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    – ## Timelog.pdf – ## 4.1Hintsforreflectionquestionsfortimelog1.docx **## Timelog.pdf** Can you please do this 4 times for different subjects with the same class Teacher: Ms. Palmer Grade 3 Population: 13 boys and 7 girls Diversity: The class consist of some students that are ELL, SPED, EIP, IEP stu…

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    Assignment Prompt & Instructions

    – ## Timelog.pdf

    – ## 4.1Hintsforreflectionquestionsfortimelog1.docx

    **## Timelog.pdf**

    Can you please do this 4 times for different subjects with the same class

    Teacher: Ms. Palmer

    Grade 3

    Population: 13 boys and 7 girls

    Diversity: The class consist of some students that are ELL, SPED, EIP, IEP students

    Subjects taught: All (you can choose anyone)

    Please double check to make sure all of the reflection questions are answered in 100-200

    detailed word sentences in each entry. Each set of reflection questions will need to be unique

    and different from each day you observed.

    Questions

    1. Description: Describe the classroom dynamics, what subject was being taught- add a Georgia

    standard that matches, and the strategies that the teacher used.
    2. School Diversity (list predominant demographics and/or specialized student populations served

    by this school)😙

    3. Recall and describe your field experience, outlining what you did or observed.*

    4. Based on your current understanding, what did the teacher do that went well and why do you

    think it went well?*

    5. Name the instructional technology available during your field experience and briefly describe

    its impact on student learning. If technology was not used, please describe how it could be

    implemented to positively impact the student learning experience.*

    6. List all student factors you observed in the classroom: Prior learning experiences, Interests,

    Social-emotional learning needs, Funds of knowledge (i.e., students’ cultural, language, and

    socioeconomic backgrounds)*

    7. What did you learn from this experience that you would or would not take to your classroom?

    And why?*

    **## 4.1Hintsforreflectionquestionsfortimelog1.docx**

    **Helpful Hints for My Time Log Field Experience Reflections**

    Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

    You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

    ·
    **Descriptive writing TELLS** what you see without any additional interpretation. Examples:

    · There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

    · The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

    · The teacher continually checked students understanding by…

    · The closing activity took 5 minutes and the teacher/students said/did……

    ·
    **Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

    ·
    **Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

    Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

    ·
    **“What did you observe?”**

    · Take formal,
    _descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

    · Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

    · When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

    ·
    _What were the learning targets/objectives of the lesson and how were they met/not met?_

    ·
    _How did the teacher set the stage for learning?_

    ·
    _How did the teacher present the learning targets for the day?_

    ·
    _Tap into prior knowledge_

    ·
    _Build background knowledge_

    · How did the teacher scaffold the lesson?

    ·
    _How did the teacher transition students from one activity to another?_

    ·
    _How did the teacher re-direct students when necessary?_

    ·
    _How did the teacher keep 100% of the students engaged 100% of the time?_

    ·
    _How did the teacher gain students’ attention, when necessary?_

    ·
    _How did the teacher group students?_

    ·
    _What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

    ·
    _What did you notice about the teacher’s pacing of the lesson and time management?_

    ·
    _What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

    ·
    _How did the teacher take a pulse of student learning/understanding throughout the lesson?_

    ·
    Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

    _(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning?  What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

    ·
    **“What went well?”**

    · Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

    ·
    **“What could have been improved?”**

    · This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

    · The question “what could be improved” is an opportunity to demonstrate
    application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?”  It might be groupings, use of technology, additional time for student interaction, or something else.  Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

    ·
    **“What did you learn or gain from the experience?”**

    · Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

    ·
    **“Influence of school, family, … grow and develop as a teacher?”**

    · Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

    ·
    **Instructional technology:**

    · With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

    For examples of model My Time Log reflections, review the Model Field Experience examples.

    **## 4.1Hintsforreflectionquestionsfortimelog1.docx**

    **Helpful Hints for My Time Log Field Experience Reflections**

    Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

    You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

    ·
    **Descriptive writing TELLS** what you see without any additional interpretation. Examples:

    · There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

    · The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

    · The teacher continually checked students understanding by…

    · The closing activity took 5 minutes and the teacher/students said/did……

    ·
    **Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

    ·
    **Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

    Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

    ·
    **“What did you observe?”**

    · Take formal,
    _descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

    · Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

    · When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

    ·
    _What were the learning targets/objectives of the lesson and how were they met/not met?_

    ·
    _How did the teacher set the stage for learning?_

    ·
    _How did the teacher present the learning targets for the day?_

    ·
    _Tap into prior knowledge_

    ·
    _Build background knowledge_

    · How did the teacher scaffold the lesson?

    ·
    _How did the teacher transition students from one activity to another?_

    ·
    _How did the teacher re-direct students when necessary?_

    ·
    _How did the teacher keep 100% of the students engaged 100% of the time?_

    ·
    _How did the teacher gain students’ attention, when necessary?_

    ·
    _How did the teacher group students?_

    ·
    _What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

    ·
    _What did you notice about the teacher’s pacing of the lesson and time management?_

    ·
    _What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

    ·
    _How did the teacher take a pulse of student learning/understanding throughout the lesson?_

    ·
    Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

    _(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning?  What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

    ·
    **“What went well?”**

    · Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

    ·
    **“What could have been improved?”**

    · This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

    · The question “what could be improved” is an opportunity to demonstrate
    application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?”  It might be groupings, use of technology, additional time for student interaction, or something else.  Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

    ·
    **“What did you learn or gain from the experience?”**

    · Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

    ·
    **“Influence of school, family, … grow and develop as a teacher?”**

    · Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

    ·
    **Instructional technology:**

    · With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

    For examples of model My Time Log reflections, review the Model Field Experience examples.

