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  • [Solved] rrr

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  • [Solved] CL

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    \ Screenshot_20250712_002841_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250712-002841-chrome-jpg "Screenshot_20250712_002841_Chrome.jpg") \ Screenshot_20250712_002822_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250712-002822-chrome-jpg "Screenshot_20250712_002822…

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  • [Solved] Chapter 13 DQ

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    Chapter 13 Discussion Question #### Refer to pages 384-385 in your text (Planning and Administering Early Childhood Programs) and consider what advocacy fits your interests and strengths. Give an example of an issue you would like to address as an advocate, and what steps you could take to be an adv…

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    Chapter 13 Discussion Question
    #### Refer to pages 384-385 in your text (Planning and Administering Early Childhood Programs) and consider what advocacy fits your interests and strengths. Give an example of an issue you would like to address as an advocate, and what steps you could take to be an advocate for the problem.
    \
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  • [Solved] Sociology Principles

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    see attachment – ## SPModule7Essey.docx **## SPModule7Essey.docx** **Module 7:** _Essay_ After reading the course materials, follow the instructions for the assignment and its submission: **Submission Instructions:** Write an essay on the role of education in social mobility in Puerto Rico. · Use a …

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    see attachment

    – ## SPModule7Essey.docx

    **## SPModule7Essey.docx**

    **Module 7:** _Essay_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions:**

    Write
    an essay on the role of education in social mobility in Puerto Rico.

    · Use a word processor, such as Word, to complete the
    **Assignment.**

    · Include bibliographic references in the writing.

    · In the course, go to
    **Start your Course Here** >>
    **Information Resources** >>
    **Guide for the preparation of a research paper** to know the rules of the APA manual and the
    **evaluation rubric** that will be used for this assignment.

    · SafeAssign is used for all testing activities.

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

    **## SPModule7Essey.docx**

    **Module 7:** _Essay_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions:**

    Write
    an essay on the role of education in social mobility in Puerto Rico.

    · Use a word processor, such as Word, to complete the
    **Assignment.**

    · Include bibliographic references in the writing.

    · In the course, go to
    **Start your Course Here** >>
    **Information Resources** >>
    **Guide for the preparation of a research paper** to know the rules of the APA manual and the
    **evaluation rubric** that will be used for this assignment.

    · SafeAssign is used for all testing activities.

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

  • [Solved] Brochure/Newsletter

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    **Brochure/Newsletter:** Create a family-friendly brochure or newsletter. It should: – Summarize child development targeting a particular age AND a specific domain of development – Recommend specific activities or materials to enhance children’s learning, growth, and development in this developmenta…

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    **Brochure/Newsletter:**
    Create a family-friendly brochure or newsletter. It should:
    – Summarize child development targeting a particular age AND a specific domain of development
    – Recommend specific activities or materials to enhance children’s learning, growth, and development in this developmental domain.
    – Provide Internet addresses for two family-friendly websites with information about development in this particular developmental domain, _if appropriate for the target population of families._
    **The project will be evaluated on:**
    – The accuracy and completeness of the information it includes.
    – If work avoids professional jargon, includes no spelling or punctuation errors, and is clear and easy to understand.
    – The brochure/newsletter has eye-appeal, including age-appropriate illustrations that reflect diversity and respect for children.

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – ## Module7.docx **## Module7.docx** **Module 7:** _Literature Review_ Now that you had the possibility to discuss and examine the different nursing theories and models, choose the one ( or more) that must fix with your research topic. Develop a literature review including projects or researches th…

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    – ## Module7.docx

    **## Module7.docx**

    **Module 7:** _Literature Review_

    Now that you had the possibility to discuss and examine the different nursing theories and models, choose the one ( or more) that must fix with your research topic. Develop a literature review including projects or researches that incorporated this theory or model as a theoretical framework.

    **Submission Instructions:**

    · Your post should be at least four pages ( excluding title page and references page), with support of no less than eight academic sources, peer reviewed, formatted, and cited in the current APA style.

    ·
    **Official Assignment Rubric**

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

    **## Module7.docx**

    **Module 7:** _Literature Review_

    Now that you had the possibility to discuss and examine the different nursing theories and models, choose the one ( or more) that must fix with your research topic. Develop a literature review including projects or researches that incorporated this theory or model as a theoretical framework.

    **Submission Instructions:**

    · Your post should be at least four pages ( excluding title page and references page), with support of no less than eight academic sources, peer reviewed, formatted, and cited in the current APA style.

    ·
    **Official Assignment Rubric**

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

  • [Solved] HIST2020 US Since 1877

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    Review attachments and answers the questions. – ## 2020U25Exam232.pdf – ## HIST2020Exam2.docx **## 2020U25Exam232.pdf** HIST 2020 M50/D50: US History since 1877 Dr. Cookie Woolner Exam #2 Summer 2025 Assignment: In this document there are two images each from the 1920s, The Great Depression, World W…

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    Assignment Prompt & Instructions

    Review attachments and answers the questions.

    – ## 2020U25Exam232.pdf

    – ## HIST2020Exam2.docx

    **## 2020U25Exam232.pdf**

    HIST 2020 M50/D50: US History since 1877
    Dr. Cookie Woolner
    Exam #2 Summer 2025

    Assignment: In this document there are two images each from the 1920s, The Great Depression,
    World War II, and the early Cold War. You will select four images to analyze, one each for the
    four different time periods we have examined since Exam #1. Please choose a primary source
    from each era that you think best captures some of the central issues of the era. Again, be sure to
    write about just one image for each of the four eras, and do not write about both images for the
    same time period.

