cookie:

    The cookies that Cookie Haven will focus on are Sea Salt Chocolate Chip Cookies that

    will consist of locally sourced chocolate and butter and light sprinkling of sea salt. The company

    has one specialty cookie to sell which will enable it to stay consistent in quality and accurately

    manage its cost preservation.

    2

    Part 2: Sales Information and Costing.

    Job Order Costing

    The job order system is characterized by the treatment of each batch (1,000 cookies) as a

    special production job. The accumulated costs are direct materials, combined direct labor and

    manufacturing overhead (30 percent applied manufacturing overhead).

    Direct Materials (per 1,000 cookies) Estimated Cost (USD)

    Flour – 15 lbs @ $0.80/lb $12.00

    Sugar – 10 lbs @ $1.00/lb $10.00

    Butter – 15 lbs @ $4.00/lb $60.00

    Chocolate Chips – 10 lbs @ $3.50/lb $35.00

    Sea Salt & Vanilla – combined $5.00

    Total Direct Materials $122.00

    Direct Labor:

    Two bakers each earn $15/hour. For two days (16 total labor hours), the labor cost equals $480

    (16 × $30).

    Manufacturing Overhead:

    At 30% of direct labor → $144 ($480 × 0.30).

    Total Job Cost:

    $122 (materials) + $480 (labor) + $144 (overhead) = $746.

    Cost per cookie: $746 ÷ 1,000 = $0.75.

    3

    Process Costing – Mixing Department

    The Mixing Department handles the first stage of production. For 1,000 cookies:

    • Direct Materials: $122 (added at the start).

    • Direct Labor: Two employees × 4 hrs × $15/hr = $120.

    • Overhead (30% of labor): $36.

    • Conversion Costs (labor + overhead): $156.

    • Cookies are 100% complete for materials, 40% complete for conversion.

    → Equivalent units for conversion = 1,000 × 0.40 = 400.

    → Cost per equivalent unit (conversion) = $156 ÷ 400 = $0.39/unit.

    → Total cost transferred from Mixing = $122 + (400 × $0.39) = $278.

    The process costing system thus tracks costs by stage rather than by batch.

    Sales Price

    To achieve a 40% profit margin:

    $0.75 × 1.40 = $1.05 per cookie (retail price).

    Thus, total sales for 1,000 cookies = $1,050, yielding $304 profit.

    Part 3: Compare and Contrast Costing Methods

    Job Order Costing:

    Applied in case products are custom or in small batches. Every job contains special

    material, labor and overhead costs. It offers cost tracking in detail; it is suitable in business

    producing limited or specialty goods (Iyenhen and Sabit, 2023). Job order costing is

    advantageous to Cookie Haven since it can provide specific cost information at each batch of

    4

    cookies; therefore, the manager can not only track the efficiency of the resources, but also easily

    change the price.

    Process Costing:

    Applied in large-scale manufacturing facilities and used continuously when production

    needs a uniform product (Weygandt et al., 2019). It makes the accounting easier through the

    averaging of costs among all units produced. Although process costing is not that detailed when

    handling individual jobs, it assists in assessing the efficiency at each production stage.

    Comparison and Managerial Usefulness:

    In the case of Cookie Haven, which is involved with small-scale specialty production, job

    order costing would be handier due to the ability to get a detailed view of materials and labor

    elements consumed by specific batches. Nevertheless, when the company grows and starts mass

    production and has many departments then the process costing will provide excellent control of

    cost per unit and accountability of departments. Neither of the two systems can replace the other:

    job order costing is valuable when the order is small and process costing is valuable when the

    order should be scaled too numerous in the long-term.

    Part 4: Effect of Increase and Decrease of Sales.

    The sales vary directly with the quantity of cookies sold. At a sell of over 1,000 cookies,

    the total revenue would grow at a higher rate than total cost, as fixed overhead would be evenly

    distributed among the more cookies, and profitability will be high. On the contrary, inadequate

    sales decreases revenues but a lot of expenses (rent, utilities, salaried wages) stay constant,

    lowering net income. As an illustration, by selling 1,500 cookies managing at $1.05 each, the

    revenue would be 1,575, however, the expenditures can increase insignificantly to approximately

    1,050 and boost the profits. Volume growth, therefore, increases profitability with economies of

    5

    scale. Nonetheless, changes in demand necessitate close planning of production that would avoid

    wastage of inventory and excessive labor.

    Conclusions and Recommendations.

    This project shows the role of managerial accounting in making decisions that are data-

    driven in case of a small business. Using the job order costing is an opportunity that Cookie

    Haven Company can take advantage of to trace materials and labor costs per batch and change

    prices dynamically. The costing that the company uses will develop process costing because the

    production capacity is going to be increased. The relevant markup of 40% is constant so that

    prices could remain competitive and the profitability would not be lost.

    To continue growing in future, the company should:

    1.Use accounting programs to regulate monitoring of expenses.

    2.Periodically need to look at the prices of your ingredient suppliers to maintain margins.

    3.Find wholesale deals with cafes or hotels to even out the sales volume.

    Using cost-accounting principles, Cookie Haven should have the ability to grow as a

    local bakery to a regional brand without disorder in its financial discipline and operational

    structure.

    6

    References

    Iyenhen, C., & Sabit, M. S. (2023). The Evolution and Development of Management

    Accounting Theories and Practices: A Review of Theoretical Frameworks. Central Asian Journal

    of Innovations on Tourism Management and Finance, 4(2), 40-54.

    https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422

    Weygandt, J. J., Kieso, D. E., Kimmel, P. D., Trenholm, B., Warren, V., & Novak, L.

    (2019). Accounting Principles, Volume 2. John Wiley & Sons.

    https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Wey

    gandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.)

    .+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o

    [https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422](https://cajitmf.casjournal.org/index.php/CAJITMF/article/view/422)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

    [https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o](https://books.google.com/books?hl=en&lr=&id=p6yXDwAAQBAJ&oi=fnd&pg=PA1&dq=Weygandt,+J.+J.,+Kimmel,+P.+D.,+%26+Kieso,+D.+E.+(2022).+Accounting+principles+(15th+ed.).+Wiley.&ots=NugQB7BEac&sig=NtZoSeQswokT3yokzlIJgoGqD7o)

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  • [Solved] Unit VIII

    ✓ Verified Academic Solution Available

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    see attachment – ## UnitVIIIAssignment.docx **## UnitVIIIAssignment.docx** Unit VIII Assignment ABC Corporation has 3 plants across the United States in 3 different regions consisting of East, Central, and West. Last year, each plant purchased new equipment for their plants, and each plant earns the…

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    Assignment Prompt & Instructions

    see attachment

    – ## UnitVIIIAssignment.docx

    **## UnitVIIIAssignment.docx**

    Unit VIII Assignment

    ABC Corporation has 3 plants across the United States in 3 different regions consisting of East, Central, and West. Last year, each plant purchased new equipment for their plants, and each plant earns the same income of $200,000. However, each plant required a different investment in assets as follow:

    | | |
    | — | — |
    | **Plant** | **Investment Amount** |
    | East | $2,000,000 |
    | Central | $2,500,000 |
    | West | $1,600,000 |

    Based on the data given, address the following tasks:

    1. Discuss the result and the performance of each plant based on the income alone.

    2. Compute and provide the return on investment (ROI) for each plant. Discuss the purpose of this calculation, and provide specific interpretation/evaluation of results (e.g., which plant is doing better/worse, which plant is using equipment more efficiently, etc.).

    3. Identify the importance of responsibility accounting in leadership.

    4. Propose specific solutions to the plant managers on how to control costs and improve revenue. Please be sure to be specific with the recommendations.

    **## UnitVIIIAssignment.docx**

    Unit VIII Assignment

    ABC Corporation has 3 plants across the United States in 3 different regions consisting of East, Central, and West. Last year, each plant purchased new equipment for their plants, and each plant earns the same income of $200,000. However, each plant required a different investment in assets as follow:

    | | |
    | — | — |
    | **Plant** | **Investment Amount** |
    | East | $2,000,000 |
    | Central | $2,500,000 |
    | West | $1,600,000 |

    Based on the data given, address the following tasks:

    1. Discuss the result and the performance of each plant based on the income alone.

    2. Compute and provide the return on investment (ROI) for each plant. Discuss the purpose of this calculation, and provide specific interpretation/evaluation of results (e.g., which plant is doing better/worse, which plant is using equipment more efficiently, etc.).

    3. Identify the importance of responsibility accounting in leadership.

    4. Propose specific solutions to the plant managers on how to control costs and improve revenue. Please be sure to be specific with the recommendations.

  • [Solved] Nursing health care homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    THESE ARE MY THREE ARTICLE NOW I WILL GIVE YOU THE OUTLINE AND TEMPLATE PLEASE FIULL IT OUT ACCORDINGLY. Research #2: Quantitative Literature Review Outline I. Introduction • Purpose of the review • Focus of the topic • Current state of knowledge (brief overview) • Organization of sources (highest →…

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    Assignment Prompt & Instructions

    THESE ARE MY THREE ARTICLE NOW I WILL GIVE YOU THE  OUTLINE AND TEMPLATE PLEASE FIULL IT OUT ACCORDINGLY.
    Research  #2:
    Quantitative Literature Review Outline
    I. Introduction
    • Purpose of the review
    • Focus of the topic
    • Current state of knowledge (brief overview)
    • Organization of sources (highest → lowest level of evidence)
    • Use of in-text citations
    II. Background and Significance
    • Define the general topic
    • Relevance to nursing and nursing research
    • Why the issue matters in practice, education, or policy
    • Use of in-text citations
    III. Systematic Review (SR) or Meta-Analysis (MA)
    • Database(s), search terms, and limitations used
    • Purpose of SR/MA
    • Number of articles reviewed
    • Key findings
    • Strengths and weaknesses (critique)
    • Summary of what is known/unknown
    • Adequacy of knowledge to guide practice change
    • Proposed practice change
    • Use of in-text citations
    IV. Randomized Controlled Trial (RCT) or Quasi-Experimental Study
    • Database(s), search terms, and limitations used
    • Design, framework, purpose
    • Sample, sample size, and measures
    • Interventions
    • Findings/results
    • Strengths and weaknesses (critique)
    • Summary of what is known/unknown
    • Adequacy of knowledge to guide practice change
    • Proposed practice change
    • Use of in-text citations
    V. Descriptive Correlational, Predictive Correlational, or Cohort Study
    • Database(s), search terms, and limitations used
    • Design, framework, purpose
    • Sample, sample size, and measures
    • Interventions (if applicable)
    • Findings/results
    • Strengths and weaknesses (critique)
    • Summary of what is known/unknown
    • Adequacy of knowledge to guide practice change
    • Proposed practice change
    • Use of in-text citations
    VI. Findings (Synthesis)
    • Combine results from all included studies
    • Identify themes or patterns across evidence
    • State overall current knowledge
    • Gaps or inconsistencies in evidence
    • Use of in-text citations
    VII. Conclusion
    • Concise wrap-up of the literature review
    • Re-emphasize significance to nursing
    • Future directions or implications for practice
    • Use of in-text citations
    \
    DESCRIPTIVEQUANTITATIVEARTICLE.pdf](https://www.sweetstudy.com/files/descriptivequantitativearticle-pdf "DESCRIPTIVEQUANTITATIVEARTICLE.pdf")
    \
    QUANTITATIVEHAISARTICLE.pdf](https://www.sweetstudy.com/files/quantitativehaisarticle-pdf "QUANTITATIVEHAISARTICLE.pdf")
    \
    SYSTEMATICREVIEWQUALITATIVE.pdf](https://www.sweetstudy.com/files/systematicreviewqualitative-pdf "SYSTEMATICREVIEWQUALITATIVE.pdf")
    \
    APATemplate_ResearchPaper2QuantitativeLiteratureReview1.docx](https://www.sweetstudy.com/files/apatemplate-researchpaper2quantitativeliteraturereview1-docx "APATemplate_ResearchPaper2QuantitativeLiteratureReview1.docx")

  • [Solved] Psychology WEEK ONE ASSIGNMENT

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    Based on the information obtained via your exploration of the social services agency you chose (see Week 1 discussion), complete a logic model. The example in figure 1.3 on page 28 of the textbook should be very helpful for this assignment. **Please select one specific program** _**within**_ **your …

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    Assignment Prompt & Instructions