    **## Timelog.pdf**

    Can you please do this 4 times for different subjects with the same class

    Teacher: Ms. Palmer

    Grade 3

    Population: 13 boys and 7 girls

    Diversity: The class consist of some students that are ELL, SPED, EIP, IEP students

    Subjects taught: All (you can choose anyone)

    Please double check to make sure all of the reflection questions are answered in 100-200

    detailed word sentences in each entry. Each set of reflection questions will need to be unique

    and different from each day you observed.

    Questions

    1. Description: Describe the classroom dynamics, what subject was being taught- add a Georgia

    standard that matches, and the strategies that the teacher used.
    2. School Diversity (list predominant demographics and/or specialized student populations served

    by this school)😙

    3. Recall and describe your field experience, outlining what you did or observed.*

    4. Based on your current understanding, what did the teacher do that went well and why do you

    think it went well?*

    5. Name the instructional technology available during your field experience and briefly describe

    its impact on student learning. If technology was not used, please describe how it could be

    implemented to positively impact the student learning experience.*

    6. List all student factors you observed in the classroom: Prior learning experiences, Interests,

    Social-emotional learning needs, Funds of knowledge (i.e., students’ cultural, language, and

    socioeconomic backgrounds)*

    7. What did you learn from this experience that you would or would not take to your classroom?

    And why?*

    **## 4.1Hintsforreflectionquestionsfortimelog1.docx**

    **Helpful Hints for My Time Log Field Experience Reflections**

    Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

    You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

    ·
    **Descriptive writing TELLS** what you see without any additional interpretation. Examples:

    · There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

    · The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

    · The teacher continually checked students understanding by…

    · The closing activity took 5 minutes and the teacher/students said/did……

    ·
    **Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

    ·
    **Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

    Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

    ·
    **“What did you observe?”**

    · Take formal,
    _descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

    · Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

    · When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

    ·
    _What were the learning targets/objectives of the lesson and how were they met/not met?_

    ·
    _How did the teacher set the stage for learning?_

    ·
    _How did the teacher present the learning targets for the day?_

    ·
    _Tap into prior knowledge_

    ·
    _Build background knowledge_

    · How did the teacher scaffold the lesson?

    ·
    _How did the teacher transition students from one activity to another?_

    ·
    _How did the teacher re-direct students when necessary?_

    ·
    _How did the teacher keep 100% of the students engaged 100% of the time?_

    ·
    _How did the teacher gain students’ attention, when necessary?_

    ·
    _How did the teacher group students?_

    ·
    _What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

    ·
    _What did you notice about the teacher’s pacing of the lesson and time management?_

    ·
    _What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

    ·
    _How did the teacher take a pulse of student learning/understanding throughout the lesson?_

    ·
    Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

    _(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning?  What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

    ·
    **“What went well?”**

    · Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

    ·
    **“What could have been improved?”**

    · This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

    · The question “what could be improved” is an opportunity to demonstrate
    application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?”  It might be groupings, use of technology, additional time for student interaction, or something else.  Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

    ·
    **“What did you learn or gain from the experience?”**

    · Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

    ·
    **“Influence of school, family, … grow and develop as a teacher?”**

    · Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

    ·
    **Instructional technology:**

    · With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

    For examples of model My Time Log reflections, review the Model Field Experience examples.

    **## Timelog.pdf**

    Can you please do this 4 times for different subjects with the same class

    Teacher: Ms. Palmer

    Grade 3

    Population: 13 boys and 7 girls

    Diversity: The class consist of some students that are ELL, SPED, EIP, IEP students

    Subjects taught: All (you can choose anyone)

    Please double check to make sure all of the reflection questions are answered in 100-200

    detailed word sentences in each entry. Each set of reflection questions will need to be unique

    and different from each day you observed.

    Questions

    1. Description: Describe the classroom dynamics, what subject was being taught- add a Georgia

    standard that matches, and the strategies that the teacher used.
    2. School Diversity (list predominant demographics and/or specialized student populations served

    by this school)😙

    3. Recall and describe your field experience, outlining what you did or observed.*

    4. Based on your current understanding, what did the teacher do that went well and why do you

    think it went well?*

    5. Name the instructional technology available during your field experience and briefly describe

    its impact on student learning. If technology was not used, please describe how it could be

    implemented to positively impact the student learning experience.*

    6. List all student factors you observed in the classroom: Prior learning experiences, Interests,

    Social-emotional learning needs, Funds of knowledge (i.e., students’ cultural, language, and

    socioeconomic backgrounds)*

    7. What did you learn from this experience that you would or would not take to your classroom?

    And why?*

    **## 4.1Hintsforreflectionquestionsfortimelog1.docx**

    **Helpful Hints for My Time Log Field Experience Reflections**

    Maintain a clinical experience notebook where you record detailed notes during each field experience. Immediately after the clinical experience, use your detailed, descriptive notes to describe what you saw and heard, interpret and reflect on the field experience, and to answer the reflection questions in My Time Log.

    You will use three types of writing in the My Time Log clinical (field) experience reflections: descriptive writing, analytic writing, and reflective writing.

    ·
    **Descriptive writing TELLS** what you see without any additional interpretation. Examples:

    · There were 15 girls and 17 boys in the classroom. The students were working on a math assignment using manipulatives. The objectives of the assignment were x, y, and z.

