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Impact of Technological Developments on Teaching in the Future

What emerging technology trends do you think will have the greatest impact on teaching and learning within the next five years? Technology is a widely used tool in the classrooms in the 21st century. Technology keeps growing on a daily basis, as well as learning techniques for students. Everyone everywhere use technology on a daily basis, no matter where you are and what you are doing technology exist in all professions. Educators are trying to get students exposed to the workforce use of technology, this way students do not face any challenges in future workforce and have knowledge to adapt to the growing technology in the world. The most debated topic in education even today is ‘what does the future of learning and technology holds for teachers and students?’ As much as we have seen thus far, classroom have changed drastically from long rows of desk and teacher centered learning to collaboration and makerspace learning. As the technology grows there are many trends that will have impacts on not just students but teachers as well. The top technology tends I believe will be the greatest impact on students and teachers in the next five years are: Gamification/ app innovation, Augmented reality, online learning, and Cloud-based computing. Gamification/ app innovation As Gamification is already trending in education, as of 2015 the EdTech industry has invested over 2.51 billion dollars and plans to be at a 5.5-billion-dollar industry by the end of 2018 as Sam S. Adkins, chief research officer at ambient insight research stated. Well-designed games and apps are providing students with personalized learning experiences while it covers required state lessons and standards. Gamification also allows students to get into the programming language such as coding at an early age. Such apps such as Scratch by MIT developers allows students to use computational thinking and coding to make a small video and growing their intelligence, as well as learning a high computer skill can have great benefits for the future. Several schools are looking into the technology plan for the next five years and the top of the plan is professional development, badging and game-based learning opportunities in the classroom. Richland school district in Texas plans to innovate and use emerging technology to transform teaching and learning through gamification. They also plan to provide teachers with extra learning coaches that are trained in the gamification process, so teachers are not hesitant in using the tools in the classroom to enhance student learning. As some teachers in Texas are already giving the gamification learning a try. Jason Sellers a 10th grade English teacher wanted to give his students motivation to learn writing. His idea was to incorporate, graphics-based games in which users can view graphics and maneuver through the game by using controller buttons, text-based games require players to read descriptions and maneuver by typing commands such as go north or unlock the door with a key. (NETP, 2017) Sellers states that some of his students wanted to play the text-based came and other wanted to create. He allowed the makes to work in groups and collaborate to make the games and the other to play the game. Both sets of students were learning the reading topic by creating and learning from one another. Gamification is a tool that can be used in schools all over the world. All children are in need of play and motivation to learn in new ways. Gamification has been taken global as well. The global gamification market from 2014 is expected to grow to 64.34% by 2019 according to Global education gamification research. “Children are intelligent creatures that have the magnificent ability to absorb and adapt – more than adults can … By promoting gamification in the classroom … we have a unique opportunity to engage children and get them interested in learning through play. Children are usually keen to finish school, go home and play. Mixing play with learning means that we increase the chances that children will take learning into their own hands, and volunteer in the learning process” – Talent LMS. As the quote by Talent LMS states gamification has made a keen difference to learning by providing students the ability to take their own learning into their hands, this gives me a belief in how gamification is a great emerging trend in continuing in the education field for five or more years. Augmented reality (AR) Augmented Reality has become the biggest hype in education as of 2015 (Brown, 2015). The Virtual reality of going on virtual trips to many places around the world from a classroom has been a great impact on socioeconomic students. Augmented reality helps the students easily gain, process, and remember the information. Additionally, Augmented reality makes learning itself more engaging and fun. Augmented reality is not expensive and can be done at any point of time in the classroom. Students are more engaged in lesson with Augmented reality and allows them to be interactively be involved. “A picture is worth a thousand words” this quote is perfect for Augmented reality, this allows students to discover unknown things with their own eyes and as feeling as they here there. 80% of school students own smartphones and allowing them to use those phones in the classroom for learning would create a great learning point. Some student will take the learning outside of the school and use it at home with friends and even younger or older siblings. They would transfer their knowledge to others. Augmented reality is a great tool in the classroom and has great benefits. Although Augmented reality was introduced in in classrooms in 2015, it is highly growing and being more widely used in the classroom (Brown, 2015) AR technology allows students to view and experience from several social perspectives. Research focuses on the potential of AR technology in inquiry-based fieldwork for disciplines in which analysis of change across time is important to promote understanding of how very small changes across long periods of time may add up to very large changes (NETP, 2017). AR learning is not contained within screens or classrooms and that technology can enrich how students engage in the world around them. The AR technology can be combined with several aspects in the classroom from apps like Aurasma where one picture can take you to a video for learning. AR has lots to provide for the future of education and will be part of the education system for several years. Online Learning Online learning has been in the education system for a long time, offered with higher education, allowing students to take one or two classes online. As of 2009, 7.1 million people were taking a online course for their respective colleges. (Kolowich, 2014) The emerging trend of education with online learning/ e-learning is that most college degrees can be earned all online then being physically in school. As school started to get more and more students interested in online learning than being in a physical classroom, flipped classroom trended in early education classrooms. Students from a early age are being exposed to online learning with home schooled online schools and tutors and even full based schools online for degrees. As majority of colleges now offering bachelors and masters degrees online, education is advances day by day and more opportunities are being available to students online. Online learning allows students the flexibility to work at their own paces and be able to help families out if need to work to provide and still being able to go to school online to get a degree. Online learning allows more and more people to get degrees and learn with the continuation of their daily lives. The online learning has changed education but this will not affect regular classroom as they will always remain for those that do not learning particularly well with online school. As teachers in the K-12 are involving classroom learning with blended learning, which is like online eLearning. Teachers are able to put certain portions of their lessons online for students to interact