    Based on the information obtained via your exploration of the social services agency you chose (see Week 1 discussion), complete a logic model. The example in figure 1.3 on page 28 of the textbook should be very helpful for this assignment.
    **Please select one specific program** _**within**_ **your chosen agency and base your logic model on that single program’s services, activities, and outcomes.**
    #### **Step 1: Download the template**
    Use the attached template for generating your logic model:
    **Week_1_Assignment_Logic_Model.docx**
    #### **Step 2: Complete your logic model**
    Use the template to describe your program’s:
    • Inputs: resources (funding, staff, facilities, materials, partnerships, theory)
    • Activities: what the program does (services, frequency, delivery methods)
    • Outputs: measurable products of activities (clients served, sessions, referrals)
    • Outcomes:
    – Short-term (0–6 mo): symptom reduction, coping, engagement, knowledge
    – Intermediate (6–12 mo): sustained improvement, daily functioning, fewer crises
    – Long-term (1+ yr): stability, success, relationships, quality of life
    #### **Step 3: Meet these critical requirements**
    1. Be specific – Use measurable language (e.g., PHQ-9 scores decrease from 15→9)
    2. Be realistic – Reflect what’s achievable within scope and timeframe
    3. Show logical flow – Inputs → Activities → Outputs → Outcomes
    4. Note assumptions – Add footnotes for inferred info (e.g., assuming CBT approach)
    5. Align with your selected outcome. For example:
      -Depression-focused outcomes
    – Behavior/emotional outcomes
    – Anxiety-focused outcomes
    #### **If information is limited**
    Review similar agencies and clearly mark inferred items with an asterisk (*) or note.
    #### **Step 4: Submit TWO documents**
    1. Logic model (1 page, landscape orientation) using the chosen template
    2. 1-page narrative explaining:
    – Assumptions made
    – How your model aligns with your chosen measure (PHQ-9, SDQ, or GAD-7)
    – Information you wish you had but couldn’t find
    #### **Avoid common mistakes**
    ❌ Confusing outputs (what you do) with outcomes (what changes)
    ❌ Being vague ('better mental health')
    ❌ Skipping logical connections
    ❌ Ignoring your chosen measure
    ❌ Using your own template rather than the one provided
    See attachment for additional guidance.
    **RSM816 Week 1 Assignment Guide.pdf**
    **The assignment is due by end of the day on Sunday.**
    \
    Week_1_Assignment_Logic_Model.docx](https://www.sweetstudy.com/files/week-1-assignment-logic-model-docx "Week_1_Assignment_Logic_Model.docx")
    \
    RSM816Week1AssignmentGuide.pdf](https://www.sweetstudy.com/files/rsm816week1assignmentguide-pdf "RSM816Week1AssignmentGuide.pdf")
    \
    en-Week1.txt](https://www.sweetstudy.com/files/en-week1-txt "en-Week1.txt")
    \
    WEEKONEDISCUSSIONPROGRAMEVALUATION.docx](https://www.sweetstudy.com/files/weekonediscussionprogramevaluation-docx "WEEKONEDISCUSSIONPROGRAMEVALUATION.docx")

  • [Solved] English Musings Assignment 7

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    – ## SpMgt567MusingsAssignment7.docx – Screenshot2025-10-31at1.22.09AM.png **## SpMgt567MusingsAssignment7.docx** **SpMgt 567: Musings Assignment 7** **Assignment Directions:** 1. For this assignment, please respond to the following question in a 1-page paper. Please use 12-point, Times New Roman f…

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    Assignment Prompt & Instructions

    – ## SpMgt567MusingsAssignment7.docx

    – Screenshot2025-10-31at1.22.09AM.png

    **## SpMgt567MusingsAssignment7.docx**

    **SpMgt 567: Musings Assignment 7**

    **Assignment Directions:**

    1. For this assignment, please respond to the following question in a 1-page paper. Please use 12-point, Times New Roman font. Please double-space your answer. Please submit your paper in either .doc or .docx format. Please do not submit your paper in a different file format other than .doc or .docx.

    2. AI Use: For this assignment, you may use Grammarly or other spell or grammar check software. Please do not use ChatGPT or other generative AI resources to compose your replies. I don’t care what generative AI programs think, but I do care what you think.

    3. This assignment is worth 25 points.

    4. Please submit your assignment to Canvas by Friday at 11:59pm PST.

    5. Please let me know if you have any questions. Please feel free to stop by my office (Cleveland 263) or send me an email (
    [heather.vanmullem@wsu.edu](mailto:heather.vanmullem@wsu.edu)).

    **Assignment Prompts:**

    1. Please read the 8 strategies offered in the Project Play Playbook for School Sports:
    [https://projectplay.org/school-sports/playbook](https://projectplay.org/school-sports/playbook)

    2. Choose 3 of the 8 strategies to do a deep dive. Spend time reading the material provided by Project Play, including the links provided in the “Dive Deeper” section found at the bottom of each strategy.

    3. Please answer the following questions
    **_about each of the 3 strategies_** you reviewed:

    a. What is the name of the strategy you chose?

    b. Why did you choose to learn more about this particular strategy compared to the others? What is it about the strategy you chose that you find particularly interesting?

    c. Project Play lays out the problems and offers solutions. For each strategy you chose, what, in summary, does Project Play identify as a problem that needs to be addressed? What, in summary, does Project Play recommend be done to address the problem?

    d. Imagine you are a high school athletic director. What are things you should consider before implementing Project Play’s suggested strategies? Do you think their strategies can be effective? Why/Why not?

    Please answer the following summary question about the Project Play strategies:

    1. What isn’t currently identified in Project Play’s strategies that could help to create a solution to the problems facing school sports today?

    **Screenshot2025-10-31at1.22.09AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31at1-22-09am-png)

    **Screenshot2025-10-31at1.22.09AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31at1-22-09am-png)

    **## SpMgt567MusingsAssignment7.docx**

    **SpMgt 567: Musings Assignment 7**

    **Assignment Directions:**

    1. For this assignment, please respond to the following question in a 1-page paper. Please use 12-point, Times New Roman font. Please double-space your answer. Please submit your paper in either .doc or .docx format. Please do not submit your paper in a different file format other than .doc or .docx.

    2. AI Use: For this assignment, you may use Grammarly or other spell or grammar check software. Please do not use ChatGPT or other generative AI resources to compose your replies. I don’t care what generative AI programs think, but I do care what you think.

    3. This assignment is worth 25 points.

    4. Please submit your assignment to Canvas by Friday at 11:59pm PST.

    5. Please let me know if you have any questions. Please feel free to stop by my office (Cleveland 263) or send me an email (
    [heather.vanmullem@wsu.edu](mailto:heather.vanmullem@wsu.edu)).

    **Assignment Prompts:**

    1. Please read the 8 strategies offered in the Project Play Playbook for School Sports:
    [https://projectplay.org/school-sports/playbook](https://projectplay.org/school-sports/playbook)

    2. Choose 3 of the 8 strategies to do a deep dive. Spend time reading the material provided by Project Play, including the links provided in the “Dive Deeper” section found at the bottom of each strategy.

    3. Please answer the following questions
    **_about each of the 3 strategies_** you reviewed:

    a. What is the name of the strategy you chose?

    b. Why did you choose to learn more about this particular strategy compared to the others? What is it about the strategy you chose that you find particularly interesting?

    c. Project Play lays out the problems and offers solutions. For each strategy you chose, what, in summary, does Project Play identify as a problem that needs to be addressed? What, in summary, does Project Play recommend be done to address the problem?

    d. Imagine you are a high school athletic director. What are things you should consider before implementing Project Play’s suggested strategies? Do you think their strategies can be effective? Why/Why not?

    Please answer the following summary question about the Project Play strategies:

    1. What isn’t currently identified in Project Play’s strategies that could help to create a solution to the problems facing school sports today?

    **Screenshot2025-10-31at1.22.09AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31at1-22-09am-png)

    **## SpMgt567MusingsAssignment7.docx**

    **SpMgt 567: Musings Assignment 7**

    **Assignment Directions:**

    1. For this assignment, please respond to the following question in a 1-page paper. Please use 12-point, Times New Roman font. Please double-space your answer. Please submit your paper in either .doc or .docx format. Please do not submit your paper in a different file format other than .doc or .docx.

    2. AI Use: For this assignment, you may use Grammarly or other spell or grammar check software. Please do not use ChatGPT or other generative AI resources to compose your replies. I don’t care what generative AI programs think, but I do care what you think.

    3. This assignment is worth 25 points.

    4. Please submit your assignment to Canvas by Friday at 11:59pm PST.

    5. Please let me know if you have any questions. Please feel free to stop by my office (Cleveland 263) or send me an email (
    [heather.vanmullem@wsu.edu](mailto:heather.vanmullem@wsu.edu)).

    **Assignment Prompts:**

    1. Please read the 8 strategies offered in the Project Play Playbook for School Sports:
    [https://projectplay.org/school-sports/playbook](https://projectplay.org/school-sports/playbook)

    2. Choose 3 of the 8 strategies to do a deep dive. Spend time reading the material provided by Project Play, including the links provided in the “Dive Deeper” section found at the bottom of each strategy.

    3. Please answer the following questions
    **_about each of the 3 strategies_** you reviewed:

    a. What is the name of the strategy you chose?

    b. Why did you choose to learn more about this particular strategy compared to the others? What is it about the strategy you chose that you find particularly interesting?

    c. Project Play lays out the problems and offers solutions. For each strategy you chose, what, in summary, does Project Play identify as a problem that needs to be addressed? What, in summary, does Project Play recommend be done to address the problem?

    d. Imagine you are a high school athletic director. What are things you should consider before implementing Project Play’s suggested strategies? Do you think their strategies can be effective? Why/Why not?

    Please answer the following summary question about the Project Play strategies:

    1. What isn’t currently identified in Project Play’s strategies that could help to create a solution to the problems facing school sports today?

    **Screenshot2025-10-31at1.22.09AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31at1-22-09am-png)

    – 1
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  • [Solved] Pie of Life

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## PIEOFLIFEASSIGNMENT.docx – Screenshot2025-10-31133637.png **## PIEOFLIFEASSIGNMENT.docx** _Note: This assignment asks you to pull on your personal experiences – past and present – as a way of applying your psychology education. You are not required to share anything you are not comfortable with…

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    Assignment Prompt & Instructions

    – ## PIEOFLIFEASSIGNMENT.docx

    – Screenshot2025-10-31133637.png

    **## PIEOFLIFEASSIGNMENT.docx**

    _Note: This assignment asks you to pull on your personal experiences – past and present – as a way of applying your psychology education. You are not required to share anything you are not comfortable with. We want these papers to be personally resonant, but you should not feel pressured. Remember that University of Maryland instructors are required to report ongoing or past child abuse and neglect even when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose past or ongoing abuse/neglect your instructor is required by law to report it._

    **Pie of Life Assignment**

    The Pie of Life chart is a tool psychologists use to help their clients conceptualize where they are investing their physical and mental energy. It aids in self-reflection and goal setting, prompting one to mindfully consider where they are allocating their time, energy, and resources. The “slices” of this pie represent important life domains including our close relationships, spirituality, mental health, physical health, self-development, hobbies, career, and finances.

    One of the main objectives of this course is to provide you with space and time for self-reflection – to intentionally consider how your experience as a psychology major has impacted your life. The Pie of Life chart provides us with a great scaffolding for just this sort of exercise. We can use it to think about how fundamental psychological principles, concepts, teachings, and findings have influenced you in meaningful ways.

    For example, how has your experience as a psychology major influenced your friendships? Maybe after taking your Theories of Personality course, you had an epiphany about a difficult relationship in your past, giving you a new lens through which to view that dynamic. Maybe that roommate wasn’t a jerk after all – maybe they were just stuck in a maladaptive pattern of behavior that was, unfortunately, positively reinforced throughout their childhood?

    Another example: How might your career goals have shifted over the course of your journey? Maybe a discussion forum conversation you had with a peer in your Intro to Clinical Psychology course about childhood mental health diagnoses really piqued your interest and you started to shift your career interest toward child and adolescent work as a result.

    These are just two examples – the possibilities here are endless!

    **Assignment Instructions:**

    Write an 1,800 – 2,000-word reflective journal entry (going over some is fine!). You have the creative freedom to choose the format that best suits your reflection. It can be written as a traditional essay, or you can write less formally/more conversationally in the style of a diary or journal entry, whichever you are more comfortable with. References are not required unless you use them. If you do, then they must be cited in the text and referenced at the end of your work in APA format. What you will be referencing, for the most part, are your
    _takeaways from your previous courses_ (psychology or other subjects!) – this may involve specific outside resources, but it may not. That will be up to you to discern.