    · The direct instructional part of the lesson took 10 minutes and the teacher said/did… The students did…

    · The teacher continually checked students understanding by…

    · The closing activity took 5 minutes and the teacher/students said/did……

    ·
    **Analytic writing REVIEWS evidence with interpretation** and is supported by the evidence. Use the descriptive notes, and if applicable, work samples or other data, and come to conclusions about instructional effectiveness, classroom environment, and how you know students were learning.

    ·
    **Reflective writing considers what you saw/heard/did/noticed during the field experience and the decisions you make about those experiences.** Reflective writing will show the intentional connection between what you learned from the clinical field experience and how you will use that information to guide your future teaching practices.

    Let’s take a deep dive into each My Time Log reflection question. What is the question asking of you?

    ·
    **“What did you observe?”**

    · Take formal,
    _descriptive_ notes while in the clinical field experience classroom and transcribe the notes to thoroughly answer this question in My Time Log.

    · Determine the focus of the observation/experience and how you will document it. Use descriptive notes to document what you observed during the clinical field experience.

    · When addressing this question, reflections should be thoughtful descriptions of the content taught, lesson sequence/activities, specific instructional strategies seen in action (name the strategies: ex. think – pair – share, 4 corners, etc.), how the teacher used them to engage students in learning, and specific classroom management techniques used. Some questions to consider:

    ·
    _What were the learning targets/objectives of the lesson and how were they met/not met?_

    ·
    _How did the teacher set the stage for learning?_

    ·
    _How did the teacher present the learning targets for the day?_

    ·
    _Tap into prior knowledge_

    ·
    _Build background knowledge_

    · How did the teacher scaffold the lesson?

    ·
    _How did the teacher transition students from one activity to another?_

    ·
    _How did the teacher re-direct students when necessary?_

    ·
    _How did the teacher keep 100% of the students engaged 100% of the time?_

    ·
    _How did the teacher gain students’ attention, when necessary?_

    ·
    _How did the teacher group students?_

    ·
    _What specific techniques were used to differentiate the curriculum to meet the needs of all students?_

    ·
    _What did you notice about the teacher’s pacing of the lesson and time management?_

    ·
    _What subtle teacher moves occurred during the lesson to keep the learning moving forward?_

    ·
    _How did the teacher take a pulse of student learning/understanding throughout the lesson?_

    ·
    Analysis of what was seen during the observation. Provide explanations of what was effective/ineffective and WHY.

    _(What were some of the teacher interactions with individual students and groups of students and how did the interactions impact student learning?  What were some of the student-student interactions, and how did those interactions impact student learning? At the middle school & high school level when observing the same lesson taught multiple times, consider: did interactions differ, how did they differ, and how did that impact student learning? How did students use their knowledge of content to think like a scientist/historian/engineer/etc.?_

    ·
    **“What went well?”**

    · Choose a few examples from the descriptive notes to intentionally analyze and reflect on the clinical field experience. Connect specific course content you have learned with what you saw happening in the classroom. Explain how you know the various elements of the lesson went well. What did you see and hear that let you know students were learning? What evidence did you see that students reached the learning targets?

    ·
    **“What could have been improved?”**

    · This response is not meant to be critical or negative, but rather is another analysis and reflection of the experience. There is always room for improvement, whether it is adding technology, timing, less/more resources, etc. Answer this question based on what you are learning or have learned in courses.

    · The question “what could be improved” is an opportunity to demonstrate
    application of all that you have learned in the program (knowledge, skills, and dispositions).  The reflection for this section should always include something that could be improved and why. Even if the lesson seems “near perfect,” there will always be room for changes that lead to increased student learning and/or interaction. The question to ask as you go into your student teaching and later, into your own classroom, is ‘What specifically could have been done differently to improve student learning?”  It might be groupings, use of technology, additional time for student interaction, or something else.  Keep an open mind as to how you might make changes to a lesson in the future, even small changes, to improve student outcomes.

    ·
    **“What did you learn or gain from the experience?”**

    · Look at the descriptive notes you took and choose a couple specific examples that you found useful and can apply to your professional development as an educator. Be sure to intentionally connect the reasoning behind your choices (connection between coursework and instructional practices in the classroom setting).

    ·
    **“Influence of school, family, … grow and develop as a teacher?”**

    · Make connections between course readings and assignments to what you saw and experienced in the host teacher’s classroom. For additional insight, consider probing the teacher on what they consider are important influences on their students’ learning.

    ·
    **Instructional technology:**

    · With 21st Century learning, Instructional Technology (IT) is an integral part of education. Based on what you are learning or have learned in courses, the response for the technology question should answer what (if any) IT was used, why it was (or was not) used, and how it improved student learning and outcomes. The response should also answer what, if any, additional IT could have been used during the lesson(s) to improve student learning and outcomes.

    For examples of model My Time Log reflections, review the Model Field Experience examples.