with their technological tools to complete assignments and even watch video that pertain to the classroom learning. Cloud-based technology Cloud-based technology is a new development and has become more well known in the education field. Teachers and students are able to gather their documents and data over the so-called world cloud and be able to access it from anywhere unlike the old times of flash drives and emailing documents. The cloud base world is growing day by day. People all-around the world are on tablets, computers, and phones, and with the cloud base world, less paper is being needed and its environment friendly. One click allows students and teachers to send documents and share things in collaborations with one another. Google drive, the highly used cloud drive, has made it easy for teachers and students to share documents and even collaborate with one another on the same document as group work. Teacher are able backtrack and see what part was written by what students, with the history log. Google cloud has changed the way people do anything. When students work on homework and/ or format pictures on other devices and locations. All the students need to do is upload their pictures to their google account and it can be accessible from anywhere. Google drive in not the only product out there with a cloud base technology there are many more, but in schools many have used google and continue to use google. As the cloud is super helpful for document sharing and keeping documents accessible from anywhere, this emerging technology has really helps shaped education to make it more environmentally friendly. 2. What do you see as the significant challenges to their adoption? Technology is not always the best and there cannot always be positives, there are also negatives to everything. The one big challenge to technology is availability at the moments we need it. Other issue for teachers are always concerned about is the internet access. The internet can be a big problem on a day to day bases in school, some days the internet works great and some days we have technical issues that no one can control. Although there is wifi access to the internet in many places around the world for free or for a small charge, there are other barriers to the internet. Barriers such as high-speed internet which creates great deals of problems in completing one task when the internet is not working in your favor at a good speed. Online learning cannot happen without the high-speed internet. As bring your own device (BYOD) has been in most schools, but many do not have the internet service on their devices and rely on the public Wi-Fi linkage. Efforts to mitigate these issues are necessary to promote full participation, communication, and education within global society. Another significant challenge is the adoption of emerging technology for teachers that have not received the formal training and support in their respective school districts and in teacher preparation programs. Training the upcoming teachers with the best knowledge on using the technology will be a big step in helping the students learn. As teachers are told to attend hours of professional development many teachers focus on other subject training then technology, due to the fact of thinking “what they will get out of it”. Teachers lack the will to try new learning using technology due to personal technology related experiences or stories from other teachers that have tried the use of technology in the classroom. Last but not least, economic disadvantage students not getting enough exposure to technology outside of schools. Some students have not seen the technology that is being available in the schools if such technology is even available at the schools because of funding issues. Finance is a big rising issue in all schools. There is rich well-developed area where the students get all new advantages in learning with new tools. Then there are schools that don’t get any funding in a small area of town and all socioeconomic students don’t get those advantages due to public education funding within the United States. Even if the funding is there and schools get the technology for students to have exposure at home and school with the technology but many students don’t have the internet service or the capability to use the technology at home and than the learning does not transfer from school to the outside environment, but it does give them a chance to be exposed to the great advantages in the classroom. 3. How will the role of teachers be impacted by these trends? The role of teachers will be impacted in two ways. The first, is that teachers will need more professional development and the second, online learning will be more sought of and higher education teachers will be working online with students. As trend have already changed in many places, teachers will be seen as only facilitators rather than center of attention as they have been in the front of the classroom and teaching for many years. Tread have changed but will be more in effect in the coming years as we train the new preservice teachers being facilitators of the classroom rather than the center of attention, this will have a great impact in the role of the teachers. Online learning is highly used, but as more and more online learning is taking place especially at the higher level of teaching, where majority of students are not attending classroom and doing their degrees strictly online with online teachers and faculty. This will have a great change in the role of the teachers were teachers will have to modify the teaching style and have more and more students in their online learning classes. Last but not least professional learning is a big issue and the role of the teacher will be impacted on how they have to teach and facilitate a classroom. Teachers will have to attend great amount of training to learn how to use the technology with the students. This will improve teachers knowledge about the new developments to enhance their learning as well. As well as grow the teacher in making changes to the old style of teaching in the classroom. As trends grow everyone needs to adapt to the new ways and most of the time it’s not easy and lots of work needs to be done to make changes. 4. What changes to teacher preparation programs do you think are needed? “Today’s teachers need to know and be able to do things their predecessors did not. They have to be prepared to educate all of their students to achieve the highest learning outcomes in history. This is a fundamentally different job than that of past generations of teachers,” Arthur Levine, president of the Woodrow Wilson National Fellowship Foundation, stated in his 2006 “Educating School Teachers” report. “Research shows that the strongest way to prepare effective teachers is through immersive experiences in schools, but too few teachers are trained this way,” said Dominic Brewer, the Gale and Ira Duiker Dean of NYU Steinhardt. This is a big issue for some teacher prep programs. The more immersive experience you get the better prepared you are to teach. As I have seen in the school of Education, the preparation program allows student teachers to go in the classroom for about 2 years before getting their degrees. The teachers are able to go to the classroom to teach short lessons and get the sense of teaching through small group work and lesson planning. Then teachers are placed in the classroom to teach two eight-week periods. The more exposure in the classroom the better. The other change that need to be made are the professors that are teaching teachers need to have good background in teaching at the schools so they can share their experience. The biggest complain preservice teachers have are that professors have left the classroom several years ago and the education system has evolved a lot since then and those professors are still stuck teaching them about hoe classrooms were. The ISTE study found much the same situation in today’s teacher education programs: most faculty-members do not, in fact, practice or model effective technology use in their classrooms (Milken exchange
Privacy rights are triggered under the Fourth Amendment, Legal environment homework help.