    Below you will see a proposed outline for this reflection, which will help you structure your thinking. The focus should be on your personal experiences as a student, insights and clarity you’ve gained along the way, and specific takeaways from any courses you have taken throughout your undergraduate program.

    **Introduction (150+ words):**

    For this assignment, reflecting on all eight domains in the Pie of Life chart is not required. Instead, focus on the five (5) that resonate most with your experience. Begin with a brief introduction to smoothly segue your reader into your piece. Reference the 5 Pie of Life domains that you have selected for reflection.

    **Body (1500+ words total):**

    Choose FIVE (5) of the Pie of Life domains below. So, the body of your work will be at least 5 paragraphs or sections long. Aim for 300+ words per domain (going over 300 words some is fine!). In each paragraph/section refer to something specific you learned from one of your undergraduate courses (remember, it doesn’t
    _have_ to be a psychology course!) and how it applies directly to your life.

    Subject headings will help your reader visually, so consider using them!

    _The bullet points are meant to guide your thinking and aren’t necessarily prescriptive of what you “must” talk about._

    · Relationships (Family/Friends):

    · Reflect on how your understanding of psychological concepts has impacted your relationships with family, friends, romantic partners, or peers.

    · Share personal experiences, challenges, and growth in this area you’ve experienced throughout your academic journey.

    · Consider any specific courses or theories that influenced your interactions with others.

    · Spirituality

    · Discuss how any course takeaways have given rise to shifts in your spiritual perspective.

    · Reflect on any changes or discoveries related to your spirituality, beliefs, or self-awareness.

    · Share any spiritual insights resulting from class discussion activities.

    · Self-Development

    · Discuss how your psychology education has contributed to your personal growth and development.

    · Reflect on any shifts in your ability to be self-aware and mindful of your own tendencies, strengths, or habits.

    · Explain any connection between psychological theories you’ve learned about and your journey toward self-discovery.

    · Leisure/Hobbies

    · Analyze how your understanding of human behavior has influenced your leisure activities and hobbies.

    · Describe any psychological theories or concepts that have shaped your leisure choices and preferences.

    · Share how psychology has enhanced your enjoyment of leisure time.

    · Physical Health

    · Explore the ways in which psychology has influenced your approach to your physical health.

    · Discuss any healthy lifestyle or attitude changes you've adopted because of your psychology education.

    · Mention specific courses or theories that have been particularly impactful in this area.

    · Mental Health

    · Discuss how your experience in your psychology courses or as a psychology major have shifted your views on what mental health is.

    · Explore how learning about resilience, optimism, or positive psychology has altered how you approach challenges and adversity in your life.

    · Share how insights from your courses have led you to become more understanding of mental health challenges both in yourself and others.

    · Career

    · Reflect on how psychology has guided your career aspirations, decisions, or strategies.

    · Share any instances where psychological knowledge has been instrumental in your professional development.

    · Consider how your undergraduate education has shaped your work-related attitudes and goals.

    · Finances:

    · Discuss the influence of psychology on your financial decisions, budgeting, and money management.

    · Reflect on any courses or theories that have provided insights into financial behavior and decision-making.

    · Share any improvements or changes in your financial habits resulting from your studies.

    **Conclusion (150+ words):**

    To end your journal, draw conclusions regarding the personal impact of your psychology education. What excites you as you look forward? What new challenges are you prepared to take on?

    Evaluation Criteria:

    Since this exercise is intended to be a self-reflective exercise for you, there are obviously no right or wrong answers here. It is a challenging task for an instructor to evaluate the work of a student who is given creative freedom to think deeply about how their journey has influenced their life. Your journal will be evaluated based on the depth of reflection, incorporation of specific experiences you have had in your UMGC or other college courses (if you have transferred), personal insights you have achieved as a psychology major, and overall genuine investment in this activity. See attached rubric for more specific guidance on evaluation. You can also access an
    [Example Paper](https://leocontent.umgc.edu/content/dam/permalink/65d89e1d-0197-4e7a-b7eb-df7dea1b0cad.html) to help you get started.

    **Appropriate Use of Generative AI/ChatGPT-Like Programs:**

    Generative AI (Artificial Intelligence) programs like ChatGPT can create a journal entry along the lines of what this assignment asks you to do. Because this assignment is intended as a
    _personal_ reflection based on your
    _individual_ experience of learning as a student of psychology at UMGC and/or the other colleges you attended, AI databanks do not have the insights necessary to provide the level of specificity needed to do well on this assignment. It will offer vague connections and overgeneralized commentary, but not the level of experience-based, contextual examples we are looking for here. So, in this instance, over-reliance on AI generative tools will not satisfy this assignment.

    You can use ChatGPT and other generative AI software to refresh your memory of what you may have learned in specific psychology courses if you would like (this is
    _not_ a requirement but does constitute an acceptable use of this technology), but this must be heavily supplemented by anecdotes from your personal learning and life experience. And the written, submitted text must be exclusively your own.

    If you need help starting this assignment or have questions, please contact your instructor in the Ask the Professor thread in class. This can provide you (and other students reading it!) the clarity you need to get around any obstacles you might encounter! The provision of the
    [Example Paper](https://leocontent.umgc.edu/content/dam/permalink/65d89e1d-0197-4e7a-b7eb-df7dea1b0cad.html) is also intended to help you get some sea legs. Remember, your performance on this assignment is not contingent on how perfectly you write (notice grammar/mechanics are not in the rubric), but rather on the depth of your exploration.

    **Screenshot2025-10-31133637.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31133637-png)

    **Screenshot2025-10-31133637.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31133637-png)

    **## PIEOFLIFEASSIGNMENT.docx**

    _Note: This assignment asks you to pull on your personal experiences – past and present – as a way of applying your psychology education. You are not required to share anything you are not comfortable with. We want these papers to be personally resonant, but you should not feel pressured. Remember that University of Maryland instructors are required to report ongoing or past child abuse and neglect even when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose past or ongoing abuse/neglect your instructor is required by law to report it._

    **Pie of Life Assignment**

    The Pie of Life chart is a tool psychologists use to help their clients conceptualize where they are investing their physical and mental energy. It aids in self-reflection and goal setting, prompting one to mindfully consider where they are allocating their time, energy, and resources. The “slices” of this pie represent important life domains including our close relationships, spirituality, mental health, physical health, self-development, hobbies, career, and finances.

    One of the main objectives of this course is to provide you with space and time for self-reflection – to intentionally consider how your experience as a psychology major has impacted your life. The Pie of Life chart provides us with a great scaffolding for just this sort of exercise. We can use it to think about how fundamental psychological principles, concepts, teachings, and findings have influenced you in meaningful ways.

    For example, how has your experience as a psychology major influenced your friendships? Maybe after taking your Theories of Personality course, you had an epiphany about a difficult relationship in your past, giving you a new lens through which to view that dynamic. Maybe that roommate wasn’t a jerk after all – maybe they were just stuck in a maladaptive pattern of behavior that was, unfortunately, positively reinforced throughout their childhood?

    Another example: How might your career goals have shifted over the course of your journey? Maybe a discussion forum conversation you had with a peer in your Intro to Clinical Psychology course about childhood mental health diagnoses really piqued your interest and you started to shift your career interest toward child and adolescent work as a result.

    These are just two examples – the possibilities here are endless!

    **Assignment Instructions:**

    Write an 1,800 – 2,000-word reflective journal entry (going over some is fine!). You have the creative freedom to choose the format that best suits your reflection. It can be written as a traditional essay, or you can write less formally/more conversationally in the style of a diary or journal entry, whichever you are more comfortable with. References are not required unless you use them. If you do, then they must be cited in the text and referenced at the end of your work in APA format. What you will be referencing, for the most part, are your
    _takeaways from your previous courses_ (psychology or other subjects!) – this may involve specific outside resources, but it may not. That will be up to you to discern.

    Below you will see a proposed outline for this reflection, which will help you structure your thinking. The focus should be on your personal experiences as a student, insights and clarity you’ve gained along the way, and specific takeaways from any courses you have taken throughout your undergraduate program.

    **Introduction (150+ words):**

    For this assignment, reflecting on all eight domains in the Pie of Life chart is not required. Instead, focus on the five (5) that resonate most with your experience. Begin with a brief introduction to smoothly segue your reader into your piece. Reference the 5 Pie of Life domains that you have selected for reflection.

    **Body (1500+ words total):**

    Choose FIVE (5) of the Pie of Life domains below. So, the body of your work will be at least 5 paragraphs or sections long. Aim for 300+ words per domain (going over 300 words some is fine!). In each paragraph/section refer to something specific you learned from one of your undergraduate courses (remember, it doesn’t
    _have_ to be a psychology course!) and how it applies directly to your life.

    Subject headings will help your reader visually, so consider using them!

    _The bullet points are meant to guide your thinking and aren’t necessarily prescriptive of what you “must” talk about._

    · Relationships (Family/Friends):

    · Reflect on how your understanding of psychological concepts has impacted your relationships with family, friends, romantic partners, or peers.

    · Share personal experiences, challenges, and growth in this area you’ve experienced throughout your academic journey.

    · Consider any specific courses or theories that influenced your interactions with others.

    · Spirituality

    · Discuss how any course takeaways have given rise to shifts in your spiritual perspective.

    · Reflect on any changes or discoveries related to your spirituality, beliefs, or self-awareness.

    · Share any spiritual insights resulting from class discussion activities.

    · Self-Development

    · Discuss how your psychology education has contributed to your personal growth and development.

    · Reflect on any shifts in your ability to be self-aware and mindful of your own tendencies, strengths, or habits.

    · Explain any connection between psychological theories you’ve learned about and your journey toward self-discovery.

    · Leisure/Hobbies

    · Analyze how your understanding of human behavior has influenced your leisure activities and hobbies.

    · Describe any psychological theories or concepts that have shaped your leisure choices and preferences.

    · Share how psychology has enhanced your enjoyment of leisure time.

    · Physical Health

    · Explore the ways in which psychology has influenced your approach to your physical health.

    · Discuss any healthy lifestyle or attitude changes you've adopted because of your psychology education.

    · Mention specific courses or theories that have been particularly impactful in this area.

    · Mental Health

    · Discuss how your experience in your psychology courses or as a psychology major have shifted your views on what mental health is.

    · Explore how learning about resilience, optimism, or positive psychology has altered how you approach challenges and adversity in your life.

    · Share how insights from your courses have led you to become more understanding of mental health challenges both in yourself and others.

    · Career

    · Reflect on how psychology has guided your career aspirations, decisions, or strategies.

    · Share any instances where psychological knowledge has been instrumental in your professional development.

    · Consider how your undergraduate education has shaped your work-related attitudes and goals.

    · Finances:

    · Discuss the influence of psychology on your financial decisions, budgeting, and money management.

    · Reflect on any courses or theories that have provided insights into financial behavior and decision-making.

    · Share any improvements or changes in your financial habits resulting from your studies.

    **Conclusion (150+ words):**

    To end your journal, draw conclusions regarding the personal impact of your psychology education. What excites you as you look forward? What new challenges are you prepared to take on?

    Evaluation Criteria:

    Since this exercise is intended to be a self-reflective exercise for you, there are obviously no right or wrong answers here. It is a challenging task for an instructor to evaluate the work of a student who is given creative freedom to think deeply about how their journey has influenced their life. Your journal will be evaluated based on the depth of reflection, incorporation of specific experiences you have had in your UMGC or other college courses (if you have transferred), personal insights you have achieved as a psychology major, and overall genuine investment in this activity. See attached rubric for more specific guidance on evaluation. You can also access an
    [Example Paper](https://leocontent.umgc.edu/content/dam/permalink/65d89e1d-0197-4e7a-b7eb-df7dea1b0cad.html) to help you get started.

    **Appropriate Use of Generative AI/ChatGPT-Like Programs:**

    Generative AI (Artificial Intelligence) programs like ChatGPT can create a journal entry along the lines of what this assignment asks you to do. Because this assignment is intended as a
    _personal_ reflection based on your
    _individual_ experience of learning as a student of psychology at UMGC and/or the other colleges you attended, AI databanks do not have the insights necessary to provide the level of specificity needed to do well on this assignment. It will offer vague connections and overgeneralized commentary, but not the level of experience-based, contextual examples we are looking for here. So, in this instance, over-reliance on AI generative tools will not satisfy this assignment.