    – 1
    – 2

  • [Solved] WK 7 BLOG RESP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## WK7BLOG.docx **## WK7BLOG.docx** Innovative Informatics Tools and Applications to Clinical Practice ![](https://www.sweetstudy.com/questions/wk-7-blog-resp) New technology and tools will undoubtedly shape nursing practice. “Research suggests that between 8% and 16% of nursing time is spent on n…

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    Assignment Prompt & Instructions

    – ## WK7BLOG.docx

    **## WK7BLOG.docx**

    Innovative Informatics Tools and Applications to Clinical Practice

    ![](https://www.sweetstudy.com/questions/wk-7-blog-resp)

    New technology and tools will undoubtedly shape nursing practice.  “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

    One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

    For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

    Reference:
    Robert, N. (2019). How artificial intelligence is changing nursing.
    _Nursing Management, 50_(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883448)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 5: Implementation” (pp. 73–74)

    · “Standard 5a: Coordination of Activities” (p. 75)

    · “Standard 6: Evaluation” (p. 78)

    · “Standard 11: Communication” (p. 86)

    · “Standard 12: Leadership” (pp. 87–88)

    · “Standard 15: Resource Utilization” (p. 92)

    · Billingsley, L., Calderon, A., & Agosta, L. (2024).
    [Transforming health care: Exploring artificial intelligence integration, data governance, and ethical considerations in nursingLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1546084324000373%3F).
    _Journal of Radiology Nursing_,
    _43_(2), 107–111. https://doi.org/10.1016/j.jradnu.2024.04.002

    · Calik, A., Ozkul, D., & Kapucu, S. (2024).
    [Smart glasses use experience of nursing graduate students: Qualitative studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=176757433&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

    · Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023).
    [Genomics-informed nursing strategies and health equity: A scoping review protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174270934&site=eds-live&scope=site&custid=s6527200).
    _PLoS ONE_,
    _18_(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

    · Krupp, A., & Lopez, K. D. (2023).
    [Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadershipLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1541461223001787).
    _Nurse Leader_,
    _21_(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

    · Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024).
    [Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relativesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edselc&AN=edselc.2-52.0-85187885837&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1). https://doi.org/10.1186/s12912-024-01849-5

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · AHRQ Digital Healthcare Research. (2021, July 12).
    [_AHRQ CDS connect: A primerLinks to an external site._](https://youtu.be/xjbYTBaycs8)[Video]. https://youtu.be/xjbYTBaycs8

    · U.S. Food and Drug Administration. (2019, December 20).
    [_What is precision medicine?_ Links to an external site.](https://www.youtube.com/watch?v=ojrW8WeoANQ) [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · Chen, M., & Decary, M. (2020).
    [Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0840470419873123).
    _Healthcare Management Forum, 33_ (1),10–18. doi:10.1177/0840470419873123

    · Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020).
    [The Impact of artificial intelligence on quality and safetyLinks to an external site.](https://search.proquest.com/scholarly-journals/impact-artificial-intelligence-on-quality-safety/docview/2333878940/se-2?accountid=14872).
    _Global Spine Journal, 10_ (1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

    · Scudellari, M. (2020).
    [_AI recognizes COVID-19 in the sound of a cough_ Links to an external site.](https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough). IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

    To Prepare

    · Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

    · Consider the role of these technologies in your healthcare organization or nursing practice.

    · Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

    · Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

    By Day 3 of Week 7

    **Post** a response to your blog for the following:

    · Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

    · How do you think this innovation will impact the future of your practice?

    By Day 6 of Week 7

    **Read** a selection of your colleagues’ blog posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    RESPOND TO THIS DISCUSSION POST

    Amanda Newton

    MAIN POST

         Artificial intelligence (AI) technology has become increasingly integrated into nursing practice, improving clinical decision-making, efficiency, and patient care outcomes. At my facility, we use tools like the Rothman Index to detect early signs of patient deterioration by analyzing real-time electronic health record (EHR) data, allowing for timely interventions. AI also supports documentation efficiency through predictive text, automated charting, and voice recognition software, significantly reducing the time nurses spend on manual data entry. In addition, automated medication dispensing systems and AI-driven triage tools help streamline routine tasks and prioritize patient needs, enabling nurses to spend more time on direct patient care and emotional support. These tools directly align with the American Nurses Association’s (2015) standards on implementation, coordination, communication, and resource utilization, which emphasize the nurse’s role in effectively integrating technologies to enhance patient care and outcomes.

         I also care for oncology patients receiving precision therapies targeted to specific genetic mutations. These personalized treatments rely on genomic sequencing, and AI-driven platforms help identify actionable mutations and match patients to appropriate therapies, such as targeted immunotherapies or kinase inhibitors. As Dordunoo et al. (2023) highlight, genomics-informed nursing care requires a shift toward incorporating genetic literacy and health equity considerations. Nurses are central to this shift, serving as advocates and educators who help patients understand and manage complex treatment regimens based on their genetic profiles.

         Looking to the future, AI will continue shaping nursing care by promoting individualized treatment, reducing disparities, and enabling data-driven decision-making. For example, Krupp and Lopez (2023) discuss how implementation science and decision support technologies can drive sustainable change in nursing leadership and improve outcomes across systems. Emerging technologies like smart glasses, as explored by Calik et al. (2024), are also expanding nursing education and practice by providing real-time access to patient information and clinical guidance at the bedside. Additionally, robotic systems are gaining acceptance in nursing care delivery, with Madi et al. (2024) noting positive perceptions among nurses and patients regarding the role of robotics in reducing workload and enhancing patient support.

         The American Nurses Association (2015) also reinforces the importance of nurse leadership, evaluation, and effective communication in guiding the use of innovative technologies. As AI and gene technologies continue to evolve, nurses must be at the forefront equipped with the tools, education, and leadership strategies needed to navigate this new frontier in healthcare, while adhering to professional standards of practice.

    **References**

    American Nurses Association. (2015). *Nursing informatics: Scope and standards of practice* (2nd ed.).