Privacy
rights are triggered under the Fourth Amendment
Privacy rights are triggered under the Fourth Amendment, Legal environment homework help

STA 3215 UIC Statistics and Analysis NCLEX Memorial Hospital Paper.

You are provided with two options for your course project below. Select ONE of the options below for your analysis.Option 1 allows you to analyze job salaries for the state of Minnesota.Option 1 ScenarioOption 1 Data SetOption 2 allows you to analyze the ages of infectious disease patients at NCLEX Memorial Hospital.Option 2 ScenarioOption 2 Data SetReview each scenario and data set carefully and choose which scenario you would like to work with. Begin Phase 1 of your analysis by including the following information:Introduce your scenario and data set.Provide a brief overview of the scenario you are given above and the data set that you will be analyzing.Classify the variables in your data set.Which variables are quantitative/qualitative?Which variables are discrete/continuous?Describe the level of measurement for each variable included in your data set.Discuss the importance of the Measures of Center and the Measures of Variation.What are the measures of center and why are they important?What are the measures of variation and why are they important?Calculate the measures of center and measures of variation. Interpret your results in context of the selected topic.MeanMedianModeMidrangeRangeVarianceStandard DeviationConclusionRecap your ideas by summarizing the information presented.This assignment should be formatted using APA guidelines and a minimum of 2 pages in length.rubric InsuffcientEmergingCompetencyProficiencyMasteryCorrectnessPoints:0 (0.00%)Less than half of parts of all problems are solved correctly.Points:18.125 (12.50%)At least half of the parts of all problems are solved correctly.Points:27.1875 (18.75%)The majority of parts of all problems are solved correctly.Points:30.8125 (21.25%)Almost all parts of all problems are solved correctly.Points:36.25 (25.00%)All parts of all problems are solved correctly.Work ShownPoints:0 (0.00%)Less than half all work is shown.Points:18.125 (12.50%)At least half of all work is clearly shown.Points:27.1875 (18.75%)The majority work is clearly shown.Points:30.8125 (21.25%)Almost all work is clearly shown.Points:36.25 (25.00%)All work is clearly shown.ExplanationsPoints:0 (0.00%)Less than half of the explanations are complete and correct.Points:18.125 (12.50%)At least half of the explanations are complete and correct.Points:27.1875 (18.75%)The majority of the explanations are complete and correct.Points:30.8125 (21.25%)Almost all explanations complete and correct.Points:36.25 (25.00%)All explanations are complete and correct.FormattingPoints:0 (0.00%)Less than half of the equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:18.125 (12.50%)At least half of the equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:27.1875 (18.75%)The majority of equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:30.8125 (21.25%)Almost all equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:36.25 (25.00%)All equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.
STA 3215 UIC Statistics and Analysis NCLEX Memorial Hospital Paper