    You can use ChatGPT and other generative AI software to refresh your memory of what you may have learned in specific psychology courses if you would like (this is
    _not_ a requirement but does constitute an acceptable use of this technology), but this must be heavily supplemented by anecdotes from your personal learning and life experience. And the written, submitted text must be exclusively your own.

    If you need help starting this assignment or have questions, please contact your instructor in the Ask the Professor thread in class. This can provide you (and other students reading it!) the clarity you need to get around any obstacles you might encounter! The provision of the
    [Example Paper](https://leocontent.umgc.edu/content/dam/permalink/65d89e1d-0197-4e7a-b7eb-df7dea1b0cad.html) is also intended to help you get some sea legs. Remember, your performance on this assignment is not contingent on how perfectly you write (notice grammar/mechanics are not in the rubric), but rather on the depth of your exploration.

    **Screenshot2025-10-31133637.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31133637-png)

    **## PIEOFLIFEASSIGNMENT.docx**

    _Note: This assignment asks you to pull on your personal experiences – past and present – as a way of applying your psychology education. You are not required to share anything you are not comfortable with. We want these papers to be personally resonant, but you should not feel pressured. Remember that University of Maryland instructors are required to report ongoing or past child abuse and neglect even when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose past or ongoing abuse/neglect your instructor is required by law to report it._

    **Pie of Life Assignment**

    The Pie of Life chart is a tool psychologists use to help their clients conceptualize where they are investing their physical and mental energy. It aids in self-reflection and goal setting, prompting one to mindfully consider where they are allocating their time, energy, and resources. The “slices” of this pie represent important life domains including our close relationships, spirituality, mental health, physical health, self-development, hobbies, career, and finances.

    One of the main objectives of this course is to provide you with space and time for self-reflection – to intentionally consider how your experience as a psychology major has impacted your life. The Pie of Life chart provides us with a great scaffolding for just this sort of exercise. We can use it to think about how fundamental psychological principles, concepts, teachings, and findings have influenced you in meaningful ways.

    For example, how has your experience as a psychology major influenced your friendships? Maybe after taking your Theories of Personality course, you had an epiphany about a difficult relationship in your past, giving you a new lens through which to view that dynamic. Maybe that roommate wasn’t a jerk after all – maybe they were just stuck in a maladaptive pattern of behavior that was, unfortunately, positively reinforced throughout their childhood?

    Another example: How might your career goals have shifted over the course of your journey? Maybe a discussion forum conversation you had with a peer in your Intro to Clinical Psychology course about childhood mental health diagnoses really piqued your interest and you started to shift your career interest toward child and adolescent work as a result.

    These are just two examples – the possibilities here are endless!

    **Assignment Instructions:**

    Write an 1,800 – 2,000-word reflective journal entry (going over some is fine!). You have the creative freedom to choose the format that best suits your reflection. It can be written as a traditional essay, or you can write less formally/more conversationally in the style of a diary or journal entry, whichever you are more comfortable with. References are not required unless you use them. If you do, then they must be cited in the text and referenced at the end of your work in APA format. What you will be referencing, for the most part, are your
    _takeaways from your previous courses_ (psychology or other subjects!) – this may involve specific outside resources, but it may not. That will be up to you to discern.

    Below you will see a proposed outline for this reflection, which will help you structure your thinking. The focus should be on your personal experiences as a student, insights and clarity you’ve gained along the way, and specific takeaways from any courses you have taken throughout your undergraduate program.

    **Introduction (150+ words):**

    For this assignment, reflecting on all eight domains in the Pie of Life chart is not required. Instead, focus on the five (5) that resonate most with your experience. Begin with a brief introduction to smoothly segue your reader into your piece. Reference the 5 Pie of Life domains that you have selected for reflection.

    **Body (1500+ words total):**

    Choose FIVE (5) of the Pie of Life domains below. So, the body of your work will be at least 5 paragraphs or sections long. Aim for 300+ words per domain (going over 300 words some is fine!). In each paragraph/section refer to something specific you learned from one of your undergraduate courses (remember, it doesn’t
    _have_ to be a psychology course!) and how it applies directly to your life.

    Subject headings will help your reader visually, so consider using them!

    _The bullet points are meant to guide your thinking and aren’t necessarily prescriptive of what you “must” talk about._

    · Relationships (Family/Friends):

    · Reflect on how your understanding of psychological concepts has impacted your relationships with family, friends, romantic partners, or peers.

    · Share personal experiences, challenges, and growth in this area you’ve experienced throughout your academic journey.

    · Consider any specific courses or theories that influenced your interactions with others.

    · Spirituality

    · Discuss how any course takeaways have given rise to shifts in your spiritual perspective.

    · Reflect on any changes or discoveries related to your spirituality, beliefs, or self-awareness.

    · Share any spiritual insights resulting from class discussion activities.

    · Self-Development

    · Discuss how your psychology education has contributed to your personal growth and development.

    · Reflect on any shifts in your ability to be self-aware and mindful of your own tendencies, strengths, or habits.

    · Explain any connection between psychological theories you’ve learned about and your journey toward self-discovery.

    · Leisure/Hobbies

    · Analyze how your understanding of human behavior has influenced your leisure activities and hobbies.

    · Describe any psychological theories or concepts that have shaped your leisure choices and preferences.

    · Share how psychology has enhanced your enjoyment of leisure time.

    · Physical Health

    · Explore the ways in which psychology has influenced your approach to your physical health.

    · Discuss any healthy lifestyle or attitude changes you've adopted because of your psychology education.

    · Mention specific courses or theories that have been particularly impactful in this area.

    · Mental Health

    · Discuss how your experience in your psychology courses or as a psychology major have shifted your views on what mental health is.

    · Explore how learning about resilience, optimism, or positive psychology has altered how you approach challenges and adversity in your life.

    · Share how insights from your courses have led you to become more understanding of mental health challenges both in yourself and others.

    · Career

    · Reflect on how psychology has guided your career aspirations, decisions, or strategies.

    · Share any instances where psychological knowledge has been instrumental in your professional development.

    · Consider how your undergraduate education has shaped your work-related attitudes and goals.

    · Finances:

    · Discuss the influence of psychology on your financial decisions, budgeting, and money management.

    · Reflect on any courses or theories that have provided insights into financial behavior and decision-making.

    · Share any improvements or changes in your financial habits resulting from your studies.

    **Conclusion (150+ words):**

    To end your journal, draw conclusions regarding the personal impact of your psychology education. What excites you as you look forward? What new challenges are you prepared to take on?

    Evaluation Criteria:

    Since this exercise is intended to be a self-reflective exercise for you, there are obviously no right or wrong answers here. It is a challenging task for an instructor to evaluate the work of a student who is given creative freedom to think deeply about how their journey has influenced their life. Your journal will be evaluated based on the depth of reflection, incorporation of specific experiences you have had in your UMGC or other college courses (if you have transferred), personal insights you have achieved as a psychology major, and overall genuine investment in this activity. See attached rubric for more specific guidance on evaluation. You can also access an
    [Example Paper](https://leocontent.umgc.edu/content/dam/permalink/65d89e1d-0197-4e7a-b7eb-df7dea1b0cad.html) to help you get started.

    **Appropriate Use of Generative AI/ChatGPT-Like Programs:**

    Generative AI (Artificial Intelligence) programs like ChatGPT can create a journal entry along the lines of what this assignment asks you to do. Because this assignment is intended as a
    _personal_ reflection based on your
    _individual_ experience of learning as a student of psychology at UMGC and/or the other colleges you attended, AI databanks do not have the insights necessary to provide the level of specificity needed to do well on this assignment. It will offer vague connections and overgeneralized commentary, but not the level of experience-based, contextual examples we are looking for here. So, in this instance, over-reliance on AI generative tools will not satisfy this assignment.

    You can use ChatGPT and other generative AI software to refresh your memory of what you may have learned in specific psychology courses if you would like (this is
    _not_ a requirement but does constitute an acceptable use of this technology), but this must be heavily supplemented by anecdotes from your personal learning and life experience. And the written, submitted text must be exclusively your own.

    If you need help starting this assignment or have questions, please contact your instructor in the Ask the Professor thread in class. This can provide you (and other students reading it!) the clarity you need to get around any obstacles you might encounter! The provision of the
    [Example Paper](https://leocontent.umgc.edu/content/dam/permalink/65d89e1d-0197-4e7a-b7eb-df7dea1b0cad.html) is also intended to help you get some sea legs. Remember, your performance on this assignment is not contingent on how perfectly you write (notice grammar/mechanics are not in the rubric), but rather on the depth of your exploration.

    **Screenshot2025-10-31133637.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-31133637-png)

    – 1
    – 2

  • [Solved] Questionable Research

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Explore Questionable Research. – ## L5RequiredResources.docx – ## L5Instructions.docx **## L5RequiredResources.docx** **Required Resources** · [**The Ethics of Research with Children and Young People: A Practical Handbook**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fmethods.sagep…

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    Assignment Prompt & Instructions

    Explore Questionable Research.

    – ## L5RequiredResources.docx

    – ## L5Instructions.docx

    **## L5RequiredResources.docx**

    **Required Resources**

    ·
    [**The Ethics of Research with Children and Young People: A Practical Handbook**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fmethods.sagepub.com%2Fbook%2Fthe-ethics-of-research-with-children-and-young-people-2e%2F)

    Alderson, P., & Morrow, V. (2020).
    _The Ethics of Research with Children and Young People: A Practical Handbook._ SAGE Publications, Ltd.

    **Read the Introduction, Chapter 2, and Chapter 3.**
    **This book is a foundational text that provides a comprehensive overview of the ethical considerations in research with children. It is essential for developing a strong understanding of the broader ethical principles and practical guidance necessary for formulating key ethical questions.**

    ·
    [**Ethical Research Involving Children: Encouraging Reflexive Engagement in Research with Children and Young People**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edswss&AN=000359323300001&site=eds-live&scope=site&custid=natuniv)

    Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Encouraging reflexive engagement in research with children and young people.
    _Children and Society, 29_(5), 331–343.

    **This article emphasizes reflexive engagement in research with children, which is crucial for understanding how to apply ethical considerations in practice. It aligns closely with the assignment's focus on developing and applying ethical questions.**

    ·
    [**'Living' Ethical Dilemmas for Researchers When Researching with Children**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ981573&site=eds-live&scope=site&custid=natuniv)

    Mortari, L., & Harcourt, D. (2012). “Living” ethical dilemmas for researchers when researching with children.
    _International Journal of Early Years Education, 20_(3), 234–243.

    **This article provides practical insights into the real-world ethical dilemmas researchers face when working with children, making it highly relevant for understanding how to navigate ethical challenges in the context of actual research studies.**

    ·
    [**Ethical Complexities in Child Co-Research**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1203762&site=eds-live&scope=site&custid=natuniv)

    Spriggs, M., & Gillam, L. (2019). Ethical complexities in child co-research.
    _Research Ethics, 15_(1).

    **This article addresses the ethical complexities involved in involving children as co-researchers, offering a nuanced discussion that is critical for developing ethical questions related to participatory research with children.**

    ·
    [**A right to confidentiality or a duty to disclose? Ethical guidance for conducting prevention research with children and adolescents**](https://doc.rero.ch/record/325716/files/787_2014_Article_526.pdf)

    Hiriscau, I. E., Stingelin-Giles, N., Stadler, C., Schmeck, K., & Reiter-Theil, S. (2014). A right to confidentiality or a duty to disclose? Ethical guidance for conducting prevention research with children and adolescents.
    _European Child & Adolescent Psychiatry, 23,_ 409-416.

    **This article focuses on the ethical tension between confidentiality and the duty to disclose in research with children, which is a key issue to consider when developing ethical questions.**

    ·
    [**Using Participatory Methods with Young Children; Reflections on Emergent 'Ethically Important Moments' in School-Based Research**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1268806&site=eds-live&scope=site&custid=natuniv)

    Stokes, T. (2020). Using participatory methods with young children; Reflections on emergent “Ethically Important Moments” in school-based research.
    _Irish Educational Studies, 39_(3), 375–387.

    **This article provides a practical exploration of ethical dilemmas that arise in real-time during participatory research with young children. The concept of "ethically important moments" is highly relevant for the assignment's focus on developing and applying ethical questions to research studies. It also emphasizes the importance of reflexivity in dealing with unexpected ethical challenges, which is a critical skill to understand and apply when conducting or evaluating research with children. Since participatory research methods are increasingly common, this article offers valuable insights that can apply broadly to various research contexts involving children.**

    ·
    [**The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research**](https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html)

    US Department of Health and Human Services. (2024).
    _The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research dated April 18, 1979._ US Department of Health and Human Services.