    Calik, A., Ozkul, D., & Kapucu, S. (2024). Smart glasses use experience of nursing graduate students: Qualitative study. *BMC Nursing, 23*(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

    Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023). Genomics-informed nursing strategies and health equity: A scoping review protocol. *PLoS ONE, 18*(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

    Krupp, A., & Lopez, K. D. (2023). Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadership. *Nurse Leader, 21*(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

    Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024). Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relatives. *BMC Nursing, 23*(1). https://doi.org/10.1186/s12912-024-01849-5

    ## image1.jpeg

    **## WK7BLOG.docx**

    Innovative Informatics Tools and Applications to Clinical Practice

    ![](https://www.sweetstudy.com/questions/wk-7-blog-resp)

    New technology and tools will undoubtedly shape nursing practice.  “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

    One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

    For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

    Reference:
    Robert, N. (2019). How artificial intelligence is changing nursing.
    _Nursing Management, 50_(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883448)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 5: Implementation” (pp. 73–74)

    · “Standard 5a: Coordination of Activities” (p. 75)

    · “Standard 6: Evaluation” (p. 78)

    · “Standard 11: Communication” (p. 86)

    · “Standard 12: Leadership” (pp. 87–88)

    · “Standard 15: Resource Utilization” (p. 92)

    · Billingsley, L., Calderon, A., & Agosta, L. (2024).
    [Transforming health care: Exploring artificial intelligence integration, data governance, and ethical considerations in nursingLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1546084324000373%3F).
    _Journal of Radiology Nursing_,
    _43_(2), 107–111. https://doi.org/10.1016/j.jradnu.2024.04.002

    · Calik, A., Ozkul, D., & Kapucu, S. (2024).
    [Smart glasses use experience of nursing graduate students: Qualitative studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=176757433&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

    · Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023).
    [Genomics-informed nursing strategies and health equity: A scoping review protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174270934&site=eds-live&scope=site&custid=s6527200).
    _PLoS ONE_,
    _18_(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

    · Krupp, A., & Lopez, K. D. (2023).
    [Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadershipLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1541461223001787).
    _Nurse Leader_,
    _21_(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

    · Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024).
    [Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relativesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edselc&AN=edselc.2-52.0-85187885837&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1). https://doi.org/10.1186/s12912-024-01849-5

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · AHRQ Digital Healthcare Research. (2021, July 12).
    [_AHRQ CDS connect: A primerLinks to an external site._](https://youtu.be/xjbYTBaycs8)[Video]. https://youtu.be/xjbYTBaycs8

    · U.S. Food and Drug Administration. (2019, December 20).
    [_What is precision medicine?_ Links to an external site.](https://www.youtube.com/watch?v=ojrW8WeoANQ) [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · Chen, M., & Decary, M. (2020).
    [Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0840470419873123).
    _Healthcare Management Forum, 33_ (1),10–18. doi:10.1177/0840470419873123

    · Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020).
    [The Impact of artificial intelligence on quality and safetyLinks to an external site.](https://search.proquest.com/scholarly-journals/impact-artificial-intelligence-on-quality-safety/docview/2333878940/se-2?accountid=14872).
    _Global Spine Journal, 10_ (1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

    · Scudellari, M. (2020).
    [_AI recognizes COVID-19 in the sound of a cough_ Links to an external site.](https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough). IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

    To Prepare

    · Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

    · Consider the role of these technologies in your healthcare organization or nursing practice.

    · Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

    · Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

    By Day 3 of Week 7

    **Post** a response to your blog for the following:

    · Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

    · How do you think this innovation will impact the future of your practice?

    By Day 6 of Week 7

    **Read** a selection of your colleagues’ blog posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    RESPOND TO THIS DISCUSSION POST

    Amanda Newton

    MAIN POST

         Artificial intelligence (AI) technology has become increasingly integrated into nursing practice, improving clinical decision-making, efficiency, and patient care outcomes. At my facility, we use tools like the Rothman Index to detect early signs of patient deterioration by analyzing real-time electronic health record (EHR) data, allowing for timely interventions. AI also supports documentation efficiency through predictive text, automated charting, and voice recognition software, significantly reducing the time nurses spend on manual data entry. In addition, automated medication dispensing systems and AI-driven triage tools help streamline routine tasks and prioritize patient needs, enabling nurses to spend more time on direct patient care and emotional support. These tools directly align with the American Nurses Association’s (2015) standards on implementation, coordination, communication, and resource utilization, which emphasize the nurse’s role in effectively integrating technologies to enhance patient care and outcomes.

         I also care for oncology patients receiving precision therapies targeted to specific genetic mutations. These personalized treatments rely on genomic sequencing, and AI-driven platforms help identify actionable mutations and match patients to appropriate therapies, such as targeted immunotherapies or kinase inhibitors. As Dordunoo et al. (2023) highlight, genomics-informed nursing care requires a shift toward incorporating genetic literacy and health equity considerations. Nurses are central to this shift, serving as advocates and educators who help patients understand and manage complex treatment regimens based on their genetic profiles.

         Looking to the future, AI will continue shaping nursing care by promoting individualized treatment, reducing disparities, and enabling data-driven decision-making. For example, Krupp and Lopez (2023) discuss how implementation science and decision support technologies can drive sustainable change in nursing leadership and improve outcomes across systems. Emerging technologies like smart glasses, as explored by Calik et al. (2024), are also expanding nursing education and practice by providing real-time access to patient information and clinical guidance at the bedside. Additionally, robotic systems are gaining acceptance in nursing care delivery, with Madi et al. (2024) noting positive perceptions among nurses and patients regarding the role of robotics in reducing workload and enhancing patient support.