Domestic and International Marketing Definition Essay

Domestic and international marketing requires companies to have well-established channels while also being able to improve their competitiveness to withstand the pressure from other firms. When it comes to comparing the two types of marketing, there are some differences. For instance, global marketing can be considered local in disguise because the main problem that companies face in global marketing is the scope (Bolman, 2015). However, they fail to understand that being successful in the global market requires companies to translate their strategy implemented in the domestic market to a new environment with different cultural and linguistic values (Smartling, 2015). This implies allowing global customers have the same brand experiences that domestic customers have already had. Another example of how domestic and international marketing differs relates to the correct use of language. Thus, it means that the context of the marketing message should be accurate; if not, the content risks falling flat. For instance, in Quebec, Canada, consumers are accustomed to complete bilingual compliance of all businesses, which may mean that some companies will have to change their names, mission statements, and even logos (“Language laws and doing business in Quebec,” n.d.). Lastly, the scale is another major difference for which companies should account. In order to compete in several markets and account for the increased coverage of operations, companies should scale their global translations and learn to manage several platforms targeted at different consumers. A multi-domestic mindset is needed to reach customers from destinations such as Brazil, China, India, or Australia. Instead of using the us-to-them mentality, companies will do better if they consider the us-to-us-to-us mentality in which new audience is seen as a new subset that calls for localization and transcreation. References Bolman, C. (2015). Five new challenges for tomorrow’s global marketing leaders. Forbes. Web. Language laws and doing business in Quebec. (n.d.). Web. Smartling. (2015). Global marketing vs domestic marketing: Three things to know. Web.