    **The Belmont Report is a seminal document in research ethics, outlining core principles such as respect for persons, beneficence, and justice. It provides a foundational understanding of ethical principles directly applicable to research involving children.**

    **Optional Resources**

    ·
    [**Ethical Review and Reflexivity in Research of Children's Sexuality**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ993105&site=eds-live&scope=site&custid=natuniv)

    Flanagan, P. (2012). Ethical review and reflexivity in research of children’s sexuality.
    _Sex Education: Sexuality, Society and Learning, 12_(5), 535–544.

    **While this article provides valuable insights into ethical considerations in a specific context—children's sexuality research—it is more specialized and may not apply broadly to all research involving children.**

    ·
    [**Revisiting Ethics in Ethnographic Research with Children**](https://go.openathens.net/redirector/nu.edu?url=https://www.proquest.com/scholarly-journals/revisiting-ethics-ethnographic-research-with/docview/1701876011/se-2?accountid=25320)

    Tulebaeva, B. (2014). Revisiting ethics in ethnographic research with children.
    _Oriental Anthropologists, 14_(2), 203–216.

    **This article critiques the differentiation of ethical standards based on age, suggesting that ethical principles should be consistent for both children and adults. While thought-provoking, its focus is more on critiquing existing frameworks rather than providing direct guidance for the assignment’s objectives.**

    ·
    [**Why Do Parents Grant or Deny Consent for Adolescent Participation in Sexuality Research?**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.EAB3D102&site=eds-live&scope=site&custid=natuniv)

    Moilanen, K. L. (2016). Why do parents grant or deny consent for adolescent participation in sexuality research?
    _Journal of Youth and Adolescence: A Multidisciplinary Research Publication, 45_(5), 1020–1036.

    **This article explores parental decision-making regarding consent in the context of adolescent sexuality research. Its focus on parental perspectives and consent is important but may be too narrow for the broader scope of the assignment.**

    ·
    [**Justifying pediatric research not expected to benefit child subjects**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=22220961&site=ehost-live&custid=natuniv)

    Spriggs M. (2012). Justifying pediatric research not expected to benefit child subjects.
    _The American Journal of Bioethics, 12_(1), 42–44.

    **This article discusses the ethical justification for pediatric research that may not directly benefit the child participants. While relevant, its focus is quite specific and might be more applicable for examining research ethics in medical or clinical contexts.**

    ·
    [**The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research**](https://files.eric.ed.gov/fulltext/ED183582.pdf)

    National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, B., MD. (1978).
    _The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research._ **This version of the Belmont Report is the scanned document files for those who want to review the governmental report files.**

    **## L5Instructions.docx**

    **Questionable Research**

    This subject focuses on helping you to understand the importance of ethical research. While ethical research into human behavior can benefit society, unethical research will be rejected by peer-reviewed journals and as a result, will not be disseminated. In addition to potentially harming participants, the authors will be subject to sanctions and the researchers’ potential ability to engage in future research will most likely be reduced.

    In their article on the rationalization of unethical research, Paul and Brookes (2015) focus on the Tuskegee study of men with untreated syphilis and the New Zealand study of women with untreated cervical carcinoma. They note that while scientific claims were made, they were based on incomplete or misinterpreted evidence. Paul and Brookes also criticize later defenders of the study who claim that the era of the studies was one dominated by a climate of substantial scientific uncertainty. These researchers point to evidence contradicting that claim. They also point to other studies, which the original study designers misinterpreted or ignored.

    Those two studies were only two of the many studies whose ethical underpinnings were questionable. Hodge (2012) describes a study that was conducted on Inupiat natives of Barrows, Alaska, age 15 and older. This was a study commissioned by the city’s Department of Public Safety with the purpose of assessing the role of alcohol use in traumatic deaths. Although the stated goal was to facilitate the design of beneficial interventions for the community, the study was criticized because of the absence of proper consent from Native youth and adults and the complete lack of Inupiat participation in the research design. As a result, the study focused on the problem of alcohol consumption and the concomitant health and social problems experienced by the Inupiat community members rather than focusing on the stated purpose of the study, the beneficial interventions.

    Rosner and Markowitz (2012) discuss the Johns Hopkins Bloomberg School of Public Health's lead abatement research project. Two African American children and their families accused the Kennedy Krieger Institute (KKI), Johns Hopkins's children's clinic, and research center of engaging in unethical research on children. The KKI project had been designed to find a relatively inexpensive and effective method for eliminating or at least reducing the amount of lead in children's homes to reduce the effect of lead exposure on children's brains. The Johns Hopkins researchers had recruited 108 families with young children to live in houses with differing levels of lead, ranging from none to levels just below the existing legal limit. The researcher then measured the extent of lead in the children's blood at periodic intervals. The court of appeals found that the researchers abused a vulnerable population by intentionally exposing them to a known toxin.

    Kuhs (2016) reviewed the 2011 Facebook research that assessed 700,000 users without their explicit consent. Facebook had manipulated News Feeds by reducing either negative or positive content in order to assess the impact on the users’ own behavior on the website. The study was executed with the intent of developing new knowledge. Although at the time of the study, Facebook’s Data Use Policy made no mention of the use of users’ data for research, testing, or analysis, the researchers claimed that Facebook users had given informed consent based on Facebook’s terms of use agreement. The issue then was whether Facebook users had any expectations that their information would be used for research purposes without their knowledge.

    References

    Hodge, F. S. (2012). No meaningful apology for American Indian unethical research abuses. Ethics & Behavior, 22(6), 431-444.

    Kuhs, C. (2016, January). Notes need for informed consent in the age of ubiquitous human testing. Loyola of Los Angeles Law Review, 49, 245-270.

    Paul, C., & Brookes, B. (2015). The rationalization of unethical research: Revisionist accounts of the Tuskegee Syphilis Study and the New Zealand "Unfortunate Experiment". American Journal of Public Health, 105(10), e12-e19.

    Rosner, D., & Markowitz, G. (2012). With the best intentions. American Journal of Public Health, 102(11), e19-e33.

    The National Research Act (Pub. L. 93-348) was signed into law on July 12, 1974. The law created the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The initial function of the Commission was to identify the basic principles for ethical biomedical and behavioral research involving human subjects. The guidelines that follow constitute what is known as The Belmont Report. The basic ethical principles developed included respect for persons, which requires that individuals be treated as autonomous agents, and that persons with diminished autonomy are entitled to protection.

    While the previously discussed Facebook study is an exception, in most cases of research involving human subjects, respect for persons demands that subjects enter the research voluntarily and with adequate information. The second principle is beneficence, which requires that persons be treated in an ethical manner by protecting them from harm, respecting their decisions, and by making efforts to ensure their well-being. The third principle is justice, which emphasizes fairness in distribution of the benefits. Equals should be treated equally. To ensure compliance with these principles, informed consent is required. Informed consent requires information, comprehension, and voluntariness. In many cases, to indicate to subjects that some features will not be revealed until the research is concluded is necessary and acceptable. Even for children, respect requires giving them the opportunity to choose to the extent they are able, whether to participate in research. When parents provide consent for their children, The Belmont Report requires that they be provided an opportunity to observe the research as it proceeds and have the option of withdrawing their children, if withdrawal appears to be in the child's best interest (United States, 1978).

    **Instructions**

    Using the knowledge, you've gained from your research and readings, create a list of three key questions that should be asked to ensure that research involving children is conducted ethically. For example, consider whether the researchers provided follow-up services for participants experiencing distress or if the study offers direct benefits to the children involved.

    Follow these steps:

    1.
    **Develop Your Questions**: Formulate three essential ethical questions that researchers should consider when conducting studies with children.

    2.
    **Select Research Studies**: Choose three original empirical research studies—either recent or historical—that involve children as participants. Be sure to select studies that involve data collection and analysis with child participants. Avoid using review articles, meta-analyses, or theoretical papers, as these do not present original research data.

    3.
    **Apply Your Questions**: Using the table format provided, apply your three ethical questions to each of the selected studies. Evaluate how well each study adheres to ethical standards based on your questions.

    4.
    **Summarize Your Findings**: After completing the tables, write a brief summary discussing your overall findings and reflections.

    Here is an example of what one table might look like:

    | |
    | — |
    | **APA Citation:** Mischel, H.N., & Mischel, W. (1983).  The development of children's knowledge of self-control strategies.  Child Development, 54(3),603. doi:10.1111/1467- |

    | | | |
    | — | — | — |
    | | **Question** | **Explanation** |
    | **1** | Is there evidence that parents could monitor their children and withdraw them if they appeared distress? | The children were left alone in a room and there was no indication that they were being monitored from outside the room by the parents. |
    | **2** | | |
    | **3** | | |

    **Reference:** Be sure to include an APA formatted reference page for the studies you selected.

    **Length:** Include three tables (one for each study) and a brief summary.

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## L5Instructions.docx**

    **Questionable Research**

    This subject focuses on helping you to understand the importance of ethical research. While ethical research into human behavior can benefit society, unethical research will be rejected by peer-reviewed journals and as a result, will not be disseminated. In addition to potentially harming participants, the authors will be subject to sanctions and the researchers’ potential ability to engage in future research will most likely be reduced.

    In their article on the rationalization of unethical research, Paul and Brookes (2015) focus on the Tuskegee study of men with untreated syphilis and the New Zealand study of women with untreated cervical carcinoma. They note that while scientific claims were made, they were based on incomplete or misinterpreted evidence. Paul and Brookes also criticize later defenders of the study who claim that the era of the studies was one dominated by a climate of substantial scientific uncertainty. These researchers point to evidence contradicting that claim. They also point to other studies, which the original study designers misinterpreted or ignored.

    Those two studies were only two of the many studies whose ethical underpinnings were questionable. Hodge (2012) describes a study that was conducted on Inupiat natives of Barrows, Alaska, age 15 and older. This was a study commissioned by the city’s Department of Public Safety with the purpose of assessing the role of alcohol use in traumatic deaths. Although the stated goal was to facilitate the design of beneficial interventions for the community, the study was criticized because of the absence of proper consent from Native youth and adults and the complete lack of Inupiat participation in the research design. As a result, the study focused on the problem of alcohol consumption and the concomitant health and social problems experienced by the Inupiat community members rather than focusing on the stated purpose of the study, the beneficial interventions.

    Rosner and Markowitz (2012) discuss the Johns Hopkins Bloomberg School of Public Health's lead abatement research project. Two African American children and their families accused the Kennedy Krieger Institute (KKI), Johns Hopkins's children's clinic, and research center of engaging in unethical research on children. The KKI project had been designed to find a relatively inexpensive and effective method for eliminating or at least reducing the amount of lead in children's homes to reduce the effect of lead exposure on children's brains. The Johns Hopkins researchers had recruited 108 families with young children to live in houses with differing levels of lead, ranging from none to levels just below the existing legal limit. The researcher then measured the extent of lead in the children's blood at periodic intervals. The court of appeals found that the researchers abused a vulnerable population by intentionally exposing them to a known toxin.

    Kuhs (2016) reviewed the 2011 Facebook research that assessed 700,000 users without their explicit consent. Facebook had manipulated News Feeds by reducing either negative or positive content in order to assess the impact on the users’ own behavior on the website. The study was executed with the intent of developing new knowledge. Although at the time of the study, Facebook’s Data Use Policy made no mention of the use of users’ data for research, testing, or analysis, the researchers claimed that Facebook users had given informed consent based on Facebook’s terms of use agreement. The issue then was whether Facebook users had any expectations that their information would be used for research purposes without their knowledge.

    References

    Hodge, F. S. (2012). No meaningful apology for American Indian unethical research abuses. Ethics & Behavior, 22(6), 431-444.

    Kuhs, C. (2016, January). Notes need for informed consent in the age of ubiquitous human testing. Loyola of Los Angeles Law Review, 49, 245-270.

    Paul, C., & Brookes, B. (2015). The rationalization of unethical research: Revisionist accounts of the Tuskegee Syphilis Study and the New Zealand "Unfortunate Experiment". American Journal of Public Health, 105(10), e12-e19.

    Rosner, D., & Markowitz, G. (2012). With the best intentions. American Journal of Public Health, 102(11), e19-e33.