         The American Nurses Association (2015) also reinforces the importance of nurse leadership, evaluation, and effective communication in guiding the use of innovative technologies. As AI and gene technologies continue to evolve, nurses must be at the forefront equipped with the tools, education, and leadership strategies needed to navigate this new frontier in healthcare, while adhering to professional standards of practice.

    **References**

    American Nurses Association. (2015). *Nursing informatics: Scope and standards of practice* (2nd ed.).

    Calik, A., Ozkul, D., & Kapucu, S. (2024). Smart glasses use experience of nursing graduate students: Qualitative study. *BMC Nursing, 23*(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

    Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023). Genomics-informed nursing strategies and health equity: A scoping review protocol. *PLoS ONE, 18*(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

    Krupp, A., & Lopez, K. D. (2023). Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadership. *Nurse Leader, 21*(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

    Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024). Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relatives. *BMC Nursing, 23*(1). https://doi.org/10.1186/s12912-024-01849-5

    ## image1.jpeg

  • [Solved] History assignment 11

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### **Overview** The federal bureaucracy is always in the news. The story might be about someone having a problem with a federal agency. It might be about the investigation of a federal agency action. The Congress, through its oversight function, might be holding congressional hearings on a federal…

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    Assignment Prompt & Instructions

    #### **Overview**
    The federal bureaucracy is always in the news. The story might be about someone having a problem with a federal agency. It might be about the investigation of a federal agency action. The Congress, through its oversight function, might be holding congressional hearings on a federal agency or a bureaucrat. The story could be about pending changes in rules or regulations.
    #### **Assignment**
    Find an article that is about some aspect of the federal bureaucracy. (See note below.)
    1. Provide a link to the article.
    2. Summarize the article contents in a 1-2 paragraph synopsis.
    3. Discuss how the function of the federal bureaucracy impacts the country.
    **NOTE: When I ask for an "article", I do not want an opinion or editorial; look at the web link and if it includes "opinion", "op", "editorial", "ed", etc. or if the article content indicates that it is an editorial or opinion piece, it will not count. Also, I do not want a government website or report.  I want you to find an article that is written to report on a particular event or issue, an investigative report, or in-depth account by a journalist.**

  • [Solved] Compliance program proposal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    what views are considered when writing a compliance proposal

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    Assignment Prompt & Instructions

    what views are considered when writing a compliance proposal

  • [Solved] AfM 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    . **Question 1:** At an activity level of 8,800 units, Pember Corporation's total variable cost is $146,520 and its total fixed cost is $219,296. For the activity level of 8,900 units, compute the following values. _Required:_ 1. The total variable cost 2. The total cost 3. The average variable cost…

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    Assignment Prompt & Instructions