Strengths And Limitations Of Education Campaigns Health Essay

professional essay writers Share this: Facebook Twitter Reddit LinkedIn WhatsApp To establish the need for education amongst the population and its vital role in reducing HIV transmission. To assess the effectiveness (and thus the strengths and limitations) of various educational campaigns in preventing spread of HIV. To determine the psychological and social factors that may contribute to the effectiveness of such campaigns. During the 1980s and 1990s, the spread of HIV increased dramatically within the UK, however has slowed down over the last 20 years (1). Currently there are approximately 33 million people around the world who are living with HIV, and each year more and more people are being infected (2). There are several methods in place to help prevent the spread of HIV, including interventions for sex workers, treatment of STI’s, voluntary counselling and testing and needle exchange programmes (3). However, perhaps one of the most important methods in preventing the spread of the virus is educating the population both as a whole and as individual groups. Once people have the knowledge about how HIV is transmitted and what it is, they are then able to take their own necessary precautions in preventing themselves from getting infected (4). For those already with HIV, educational campaigns can help increase awareness about how to cope and live with the disease as well as showing them how to prevent its transmission. Generally, educational campaigns naturally tend to focus on ‘at risk’ groups, such as men who have sex with men, sex workers and intravenous drug users (5, 6). Although this is a sensible approach, it is also important that the campaigns do not exclude the education of many other groups who are not considered directly at risk, such as the elderly (6). This is important as it can increase stigmatisation of the ‘at risk’ groups, as well as not respecting the fact that HIV is a non discrimative virus and can infect anyone. By taking a detailed look at 4 types of educational campaigns, it is possible to assess the strengths and limitations of each, as well as determining the psychological and social factors that might make a campaign more or less effective. Mass Media Campaigns Mass media campaigns are generally used by governments as a method to dramatically increase general awareness amongst the whole population (2). Many forms of media can be used, for example advertisements on television, internet websites, flyers and posters distributed to each household. This type of educational campaign ensures that everyone has the same awareness of HIV, and can also be used to prompt people into further research for themselves (7). In the 1980s, the UK launched one such campaign, with the slogan: ‘AIDS: Don’t die of ignorance’ (8). This had a great effect in increasing general awareness amongst the whole population, however this type of mass education also has its limitations. The overall effectiveness is difficult to assess, as it is such a general form of education, as well as the fact that it is not the only method of HIV prevention tactics that were put into place at that time (9). Also, it does not target specific behavioural issues that need to be changed and with its widespread strategy it also is difficult to reach marginal groups (2). Another aspect that is a major downfall is that it may even increase stigma and discrimination as some early campaigns used fear as the main factor in reducing HIV spread, which caused many people to become fearful of those with HIV (10). It also could have led to a decrease in people getting tested for HIV as they were so worried about the effects, both social as well as physical. If these fear campaigns were focused to specific risk groups, it could cause a major stigmatisation of these people which would encourage the view that if you were not a part of the risk group there was no need to be concerned about HIV (2). HIV education in schools Approximately 1 in 6 new HIV infections in 2008 were among people who were under 15 years old (2). Therefore it is extremely important for young people to be equipped with the knowledge about what HIV is, how it is transmitted, and how they can reduce their risk of becoming infected regardless of whether they are sexually active or not. Schools are an excellent place to increase young people’s awareness as they are so universal and therefore would be able to target a wide audience. Also evidence shows that when targeted at a young age, educational campaigns for health promotion tend to be met more receptively by the young (11). By instilling young people with knowledge about HIV risks and diminishing discrimination against those with HIV at an early age, these ideas and values will be held throughout their lives and aid in the long term decrease in HIV prevalence (12). However there are still some limitations to educational campaigns within schools. The nature of the education may not be universal, as some schools may focus on abstinence-only programmes, which would not teach about safe sex and condom use (12). Since 1997, USA funding has increased in promoting these sorts of programmes within its schools despite studies showing that there is ‘no long term effect on sexual health outcomes’ (12). Some religious schools across the world also prevent the teaching of safe sex and condom use amongst not only the young but also the general population (2). HIV education in the workplace As well as schools, the workplace is also an ideal place to target a wide audience who would be receptive to detailed information about HIV and its transmission. By increasing awareness about HIV and AIDS within the workplace, people who are both delivering as well as receiving this information would then be able to implement the practices both in their working lives as well as teaching their friends and families (2). There are also many professions that may in fact carry an increased risk of HIV transmission, for example those that work in health care (13). These workers would be at an increased danger of percutaneous injuries and specific education about how to avoid such injuries and what to do in the event of one occurring is vital to preventing the virus’s transmission (14). Increased knowledge about the disease would also have the benefit of reducing the stigma surrounding HIV and AIDS and prevent discrimination in the workplace. This type of education, although effective, may not be put into place at every workplace therefore some infections may still occur through lack of awareness. Also stigma and discrimination against those who are infected may also sill exist. HIV and Peer Education Peer education is an excellent way of educating different groups, especially those groups which tend to be marginalised by society (2). It is a way of helping people within these groups to relate to the speaker and to be receptive about the content of discussion (15). As the peer educators are generally from a similar social background as the group, it is therefore a much more relaxed and social way of education. People also may feel a lot more comfortable asking questions about sensitive topics and issues to someone they can relate to and feel more relaxed around (16). Studies have shown that peer education works particularly well with members of society who are at risk of HIV but distrustful of authoritative figures, such as those in prisons (2). This is important as it provides an excellent way of reaching out to those in marginalised groups who need HIV education to increase awareness but may not know how to go about receiving this. As with all the above methods of educational campaigns, peer education would be reliable and accurate, as those who are educating would have undergone recent and relevant training (16). However, peer education may be difficult to set up, and would also be dependant on government support and private organisations and charities setting them up in the first place. Issues such as national discrimination against homosexuals would also reduce the level of education provided, for example in countries such as Zimbabwe, where the president has openly condemned homosexuality (17). Conclusion Although these are not the only types of educational strategies available, each has several strengths and well as a few limitations. The limitations tend to be focused towards a level of stigma and discrimination against those with HIV and a fear of the virus itself by both individuals as well as governments. However it is only with correct understanding and education in the issues surrounding HIV that people can learn to avoid unnecessary infection and respect the fact that HIV is a universal problem and can affect anyone. Education is highly important, however on its own it can only go so far in stopping the spread of HIV. Other methods of harm prevention must also be put into place to ensure that HIV transmission is minimised, for example needle exchange programmes, open clinic testing and accessible condoms would be required (4). Once people understand the social as well as physical factors associated with HIV, they must be able to have places to go that offer support and can help them if they wished to further their knowledge about the virus. In conclusion, educational campaigns must both be widespread to access the population as a whole, as well as targeted to individuals and specific groups in order to change risky behaviours both in the short and long term. Share this: Facebook Twitter Reddit LinkedIn WhatsApp