    The National Research Act (Pub. L. 93-348) was signed into law on July 12, 1974. The law created the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The initial function of the Commission was to identify the basic principles for ethical biomedical and behavioral research involving human subjects. The guidelines that follow constitute what is known as The Belmont Report. The basic ethical principles developed included respect for persons, which requires that individuals be treated as autonomous agents, and that persons with diminished autonomy are entitled to protection.

    While the previously discussed Facebook study is an exception, in most cases of research involving human subjects, respect for persons demands that subjects enter the research voluntarily and with adequate information. The second principle is beneficence, which requires that persons be treated in an ethical manner by protecting them from harm, respecting their decisions, and by making efforts to ensure their well-being. The third principle is justice, which emphasizes fairness in distribution of the benefits. Equals should be treated equally. To ensure compliance with these principles, informed consent is required. Informed consent requires information, comprehension, and voluntariness. In many cases, to indicate to subjects that some features will not be revealed until the research is concluded is necessary and acceptable. Even for children, respect requires giving them the opportunity to choose to the extent they are able, whether to participate in research. When parents provide consent for their children, The Belmont Report requires that they be provided an opportunity to observe the research as it proceeds and have the option of withdrawing their children, if withdrawal appears to be in the child's best interest (United States, 1978).

    **Instructions**

    Using the knowledge, you've gained from your research and readings, create a list of three key questions that should be asked to ensure that research involving children is conducted ethically. For example, consider whether the researchers provided follow-up services for participants experiencing distress or if the study offers direct benefits to the children involved.

    Follow these steps:

    1.
    **Develop Your Questions**: Formulate three essential ethical questions that researchers should consider when conducting studies with children.

    2.
    **Select Research Studies**: Choose three original empirical research studies—either recent or historical—that involve children as participants. Be sure to select studies that involve data collection and analysis with child participants. Avoid using review articles, meta-analyses, or theoretical papers, as these do not present original research data.

    3.
    **Apply Your Questions**: Using the table format provided, apply your three ethical questions to each of the selected studies. Evaluate how well each study adheres to ethical standards based on your questions.

    4.
    **Summarize Your Findings**: After completing the tables, write a brief summary discussing your overall findings and reflections.

    Here is an example of what one table might look like:

    | |
    | — |
    | **APA Citation:** Mischel, H.N., & Mischel, W. (1983).  The development of children's knowledge of self-control strategies.  Child Development, 54(3),603. doi:10.1111/1467- |

    | | | |
    | — | — | — |
    | | **Question** | **Explanation** |
    | **1** | Is there evidence that parents could monitor their children and withdraw them if they appeared distress? | The children were left alone in a room and there was no indication that they were being monitored from outside the room by the parents. |
    | **2** | | |
    | **3** | | |

    **Reference:** Be sure to include an APA formatted reference page for the studies you selected.

    **Length:** Include three tables (one for each study) and a brief summary.

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## L5RequiredResources.docx**

    **Required Resources**

    ·
    [**The Ethics of Research with Children and Young People: A Practical Handbook**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fmethods.sagepub.com%2Fbook%2Fthe-ethics-of-research-with-children-and-young-people-2e%2F)

    Alderson, P., & Morrow, V. (2020).
    _The Ethics of Research with Children and Young People: A Practical Handbook._ SAGE Publications, Ltd.

    **Read the Introduction, Chapter 2, and Chapter 3.**
    **This book is a foundational text that provides a comprehensive overview of the ethical considerations in research with children. It is essential for developing a strong understanding of the broader ethical principles and practical guidance necessary for formulating key ethical questions.**

    ·
    [**Ethical Research Involving Children: Encouraging Reflexive Engagement in Research with Children and Young People**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edswss&AN=000359323300001&site=eds-live&scope=site&custid=natuniv)

    Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Encouraging reflexive engagement in research with children and young people.
    _Children and Society, 29_(5), 331–343.

    **This article emphasizes reflexive engagement in research with children, which is crucial for understanding how to apply ethical considerations in practice. It aligns closely with the assignment's focus on developing and applying ethical questions.**

    ·
    [**'Living' Ethical Dilemmas for Researchers When Researching with Children**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ981573&site=eds-live&scope=site&custid=natuniv)

    Mortari, L., & Harcourt, D. (2012). “Living” ethical dilemmas for researchers when researching with children.
    _International Journal of Early Years Education, 20_(3), 234–243.

    **This article provides practical insights into the real-world ethical dilemmas researchers face when working with children, making it highly relevant for understanding how to navigate ethical challenges in the context of actual research studies.**

    ·
    [**Ethical Complexities in Child Co-Research**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1203762&site=eds-live&scope=site&custid=natuniv)

    Spriggs, M., & Gillam, L. (2019). Ethical complexities in child co-research.
    _Research Ethics, 15_(1).

    **This article addresses the ethical complexities involved in involving children as co-researchers, offering a nuanced discussion that is critical for developing ethical questions related to participatory research with children.**

    ·
    [**A right to confidentiality or a duty to disclose? Ethical guidance for conducting prevention research with children and adolescents**](https://doc.rero.ch/record/325716/files/787_2014_Article_526.pdf)

    Hiriscau, I. E., Stingelin-Giles, N., Stadler, C., Schmeck, K., & Reiter-Theil, S. (2014). A right to confidentiality or a duty to disclose? Ethical guidance for conducting prevention research with children and adolescents.
    _European Child & Adolescent Psychiatry, 23,_ 409-416.

    **This article focuses on the ethical tension between confidentiality and the duty to disclose in research with children, which is a key issue to consider when developing ethical questions.**

    ·
    [**Using Participatory Methods with Young Children; Reflections on Emergent 'Ethically Important Moments' in School-Based Research**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1268806&site=eds-live&scope=site&custid=natuniv)

    Stokes, T. (2020). Using participatory methods with young children; Reflections on emergent “Ethically Important Moments” in school-based research.
    _Irish Educational Studies, 39_(3), 375–387.

    **This article provides a practical exploration of ethical dilemmas that arise in real-time during participatory research with young children. The concept of "ethically important moments" is highly relevant for the assignment's focus on developing and applying ethical questions to research studies. It also emphasizes the importance of reflexivity in dealing with unexpected ethical challenges, which is a critical skill to understand and apply when conducting or evaluating research with children. Since participatory research methods are increasingly common, this article offers valuable insights that can apply broadly to various research contexts involving children.**

    ·
    [**The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research**](https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html)

    US Department of Health and Human Services. (2024).
    _The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research dated April 18, 1979._ US Department of Health and Human Services.

    **The Belmont Report is a seminal document in research ethics, outlining core principles such as respect for persons, beneficence, and justice. It provides a foundational understanding of ethical principles directly applicable to research involving children.**

    **Optional Resources**

    ·
    [**Ethical Review and Reflexivity in Research of Children's Sexuality**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ993105&site=eds-live&scope=site&custid=natuniv)

    Flanagan, P. (2012). Ethical review and reflexivity in research of children’s sexuality.
    _Sex Education: Sexuality, Society and Learning, 12_(5), 535–544.

    **While this article provides valuable insights into ethical considerations in a specific context—children's sexuality research—it is more specialized and may not apply broadly to all research involving children.**

    ·
    [**Revisiting Ethics in Ethnographic Research with Children**](https://go.openathens.net/redirector/nu.edu?url=https://www.proquest.com/scholarly-journals/revisiting-ethics-ethnographic-research-with/docview/1701876011/se-2?accountid=25320)

    Tulebaeva, B. (2014). Revisiting ethics in ethnographic research with children.
    _Oriental Anthropologists, 14_(2), 203–216.

    **This article critiques the differentiation of ethical standards based on age, suggesting that ethical principles should be consistent for both children and adults. While thought-provoking, its focus is more on critiquing existing frameworks rather than providing direct guidance for the assignment’s objectives.**

    ·
    [**Why Do Parents Grant or Deny Consent for Adolescent Participation in Sexuality Research?**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.EAB3D102&site=eds-live&scope=site&custid=natuniv)

    Moilanen, K. L. (2016). Why do parents grant or deny consent for adolescent participation in sexuality research?
    _Journal of Youth and Adolescence: A Multidisciplinary Research Publication, 45_(5), 1020–1036.

    **This article explores parental decision-making regarding consent in the context of adolescent sexuality research. Its focus on parental perspectives and consent is important but may be too narrow for the broader scope of the assignment.**

    ·
    [**Justifying pediatric research not expected to benefit child subjects**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=22220961&site=ehost-live&custid=natuniv)

    Spriggs M. (2012). Justifying pediatric research not expected to benefit child subjects.
    _The American Journal of Bioethics, 12_(1), 42–44.

    **This article discusses the ethical justification for pediatric research that may not directly benefit the child participants. While relevant, its focus is quite specific and might be more applicable for examining research ethics in medical or clinical contexts.**

    ·
    [**The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research**](https://files.eric.ed.gov/fulltext/ED183582.pdf)

    National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, B., MD. (1978).
    _The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research._ **This version of the Belmont Report is the scanned document files for those who want to review the governmental report files.**

    **## L5Instructions.docx**

    **Questionable Research**

    This subject focuses on helping you to understand the importance of ethical research. While ethical research into human behavior can benefit society, unethical research will be rejected by peer-reviewed journals and as a result, will not be disseminated. In addition to potentially harming participants, the authors will be subject to sanctions and the researchers’ potential ability to engage in future research will most likely be reduced.

    In their article on the rationalization of unethical research, Paul and Brookes (2015) focus on the Tuskegee study of men with untreated syphilis and the New Zealand study of women with untreated cervical carcinoma. They note that while scientific claims were made, they were based on incomplete or misinterpreted evidence. Paul and Brookes also criticize later defenders of the study who claim that the era of the studies was one dominated by a climate of substantial scientific uncertainty. These researchers point to evidence contradicting that claim. They also point to other studies, which the original study designers misinterpreted or ignored.

    Those two studies were only two of the many studies whose ethical underpinnings were questionable. Hodge (2012) describes a study that was conducted on Inupiat natives of Barrows, Alaska, age 15 and older. This was a study commissioned by the city’s Department of Public Safety with the purpose of assessing the role of alcohol use in traumatic deaths. Although the stated goal was to facilitate the design of beneficial interventions for the community, the study was criticized because of the absence of proper consent from Native youth and adults and the complete lack of Inupiat participation in the research design. As a result, the study focused on the problem of alcohol consumption and the concomitant health and social problems experienced by the Inupiat community members rather than focusing on the stated purpose of the study, the beneficial interventions.

    Rosner and Markowitz (2012) discuss the Johns Hopkins Bloomberg School of Public Health's lead abatement research project. Two African American children and their families accused the Kennedy Krieger Institute (KKI), Johns Hopkins's children's clinic, and research center of engaging in unethical research on children. The KKI project had been designed to find a relatively inexpensive and effective method for eliminating or at least reducing the amount of lead in children's homes to reduce the effect of lead exposure on children's brains. The Johns Hopkins researchers had recruited 108 families with young children to live in houses with differing levels of lead, ranging from none to levels just below the existing legal limit. The researcher then measured the extent of lead in the children's blood at periodic intervals. The court of appeals found that the researchers abused a vulnerable population by intentionally exposing them to a known toxin.

    Kuhs (2016) reviewed the 2011 Facebook research that assessed 700,000 users without their explicit consent. Facebook had manipulated News Feeds by reducing either negative or positive content in order to assess the impact on the users’ own behavior on the website. The study was executed with the intent of developing new knowledge. Although at the time of the study, Facebook’s Data Use Policy made no mention of the use of users’ data for research, testing, or analysis, the researchers claimed that Facebook users had given informed consent based on Facebook’s terms of use agreement. The issue then was whether Facebook users had any expectations that their information would be used for research purposes without their knowledge.

    References

    Hodge, F. S. (2012). No meaningful apology for American Indian unethical research abuses. Ethics & Behavior, 22(6), 431-444.

    Kuhs, C. (2016, January). Notes need for informed consent in the age of ubiquitous human testing. Loyola of Los Angeles Law Review, 49, 245-270.

    Paul, C., & Brookes, B. (2015). The rationalization of unethical research: Revisionist accounts of the Tuskegee Syphilis Study and the New Zealand "Unfortunate Experiment". American Journal of Public Health, 105(10), e12-e19.

    Rosner, D., & Markowitz, G. (2012). With the best intentions. American Journal of Public Health, 102(11), e19-e33.