    .
    **Question 1:**
    At an activity level of 8,800 units, Pember Corporation's total variable cost is $146,520 and its total fixed cost is $219,296. For the activity level of 8,900 units, compute the following values.
    _Required:_
    1. The total variable cost
    2. The total cost
    3. The average variable cost per unit
    4. The average fixed cost per unit
    5. The average total cost per unit
    _Note:_ Assume that the activity level is within the relevant range.
    **Question 2:**
    Job 397 was recently completed. The following data have been recorded on its job cost sheet.
    Direct materials$59,400Direct labor-hours1,254 DLHsDirect labor wage rate$11 per DLHNumber of units completed3,300 units
    The company applies manufacturing overhead on the basis of direct labor-hours. The predetermined overhead rate is $37 per direct labor-hour.
    _Required:_
    What's the unit product cost that would appear on the job cost sheet for this job?
    **Question 3:**
    Carver, Inc. uses the weighted-average method in its process costing system. The following data concern the operations of the company's first processing department for a recent month.
    Work in process, beginning: Units in process700Percent complete with respect to materials50%Percent complete with respect to conversion40%Units started into production during the month23,000
    Work in process, ending: Units in process200Percent complete with respect to materials80%Percent complete with respect to conversion40%
    _Required:_
    Using the weighted-average method, what are the equivalent units of production for materials and for conversion costs?
    **Question 4:**
    Hayek Corporation uses the FIFO method in its process costing. The following data concern the company's mixing department for the month of August.
    MaterialsConversionWork in process, August 1$31,734$30,320Cost added to production in the mixing department during August$91,332$81,864Equivalent units of production for August7,7407,580
    _Required:_
    What are the cost per equivalent unit for materials and the cost per equivalent for conversion for the mixing department for August using the FIFO method?
    **Question 5:**
    Maddaloni International, Inc. produces and sells a single product. The product sells for $160.00 per unit, and its variable expense is $46.40 per unit. The company's monthly fixed expense is $219,248.
    _Required:_
    What's the monthly break-even in total dollar sales?
    **Question 6:**
    Mitchel Corporation manufactures a single product. Last year, variable costing net operating income was $55,000. The fixed manufacturing overhead costs released from inventory under absorption costing amounted to $24,000.
    _Required:_
    What's the absorption costing net operating income from last year?
    **Question 7:**
    Calder Corporation manufactures and sells one product. The following information pertains to the company's first year of operations:
    **Variable cost per unit:** Direct materials$92 **Fixed costs per year:** Direct labor$720,000Fixed manufacturing overhead$3,264,000Fixed selling and administrative$1,935,000
    The company doesn't have any variable manufacturing overhead costs or variable selling and administrative costs. During its first year of operations, the company produced 48,000 units and sold 45,000 units. The company’s only product sells for $258 per unit.
    _Required:_
    What is the net operating income?
    **Question 8:**
    Mouret Corporation uses the following activity rates from its activity-based costing to assign overhead costs to products.
    **Activity Cost PoolsActivity Rate** Setting up batches$92.68 per batchProcessing customer orders$95.08 per customer orderAssembling products$3.41 per assembly hour
    Last year, Product N79A required 28 batches, 6 customer orders, and 712 assembly hours.
    _Required:_
    How much total overhead cost would be assigned to Product N79A using the company's activity-based costing system?
    **Question 9:**
    The manufacturing overhead budget of Paparella Corporation is based on budgeted direct labor-hours. The November direct labor budget indicates that 6,000 direct labor-hours will be required in that month. The variable overhead rate is $2.00 per direct labor-hour. The company's budgeted fixed manufacturing overhead is $79,200 per month, which includes depreciation of $21,000. All other fixed manufacturing overhead costs represent current cash flows.
    _Required:_
    1. Determine the cash disbursements for manufacturing overhead for November.
    2. Determine the predetermined overhead rate for November.
    **Question 10:**
    Sund Corporation bases its budgets on the activity measure “customers served.” During April, the company plans to serve 38,000 customers. The company has provided the following data concerning the formulas it uses in its budgeting:
    Fixed Element per MonthVariable Element per MonthRevenue—$2.10Wages and salaries$25,000$0.50Supplies$0$0.30Insurance$6,200$0.00Miscellaneous expenses$2,500$0.40
    _Required:_
    Prepare the company’s planning budget for April. What is the net operating income?
    **Question 11:**
    Shawl Corporation's variable overhead is applied on the basis of direct labor-hours. The standard cost card for product F02E specifies 5.5 direct labor-hours per unit of F02E. The standard variable overhead rate is $6.80 per direct labor-hour. During the most recent month, 1,560 units of product F02E were made, and 8,700 direct labor-hours were worked.
    The actual variable overhead incurred was $52,635.
    _Required:_
    A. What was the variable overhead rate variance for the month?
    B. What was the variable overhead efficiency variance for the month?
    **Question 12:**
    Kingdon Corporation's manufacturing overhead includes $7.10 per machine-hour for variable manufacturing overhead and $207,000 per period for fixed manufacturing overhead.
    _Required:_
    What's the predetermined overhead rate for the denominator level of activity of 4,600 machine-hours?
    **Question 13:**
    Pinkney Corporation has provided the following data concerning its direct labor costs for November:
    Standard wage rate$12.20 per DLHStandard hours5.3 DLHs per unitActual wage rate$11.20 per DLHActual hours39,720 DLHsActual output7,900 units
    _Required:_
    Show the journal entry to record the incurrence of direct labor costs.
    **Question 14:**
    Iba Industries is a division of a major corporation. The following data are for the latest year of operations:
    Sales$5,820,000Net operating income$436,500Average operating assets$2,000,000The company's minimum required rate of return18%
    _Required:_
    What is the division’s residual income?
    **Question 15:**
    Tullius Corporation has received a request for a special order of 8,000 units of product C64 for $50.00 each. The normal selling price of this product is $53.25 each, but the units would need to be modified slightly for the customer. The normal unit product cost of product C64 is computed as follows:
    Direct materials$18.10Direct labor7.40Variable manufacturing overhead5.20Fixed manufacturing overhead4.80Unit production cost$35.50
    Direct labor is a variable cost. The special order would have no effect on the company's total fixed manufacturing overhead costs. The customer would like some modifications made to product C64 that would increase the variable costs by $5.00 per unit and that would require a one-time investment of $43,000 in special molds that would have no salvage value. This special order would have no effect on the company's other sales. The company has ample spare capacity for producing the special order.
    _Required:_
    How much is the “effect” (incremental net operating income) on the company's total net operating income through accepting the special order?
    **Question 16:**
    (Ignore income taxes in this problem.) Hinck Corporation is investigating automating a process by purchasing a new machine for $520,000 that would have an eight-year useful life and no salvage value. By automating the process, the company would save $134,000 per year in cash operating costs. The company's current equipment would be sold for scrap now, yielding $22,000. The annual depreciation on the new machine would be $65,000.
    _Required:_
    What's the simple rate of return on the investment to the nearest tenth of a percent?
    **Question 17:**
    (Ignore income taxes in this problem.) Schaad Corporation has entered into an eight-year lease for a piece of equipment. The annual payment under the lease will be $2,500, with payments being made at the beginning of each year.
    _Required:_
    If the discount rate is 14%, what's the present value of the lease payments?
    **Question 18:**
    Brodigan Corporation has provided the following information concerning a capital budgeting project:
    Investment required in equipment$450,000Net annual operating cash inflow$220,000Tax rate30%After-tax discount rate12%
    The expected life of the project and the equipment is three years, and the equipment has zero salvage value. The company uses straight-line depreciation on all equipment, and the depreciation expense on the equipment would be $150,000 per year. Assume cash flows occur at the end of the year except for the initial investments. The company takes income taxes into account in its capital budgeting. The net annual operating cash inflow is the difference between the incremental sales revenue and incremental cash operating expenses.
    _Required:_
    What is the net present value of the project?
    **Question 19:**
    Dukas Corporation's net cash provided by operating activities was $218,000; its net income was $203,000; its capital expenditures were $146,000; its cash dividends were $49,000.
    _Required:_
    What is the company's free cash flow?
    **Question 20:**
    Mihok Corporation has provided the following financial data:
    **Year 2Year 1** Stockholders' equity:  Common stock, $3 par value$300,000$300,000Additional paid-in capital—common stock100,000100,000Retained earnings375,000370,000Total stockholders' equity**$775,000$770,000**
    Income Statement
    for the Year Ended December 31, Year 2Sales$1,380,000Cost of goods sold780,000Gross margin600,000Operating expenses567,714Net operating income32,286Interest expense18,000Net income before taxes14,286Income taxes (30%)4,286Net income**$10,000**
    Dividends on common stock during Year 2 totaled $5,000. The market price of common stock at the end of Year 2 was $0.97 per share.
    _Required:_
    1. What is the company’s earnings per share for Year 2?
    2. What is the company’s price-earnings ratio for Year 2?
    3. What is the company’s dividend payout ratio for Year 2?
    4. What is the company’s dividend yield ratio for Year 2?
    5. What is the company’s book value per share at the end of Year 2?