Job Order Costing Process Costing and Activity Based Costing

Job Order Costing Process Costing and Activity Based Costing. A cost accounting system is the sum methods and techniques used by businesses allowing them to track resources consumed in production and distribution of services or goods to consumers. These methods and techniques are used by the management in order to evaluate and reward staff performance, by employees in order to manage recourses efficiently while the cost accounting system is also used for external reporting requirements meaning balance sheets and income statements. The cost accounting system is usually designed to meet particular needs of individual companies, for that reason there are three main systems businesses apply according to their needs. Job Order Costing is a cost system used to accumulate costs of jobs also called batches. Job order costing is used when individual production centres or departments work on a variety of products rather than one king of a product during a specific period of time. Prime costs and factory overhead costs are the two categories of production costs monitored with this method. Process costing is a type of costing system used for production of small identical, low-cost items. Process costing averages the costs and can’t be directly traced to individual products. Activity based costing (ABC) is designed to assign costs to activities. This method has become popular because of the fact that the complexity of businesses keeps growing and so does their need to assign increasingly large indirect costs to the appropriate department or activity. ABC is the process where costing is assigned based on the cause and effect relationship between costs and activities that drive costs. What are major objectives of a cost accounting system in a hospitality establishment? Within hospitality establishments cost accounting systems help successfully achieve the following management objectives: Measuring the various needs and generated revenues of departments Monitoring and controlling the progress of each department Department related data gathered is used to evaluate costs and make proper adjustments and corrections in operating procedures What are the major objectives of a cost accounting system system in a manufacturing company? In manufacturing and service companies cost accounting systems help achieve the following management objectives. They provide the managers with helpful information regarding planning, cost control procedures and determining unit production costs. In most cases manufacturing companies also use a complete job cost sheet which contains Cost Summary and Unit Cost information since manufacturing costs are not immediately recorded as current period expenses. These information include total and costs per unit for: Direct materials, which are the raw materials used in production which costs are directly traceable throughout the product manufacturing process. Direct labour, which are the wages and other pay roll costs of employees whose efforts are directly traceable throughout the product manufacturing process. Manufacturing overhead, is the category including all other manufacturing costs like utilities aside for the above mentioned ones. What are the procedures in job order costing, process costing and activity based costing. Job order costing process is a specific set of events which will usually occur with each job. Generally the process is as follows: an order (or sale order) is received for the batch of products, a production order is issued from the sale order materials and labour are ordered and tracked for the set of products, manufacturing overhead is allocated to the job using a predetermined rate (usually per labour or per machine hour). In fact manufacturing overhead will not affect the work in process account; instead it is changed to a control account. Direct labour and materials are charged by the accountant to the work in process accounts using the actual quantity acquired. These quantities are all tracked using a job costing sheet which will likely be already a computerized ledger and use used for each job. Spoilage which surpasses expected levels based on the job at hand is considered a period cost and is reclassified from work in process account into a separate account so it can be addressed by the management. Process costing procedures follow specific procedures and while exact procedures may differ between different companies and businesses, but they generally follow these steps. While other types of costing are initiated when a sale order is issued, a sale order is not required for process costing as it is a continuous process. The work in process accounts are separated departments and are named according to the department they reflect on e.g. Work in process- FJob Order Costing Process Costing and Activity Based Costing

Prince Georges Community College Nursing Discussion Question

Prince Georges Community College Nursing Discussion Question.

I’m working on a nursing discussion question and need support to help me understand better.

1.Public health nurses must blend family nursing theories with public health theories and frameworks to work both with individual families and populations of families. Explain the following three family social science theories, including the strengths and weakness of each one: Family Systems Theory, Family Developmental and Life Cycle Theory and Bioecological Systems Theory. Which theory is most beneficial to you as a public health nurse in achieving healthy outcomes for families and why?2.All countries have population subgroups that are more vulnerable to health threats than the general population. What are some reasons that vulnerable populations are more sensitive to risk factors than those who are more resilient? Describe what is meant by vulnerable populations and explain strategies you, as the public health nurse, could use to best facilitate the achievement of healthful outcomes in this population?
Prince Georges Community College Nursing Discussion Question

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