    The National Research Act (Pub. L. 93-348) was signed into law on July 12, 1974. The law created the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The initial function of the Commission was to identify the basic principles for ethical biomedical and behavioral research involving human subjects. The guidelines that follow constitute what is known as The Belmont Report. The basic ethical principles developed included respect for persons, which requires that individuals be treated as autonomous agents, and that persons with diminished autonomy are entitled to protection.

    While the previously discussed Facebook study is an exception, in most cases of research involving human subjects, respect for persons demands that subjects enter the research voluntarily and with adequate information. The second principle is beneficence, which requires that persons be treated in an ethical manner by protecting them from harm, respecting their decisions, and by making efforts to ensure their well-being. The third principle is justice, which emphasizes fairness in distribution of the benefits. Equals should be treated equally. To ensure compliance with these principles, informed consent is required. Informed consent requires information, comprehension, and voluntariness. In many cases, to indicate to subjects that some features will not be revealed until the research is concluded is necessary and acceptable. Even for children, respect requires giving them the opportunity to choose to the extent they are able, whether to participate in research. When parents provide consent for their children, The Belmont Report requires that they be provided an opportunity to observe the research as it proceeds and have the option of withdrawing their children, if withdrawal appears to be in the child's best interest (United States, 1978).

    **Instructions**

    Using the knowledge, you've gained from your research and readings, create a list of three key questions that should be asked to ensure that research involving children is conducted ethically. For example, consider whether the researchers provided follow-up services for participants experiencing distress or if the study offers direct benefits to the children involved.

    Follow these steps:

    1.
    **Develop Your Questions**: Formulate three essential ethical questions that researchers should consider when conducting studies with children.

    2.
    **Select Research Studies**: Choose three original empirical research studies—either recent or historical—that involve children as participants. Be sure to select studies that involve data collection and analysis with child participants. Avoid using review articles, meta-analyses, or theoretical papers, as these do not present original research data.

    3.
    **Apply Your Questions**: Using the table format provided, apply your three ethical questions to each of the selected studies. Evaluate how well each study adheres to ethical standards based on your questions.

    4.
    **Summarize Your Findings**: After completing the tables, write a brief summary discussing your overall findings and reflections.

    Here is an example of what one table might look like:

    | |
    | — |
    | **APA Citation:** Mischel, H.N., & Mischel, W. (1983).  The development of children's knowledge of self-control strategies.  Child Development, 54(3),603. doi:10.1111/1467- |

    | | | |
    | — | — | — |
    | | **Question** | **Explanation** |
    | **1** | Is there evidence that parents could monitor their children and withdraw them if they appeared distress? | The children were left alone in a room and there was no indication that they were being monitored from outside the room by the parents. |
    | **2** | | |
    | **3** | | |

    **Reference:** Be sure to include an APA formatted reference page for the studies you selected.

    **Length:** Include three tables (one for each study) and a brief summary.

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## L5RequiredResources.docx**

    **Required Resources**

    ·
    [**The Ethics of Research with Children and Young People: A Practical Handbook**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fmethods.sagepub.com%2Fbook%2Fthe-ethics-of-research-with-children-and-young-people-2e%2F)

    Alderson, P., & Morrow, V. (2020).
    _The Ethics of Research with Children and Young People: A Practical Handbook._ SAGE Publications, Ltd.

    **Read the Introduction, Chapter 2, and Chapter 3.**
    **This book is a foundational text that provides a comprehensive overview of the ethical considerations in research with children. It is essential for developing a strong understanding of the broader ethical principles and practical guidance necessary for formulating key ethical questions.**

    ·
    [**Ethical Research Involving Children: Encouraging Reflexive Engagement in Research with Children and Young People**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edswss&AN=000359323300001&site=eds-live&scope=site&custid=natuniv)

    Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Encouraging reflexive engagement in research with children and young people.
    _Children and Society, 29_(5), 331–343.

    **This article emphasizes reflexive engagement in research with children, which is crucial for understanding how to apply ethical considerations in practice. It aligns closely with the assignment's focus on developing and applying ethical questions.**

    ·
    [**'Living' Ethical Dilemmas for Researchers When Researching with Children**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ981573&site=eds-live&scope=site&custid=natuniv)

    Mortari, L., & Harcourt, D. (2012). “Living” ethical dilemmas for researchers when researching with children.
    _International Journal of Early Years Education, 20_(3), 234–243.

    **This article provides practical insights into the real-world ethical dilemmas researchers face when working with children, making it highly relevant for understanding how to navigate ethical challenges in the context of actual research studies.**

    ·
    [**Ethical Complexities in Child Co-Research**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1203762&site=eds-live&scope=site&custid=natuniv)

    Spriggs, M., & Gillam, L. (2019). Ethical complexities in child co-research.
    _Research Ethics, 15_(1).

    **This article addresses the ethical complexities involved in involving children as co-researchers, offering a nuanced discussion that is critical for developing ethical questions related to participatory research with children.**

    ·
    [**A right to confidentiality or a duty to disclose? Ethical guidance for conducting prevention research with children and adolescents**](https://doc.rero.ch/record/325716/files/787_2014_Article_526.pdf)

    Hiriscau, I. E., Stingelin-Giles, N., Stadler, C., Schmeck, K., & Reiter-Theil, S. (2014). A right to confidentiality or a duty to disclose? Ethical guidance for conducting prevention research with children and adolescents.
    _European Child & Adolescent Psychiatry, 23,_ 409-416.

    **This article focuses on the ethical tension between confidentiality and the duty to disclose in research with children, which is a key issue to consider when developing ethical questions.**

    ·
    [**Using Participatory Methods with Young Children; Reflections on Emergent 'Ethically Important Moments' in School-Based Research**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1268806&site=eds-live&scope=site&custid=natuniv)

    Stokes, T. (2020). Using participatory methods with young children; Reflections on emergent “Ethically Important Moments” in school-based research.
    _Irish Educational Studies, 39_(3), 375–387.

    **This article provides a practical exploration of ethical dilemmas that arise in real-time during participatory research with young children. The concept of "ethically important moments" is highly relevant for the assignment's focus on developing and applying ethical questions to research studies. It also emphasizes the importance of reflexivity in dealing with unexpected ethical challenges, which is a critical skill to understand and apply when conducting or evaluating research with children. Since participatory research methods are increasingly common, this article offers valuable insights that can apply broadly to various research contexts involving children.**

    ·
    [**The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research**](https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html)

    US Department of Health and Human Services. (2024).
    _The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research dated April 18, 1979._ US Department of Health and Human Services.

    **The Belmont Report is a seminal document in research ethics, outlining core principles such as respect for persons, beneficence, and justice. It provides a foundational understanding of ethical principles directly applicable to research involving children.**

    **Optional Resources**

    ·
    [**Ethical Review and Reflexivity in Research of Children's Sexuality**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ993105&site=eds-live&scope=site&custid=natuniv)

    Flanagan, P. (2012). Ethical review and reflexivity in research of children’s sexuality.
    _Sex Education: Sexuality, Society and Learning, 12_(5), 535–544.

    **While this article provides valuable insights into ethical considerations in a specific context—children's sexuality research—it is more specialized and may not apply broadly to all research involving children.**

    ·
    [**Revisiting Ethics in Ethnographic Research with Children**](https://go.openathens.net/redirector/nu.edu?url=https://www.proquest.com/scholarly-journals/revisiting-ethics-ethnographic-research-with/docview/1701876011/se-2?accountid=25320)

    Tulebaeva, B. (2014). Revisiting ethics in ethnographic research with children.
    _Oriental Anthropologists, 14_(2), 203–216.

    **This article critiques the differentiation of ethical standards based on age, suggesting that ethical principles should be consistent for both children and adults. While thought-provoking, its focus is more on critiquing existing frameworks rather than providing direct guidance for the assignment’s objectives.**

    ·
    [**Why Do Parents Grant or Deny Consent for Adolescent Participation in Sexuality Research?**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.EAB3D102&site=eds-live&scope=site&custid=natuniv)

    Moilanen, K. L. (2016). Why do parents grant or deny consent for adolescent participation in sexuality research?
    _Journal of Youth and Adolescence: A Multidisciplinary Research Publication, 45_(5), 1020–1036.

    **This article explores parental decision-making regarding consent in the context of adolescent sexuality research. Its focus on parental perspectives and consent is important but may be too narrow for the broader scope of the assignment.**

    ·
    [**Justifying pediatric research not expected to benefit child subjects**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=22220961&site=ehost-live&custid=natuniv)

    Spriggs M. (2012). Justifying pediatric research not expected to benefit child subjects.
    _The American Journal of Bioethics, 12_(1), 42–44.

    **This article discusses the ethical justification for pediatric research that may not directly benefit the child participants. While relevant, its focus is quite specific and might be more applicable for examining research ethics in medical or clinical contexts.**

    ·
    [**The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research**](https://files.eric.ed.gov/fulltext/ED183582.pdf)

    National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, B., MD. (1978).
    _The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research._ **This version of the Belmont Report is the scanned document files for those who want to review the governmental report files.**

    **## L5Instructions.docx**

    **Questionable Research**

    This subject focuses on helping you to understand the importance of ethical research. While ethical research into human behavior can benefit society, unethical research will be rejected by peer-reviewed journals and as a result, will not be disseminated. In addition to potentially harming participants, the authors will be subject to sanctions and the researchers’ potential ability to engage in future research will most likely be reduced.

    In their article on the rationalization of unethical research, Paul and Brookes (2015) focus on the Tuskegee study of men with untreated syphilis and the New Zealand study of women with untreated cervical carcinoma. They note that while scientific claims were made, they were based on incomplete or misinterpreted evidence. Paul and Brookes also criticize later defenders of the study who claim that the era of the studies was one dominated by a climate of substantial scientific uncertainty. These researchers point to evidence contradicting that claim. They also point to other studies, which the original study designers misinterpreted or ignored.

    Those two studies were only two of the many studies whose ethical underpinnings were questionable. Hodge (2012) describes a study that was conducted on Inupiat natives of Barrows, Alaska, age 15 and older. This was a study commissioned by the city’s Department of Public Safety with the purpose of assessing the role of alcohol use in traumatic deaths. Although the stated goal was to facilitate the design of beneficial interventions for the community, the study was criticized because of the absence of proper consent from Native youth and adults and the complete lack of Inupiat participation in the research design. As a result, the study focused on the problem of alcohol consumption and the concomitant health and social problems experienced by the Inupiat community members rather than focusing on the stated purpose of the study, the beneficial interventions.

    Rosner and Markowitz (2012) discuss the Johns Hopkins Bloomberg School of Public Health's lead abatement research project. Two African American children and their families accused the Kennedy Krieger Institute (KKI), Johns Hopkins's children's clinic, and research center of engaging in unethical research on children. The KKI project had been designed to find a relatively inexpensive and effective method for eliminating or at least reducing the amount of lead in children's homes to reduce the effect of lead exposure on children's brains. The Johns Hopkins researchers had recruited 108 families with young children to live in houses with differing levels of lead, ranging from none to levels just below the existing legal limit. The researcher then measured the extent of lead in the children's blood at periodic intervals. The court of appeals found that the researchers abused a vulnerable population by intentionally exposing them to a known toxin.

    Kuhs (2016) reviewed the 2011 Facebook research that assessed 700,000 users without their explicit consent. Facebook had manipulated News Feeds by reducing either negative or positive content in order to assess the impact on the users’ own behavior on the website. The study was executed with the intent of developing new knowledge. Although at the time of the study, Facebook’s Data Use Policy made no mention of the use of users’ data for research, testing, or analysis, the researchers claimed that Facebook users had given informed consent based on Facebook’s terms of use agreement. The issue then was whether Facebook users had any expectations that their information would be used for research purposes without their knowledge.

    References

    Hodge, F. S. (2012). No meaningful apology for American Indian unethical research abuses. Ethics & Behavior, 22(6), 431-444.

    Kuhs, C. (2016, January). Notes need for informed consent in the age of ubiquitous human testing. Loyola of Los Angeles Law Review, 49, 245-270.

    Paul, C., & Brookes, B. (2015). The rationalization of unethical research: Revisionist accounts of the Tuskegee Syphilis Study and the New Zealand "Unfortunate Experiment". American Journal of Public Health, 105(10), e12-e19.

    Rosner, D., & Markowitz, G. (2012). With the best intentions. American Journal of Public Health, 102(11), e19-e33.

    The National Research Act (Pub. L. 93-348) was signed into law on July 12, 1974. The law created the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The initial function of the Commission was to identify the basic principles for ethical biomedical and behavioral research involving human subjects. The guidelines that follow constitute what is known as The Belmont Report. The basic ethical principles developed included respect for persons, which requires that individuals be treated as autonomous agents, and that persons with diminished autonomy are entitled to protection.