  • [Solved] Technology and Policy

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    how to create an effective policy recommendation for a technology team and what it should target

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    how to create an effective policy recommendation for a technology team and what it should target

  • [Solved] NUR611 MODULE 4 ASSIGNMENT UPDATED***

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    2-3 PAGES 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. APA \ IMG_2012.jpeg](https://www.sweetstudy.com/files/img-2012-jpeg-10345123 "IMG_2012.jpeg") \ IMG_2011.jpeg](https://www.sweetstudy.com/fi…

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    2-3 PAGES
    4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
    APA
    \
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    \
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    \
    IMG_2013.jpeg](https://www.sweetstudy.com/files/img-2013-jpeg-10345127 "IMG_2013.jpeg")
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    \
    Nursingresearch_methodsandcriticalappraisalfor–LoBiondo-WoodPhDRNFAANGeriHaberPhDRNFAAN–NintheditionSt_Louis–9780323431316–896cb5de39575d1bcbe1a62a19c7fbfc–AnnasArchive.pdf](https://www.sweetstudy.com/files/nursingresearch-methodsandcriticalappraisalfor-lobiondo-woodphdrnfaangerihaberphdrnfaan-nintheditionst-louis-9780323431316-896cb5de39575d1bcbe1a62a19c7fbfc-annasarchive-pdf-10345131 "Nursingresearch_methodsandcriticalappraisalfor–LoBiondo-WoodPhDRNFAANGeriHaberPhDRNFAAN–NintheditionSt_Louis–9780323431316–896cb5de39575d1bcbe1a62a19c7fbfc–AnnasArchive.pdf")

  • [Solved] NUR611 DB#5 UPDATED***

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    500 WORDS APA STYLE 2 REFERENCES \ IMG_2015.jpeg](https://www.sweetstudy.com/files/img-2015-jpeg-10345139 "IMG_2015.jpeg")

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    500 WORDS
    APA STYLE
    2 REFERENCES
    \
    IMG_2015.jpeg](https://www.sweetstudy.com/files/img-2015-jpeg-10345139 "IMG_2015.jpeg")

  • [Solved] WK5 DISCUSSION HP-212

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    COMPLETE IN DETAIL 250 WORDS – ## WK5DISCUSSIONHP-212.odt **## WK5DISCUSSIONHP-212.odt** ## Thumbnails/thumbnail.png Asthma is a condition in which your airways narrow and swell and produce extra mucus. This can make breathing difficult and trigger coughing, wheezing, and shortness of breath. In the…

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    COMPLETE IN DETAIL 250 WORDS

    – ## WK5DISCUSSIONHP-212.odt

    **## WK5DISCUSSIONHP-212.odt**

    ## Thumbnails/thumbnail.png

    Asthma is a condition in which your airways narrow and swell and produce extra mucus. This can make breathing difficult and trigger coughing, wheezing, and shortness of breath.

    In the U.S.A., asthma is one of the leading causes of school absenteeism. On average, in a classroom of 30 children, about three are likely to have asthma. Asthma-friendly schools are those that make an effort to create safe and supportive learning environments for students with asthma. They should have policies and procedures that allow students to successfully manage their asthma.

    ###### Apply the readings from this week to address asthma statistics.

    Include all the following aspects in the discussion:

    – List five potential asthma triggers

    – Discuss what schools and families can do to reduce the incidence of asthma attacks.

    – Select three asthma codes and list the codes and descriptions.

    – Discuss questions or confusion you have about coding asthma diagnosis

    250 words

    **## WK5DISCUSSIONHP-212.odt**

    ## Thumbnails/thumbnail.png

    Asthma is a condition in which your airways narrow and swell and produce extra mucus. This can make breathing difficult and trigger coughing, wheezing, and shortness of breath.

    In the U.S.A., asthma is one of the leading causes of school absenteeism. On average, in a classroom of 30 children, about three are likely to have asthma. Asthma-friendly schools are those that make an effort to create safe and supportive learning environments for students with asthma. They should have policies and procedures that allow students to successfully manage their asthma.

    ###### Apply the readings from this week to address asthma statistics.

    Include all the following aspects in the discussion:

    – List five potential asthma triggers

    – Discuss what schools and families can do to reduce the incidence of asthma attacks.

    – Select three asthma codes and list the codes and descriptions.

    – Discuss questions or confusion you have about coding asthma diagnosis

    250 words