    While the previously discussed Facebook study is an exception, in most cases of research involving human subjects, respect for persons demands that subjects enter the research voluntarily and with adequate information. The second principle is beneficence, which requires that persons be treated in an ethical manner by protecting them from harm, respecting their decisions, and by making efforts to ensure their well-being. The third principle is justice, which emphasizes fairness in distribution of the benefits. Equals should be treated equally. To ensure compliance with these principles, informed consent is required. Informed consent requires information, comprehension, and voluntariness. In many cases, to indicate to subjects that some features will not be revealed until the research is concluded is necessary and acceptable. Even for children, respect requires giving them the opportunity to choose to the extent they are able, whether to participate in research. When parents provide consent for their children, The Belmont Report requires that they be provided an opportunity to observe the research as it proceeds and have the option of withdrawing their children, if withdrawal appears to be in the child's best interest (United States, 1978).

    **Instructions**

    Using the knowledge, you've gained from your research and readings, create a list of three key questions that should be asked to ensure that research involving children is conducted ethically. For example, consider whether the researchers provided follow-up services for participants experiencing distress or if the study offers direct benefits to the children involved.

    Follow these steps:

    1.
    **Develop Your Questions**: Formulate three essential ethical questions that researchers should consider when conducting studies with children.

    2.
    **Select Research Studies**: Choose three original empirical research studies—either recent or historical—that involve children as participants. Be sure to select studies that involve data collection and analysis with child participants. Avoid using review articles, meta-analyses, or theoretical papers, as these do not present original research data.

    3.
    **Apply Your Questions**: Using the table format provided, apply your three ethical questions to each of the selected studies. Evaluate how well each study adheres to ethical standards based on your questions.

    4.
    **Summarize Your Findings**: After completing the tables, write a brief summary discussing your overall findings and reflections.

    Here is an example of what one table might look like:

    | |
    | — |
    | **APA Citation:** Mischel, H.N., & Mischel, W. (1983).  The development of children's knowledge of self-control strategies.  Child Development, 54(3),603. doi:10.1111/1467- |

    | | | |
    | — | — | — |
    | | **Question** | **Explanation** |
    | **1** | Is there evidence that parents could monitor their children and withdraw them if they appeared distress? | The children were left alone in a room and there was no indication that they were being monitored from outside the room by the parents. |
    | **2** | | |
    | **3** | | |

    **Reference:** Be sure to include an APA formatted reference page for the studies you selected.

    **Length:** Include three tables (one for each study) and a brief summary.

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    – 1
    – 2

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    – ## Module3Probabilityintrucctions.docx **## Module3Probabilityintrucctions.docx** **Module 3:** _Probability_ With the data presented here and in your readings in this module : · Express in probability terms the probability of each variable (age, height, weight, & BMI) · In the following graphs, w…

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    – ## Module3Probabilityintrucctions.docx

    **## Module3Probabilityintrucctions.docx**

    **Module 3:** _Probability_

    With the data presented here and in your readings in this module :

    · Express in probability terms the probability of each variable (age, height, weight, & BMI)

    · In the following graphs, with the additional data, mark the possible value of the mean in the graph of age, height, weight, BMI

    | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — |
    | **Descriptive Statistics** |
    | | **AGE** | **HEIGHT** | **WEIGHT** | **BMI** |
    | Valid | | 69 | | 69 | | 69 | | 69 | |
    | Missing | | 0 | | 0 | | 0 | | 0 | |
    | Mean | | 45.928 | | 1.689 | | 78.837 | | 27.552 | |
    | Std. Deviation | | 9.753 | | 0.068 | | 14.984 | | 4.602 | |
    | Minimum | | 27.000 | | 1.570 | | 45.900 | | 17.070 | |
    | Maximum | | 71.000 | | 1.930 | | 144.000 | | 45.450 | |

    Statology.org. (2018).
    _Z table._ [https://www.statology.org/z-table/Links to an external site.](https://www.statology.org/z-table/)

    Statology.org. (2021). How to rind probability given a mean and standard deviation.
    [https://www.statology.org/find-probability-given-mean-and-standard-deviation/](https://www.statology.org/find-probability-given-mean-and-standard-deviation/)

    ·
    **Distribution plots**

    ·
    **Distribution plots**

    ![](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

    ![A graph of weight AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

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    ![](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

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    **- Official Assignment Rubric**

    | | | |
    | — | — | — |
    | – Official Assignment Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeProfessionalism<br>Concept Application | **20 to >18.0 ptsExcellent** The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**18 to >16.0 ptsGood** The student meets 80% to 89% of the required content criteria by recognizing the fundamental, rudimentary, and complex elements and applying proficient facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**16 to >14.0 ptsFair** The student meets 70% to 79% of the required content criteria by recognizing rudimentary and complex elements and demonstrating facts, theories, definitions, and other contextual aspects. All of the delivered information is compliant with the assignment instructions.<br> <br>**14 to >12.0 ptsPoor** The student meets less than 70% of the required content criteria with a low-level approach of rudimentary and complex elements and a lack of application facts, theories, definitions, and other contextual aspects. However, all the delivered information is compliant with the assignment instructions.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeGrammar<br>Written Communication | **20 to >18.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**18 to >16.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors<br> <br>**16 to >14.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**14 to >12.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**12 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 20 pts |
    | This criterion is linked to a Learning OutcomeCommunication<br>Specific Formatting | **20 to >18.0 ptsExcellent** The assignment meets 90 % – 100% of the required formatting elements in the assignment description. Additionally, the presented information is complete in all the required components and exceeds expectations.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of the required formatting elements in the assignment description. Additionally, the presented information meets all the necessary components and formatting requirements.<br> <br>**16 to >14.0 ptsFair** The assignment meets 70% to 79% of the required formatting elements in the assignment description. However, the presented information is missing some key details, but overall does not disrupt the required format.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of the required formatting elements in the description. The presented information is missing some key details that disrupt the needed formatting.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical and Logical Thinking<br>Thought analysis process | **20 to >18.0 ptsExcellent** The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well-thought process.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of rudimentary and complex details, situations, problems, and diagnosis awareness which are accurate and correctly documented. The analysis is well communicated, and the fundamental thought process presented in the written piece clearly aligns with the assignment expectations.<br> <br>**16 to >14.0 ptsFair** The assignment satisfies 70% to 79% of rudimentary and complex details, situations, problems, or diagnosis awareness but may overlook some essential parameters. The analysis and thought process presented in the written piece is evident; however, still developing.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of rudimentary details, situations, problems, or diagnosis awareness, but there was a severe overlook of some essential parameters. In addition, the analysis and thought process presented in the written piece is not evident and not founded on previous discussions or information.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeAcademic Literacy<br>Quality of Sources and APA Citations | **20 to >18.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. Additionally, all sources are recognized or cited properly.<br> <br>**18 to >16.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**16 to >14.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**14 to >12.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |

    Total Points: 100

    ## image4.png

    ## image1.png

    ## image2.png

    ## image3.png

    **## Module3Probabilityintrucctions.docx**

    **Module 3:** _Probability_

    With the data presented here and in your readings in this module :

    · Express in probability terms the probability of each variable (age, height, weight, & BMI)

    · In the following graphs, with the additional data, mark the possible value of the mean in the graph of age, height, weight, BMI

    | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — |
    | **Descriptive Statistics** |
    | | **AGE** | **HEIGHT** | **WEIGHT** | **BMI** |
    | Valid | | 69 | | 69 | | 69 | | 69 | |
    | Missing | | 0 | | 0 | | 0 | | 0 | |
    | Mean | | 45.928 | | 1.689 | | 78.837 | | 27.552 | |
    | Std. Deviation | | 9.753 | | 0.068 | | 14.984 | | 4.602 | |
    | Minimum | | 27.000 | | 1.570 | | 45.900 | | 17.070 | |
    | Maximum | | 71.000 | | 1.930 | | 144.000 | | 45.450 | |

    Statology.org. (2018).
    _Z table._ [https://www.statology.org/z-table/Links to an external site.](https://www.statology.org/z-table/)

    Statology.org. (2021). How to rind probability given a mean and standard deviation.
    [https://www.statology.org/find-probability-given-mean-and-standard-deviation/](https://www.statology.org/find-probability-given-mean-and-standard-deviation/)

    ·
    **Distribution plots**

    ·
    **Distribution plots**

    ![](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

    ![A graph of weight AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

    ![](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

    ![](https://www.sweetstudy.com/questions/nursing-assignment-instructions-attached)

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    · Contribute a minimum of 2 pages. It should include at least 3 academic sources, formatted and cited in APA.

    ·
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    | — | — |
    | Upload a file, or choose a file you've already uploaded. |
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    | |
    | <="" div="" style="margin: 10px 0px;"><br>I agree to the tool's <br>[End-User License Agreement](https://agmu.turnitin.com/integrations/cpf/eula/agmu)<br>This assignment submission is my own, original work<br>* | |
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    Rubric

    **- Official Assignment Rubric**

    | | | |
    | — | — | — |
    | – Official Assignment Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeProfessionalism<br>Concept Application | **20 to >18.0 ptsExcellent** The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**18 to >16.0 ptsGood** The student meets 80% to 89% of the required content criteria by recognizing the fundamental, rudimentary, and complex elements and applying proficient facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**16 to >14.0 ptsFair** The student meets 70% to 79% of the required content criteria by recognizing rudimentary and complex elements and demonstrating facts, theories, definitions, and other contextual aspects. All of the delivered information is compliant with the assignment instructions.<br> <br>**14 to >12.0 ptsPoor** The student meets less than 70% of the required content criteria with a low-level approach of rudimentary and complex elements and a lack of application facts, theories, definitions, and other contextual aspects. However, all the delivered information is compliant with the assignment instructions.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeGrammar<br>Written Communication | **20 to >18.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**18 to >16.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors<br> <br>**16 to >14.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**14 to >12.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**12 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 20 pts |
    | This criterion is linked to a Learning OutcomeCommunication<br>Specific Formatting | **20 to >18.0 ptsExcellent** The assignment meets 90 % – 100% of the required formatting elements in the assignment description. Additionally, the presented information is complete in all the required components and exceeds expectations.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of the required formatting elements in the assignment description. Additionally, the presented information meets all the necessary components and formatting requirements.<br> <br>**16 to >14.0 ptsFair** The assignment meets 70% to 79% of the required formatting elements in the assignment description. However, the presented information is missing some key details, but overall does not disrupt the required format.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of the required formatting elements in the description. The presented information is missing some key details that disrupt the needed formatting.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical and Logical Thinking<br>Thought analysis process | **20 to >18.0 ptsExcellent** The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well-thought process.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of rudimentary and complex details, situations, problems, and diagnosis awareness which are accurate and correctly documented. The analysis is well communicated, and the fundamental thought process presented in the written piece clearly aligns with the assignment expectations.<br> <br>**16 to >14.0 ptsFair** The assignment satisfies 70% to 79% of rudimentary and complex details, situations, problems, or diagnosis awareness but may overlook some essential parameters. The analysis and thought process presented in the written piece is evident; however, still developing.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of rudimentary details, situations, problems, or diagnosis awareness, but there was a severe overlook of some essential parameters. In addition, the analysis and thought process presented in the written piece is not evident and not founded on previous discussions or information.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeAcademic Literacy<br>Quality of Sources and APA Citations | **20 to >18.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. Additionally, all sources are recognized or cited properly.<br> <br>**18 to >16.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**16 to >14.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**14 to >12.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |

    Total Points: 100

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  • [Solved] English 102

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    I'm working on a five-paragraph character analysis for either Phoenix Jackson from Eudora Welty’s _A Worn Path_ or Madame Loisel from Guy de Maupassant’s _The Diamond Necklace_. The idea is to focus on one character and highlight four traits they show throughout the story—one trait per body paragrap…

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    Assignment Prompt & Instructions

    I'm working on a five-paragraph character analysis for either Phoenix Jackson from Eudora Welty’s _A Worn Path_ or Madame Loisel from Guy de Maupassant’s _The Diamond Necklace_. The idea is to focus on one character and highlight four traits they show throughout the story—one trait per body paragraph. For each trait, back it up with specific moments from the story that show the character acting that way.
    It’s not just a summary of the plot—use events from the story to prove the character has those traits. And I need to include quotes from the text with proper citations, and a works cited page.