    Write a 150–200-word minimum paragraph about each of your four sources. Each paragraph
    should begin with an opening thesis statement about the era and/or the primary source and end
    with a concluding sentence. In each paragraph, briefly describe the source and then discuss its
    relevance to the era and the larger issues associated with it. Why is this primary source symbolic
    of its era? How is it significant historically and how does it connect to central issues of the time
    period? Address these questions in each of your four paragraphs. You should be able to enlarge
    the images to examine their details.

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to
    contextualize your four historical primary sources. If you cite information from these sources,
    even without directly quoting from them, refer to the textbook page number, or the video title
    (for links I’ve posted) in parentheses at the end of the sentence. Please do not cite other sources.

    • Please clearly title each of your answers with the time period and image title.
    • Answers should be double spaced, in 12-point font, spellchecked, and proofread.
    • Upload your exam to Canvas in one Word document by 11:30pm CT Fri 7/18.
    • Remember that all submissions go through TurnItIn plagiarism/AI software so write in

    your own words and cite your sources.
    • Get in touch with Dr. Woolner with any questions about the sources or the exam:

    cwoolner@memphis.edu

    Mobile User

    Text

    Mobile User

    1. The 1920s:

    A. Scopes trial political cartoon, 1925.

    B. Cartoon based on a speech by President Hoover, no date.

    2. The Great Depression:

    A. Social Security poster, 1936.

    B. Civilian Conservation Corps poster, 1939.

    3. World War Two:

    A. “A man in a zoot suit is inspected after being arrested by the LAPD in 1943.”

    .

    B. Norman Rockwell, “The Four Freedoms,” 1943.

    4. The Early Cold War:

    A. Uncle Sam & Bear cartoon, no date.

    B. Herbert Block political cartoon, 1947.

    **## HIST2020Exam2.docx**

    HIST-2020-D50(The US Since 1877)

    Reiterating the directions/instructions and posting the discussion questions from the era’s along with the primary sources used in those discussions.
    **No outside sources should be used to complete this Exam!**

    Choose ONE (1) image from each era for a total of four (4) image and discuss each image. 150-200 words minimum paragraph about each of your four (4) sources.
    **Each paragraph should begin with an opening thesis statement about the era and/or the primary source and end with a concluding sentence. In each paragraph, briefly describe the source and then discuss its relevance to the era and the larger issues associated with it. Why is this primary source symbolic of its era? How is it significant historically and how does it connect to central issues of the time period? Address these questions in each of your four paragraphs. You should be able to enlarge the images to examine their details.**

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to contextualize your four historical primary sources. If you cite information from these sources,

    even without directly quoting from them, refer to the textbook page number, or the video title (for links I’ve posted) in parentheses at the end of the sentence.
    **Please do not cite other sources.**

    **Chapter 22 World War II discussion**

    If you cite
    **Give Me Liberty!** or a posted video, please note the page number or video name in parentheses at the end of the sentence.

    1. Why were Norman Rockwell's paintings "The Four Freedoms" so popular and how did they connect to American involvement in World War II? Use Give Me Liberty! and
    [this video](https://www.youtube.com/watch?v=2TYFzJ98SAQ).

    2. Using Give Me Liberty! and this
    [5 minute video](https://www.youtube.com/watch?v=KxtThBTf0sI), discuss the bracero program and the "zoot suit riots" and how they were connected to WWII.

    3. Watch the first six minutes of
    [this video](https://www.youtube.com/watch?v=04VNBM1PqR8) and write a paragraph about who Rosie the Riveter was and what she represented during WWII.

    4. Using Give Me Liberty! and the "Who Is an American?" (p. 898) section, discuss why Japanese Americans were put in internment camps during WWII and how citizens like Fred Korematsu sought to resist this.

    **Chapter 20-21 1920s, Great Depression, and New Deal discussion**

    If you cite the textbook or a video (which you are encouraged to do), please note the page number or video title in parentheses at the end of the sentence.

    1. How was the Scopes trial connected to the new issue of "civil liberties" as well as tensions over the role of religion in a modernizing nation? Along with using the textbook for your answer please watch
    [this short video.](https://www.youtube.com/watch?v=x816Ht9FISM&feature=emb_logo)

    2. What steps did President Herbert Hoover take to help the nation as it entered the Great Depression, and were they enough? Use the textbook as well as
    [this video](https://www.youtube.com/watch?v=18dFdWe2n4s&t=4s) in your answer. This question will help you with the historical context for Writing Assignment #2.

    3. Watch this
    [short video](https://www.youtube.com/watch?v=pNOT4fWPOSc) and then write a paragraph about what life was like for young people during the Great Depression and how their lives were affected by the economic downturn. This question will help you prepare for Writing Assignment #2.

    4. Who was Frances Perkins and why is she considered a significant figure in the New Deal? Use this
    [short podcast](https://www.npr.org/transcripts/102959041)(with transcript) and Give Me Liberty! in your answer.

    **Chapter 19: World War I discussion**

    **If you cite the textbook or a primary source in the chapter, please note the page number in parentheses at the end of the sentence.**

    1) What were some of the reasons that the U.S got involved in World War One? Refer to the textbook and/or
    [this video clip. (Links to an external site.)](https://www.youtube.com/watch?v=DHn1Egt6Xdg&t=2s)

    2) How did suffragists like Alice Paul use World War One to help women get the right to vote? Watch and use
    [this film clip](https://www.pbs.org/video/american-experience-alice-paul-suffragist/) in your answer.

    3) What do the textbook authors mean when they refer to “coercive patriotism" (p. 757) during World War One and how were the Espionage and Sedition Acts related to this? You may wish to use Eugene V. Debs' speech to the jury before sentencing under the Espionage Act (1918) in the Voices of Freedom section in
    _Give Me Liberty!_

    4) What were some of the reasons that the Great Migration began in the 1910s? Discuss at least one of these
    [primary sources](https://dp.la/primary-source-sets/the-great-migration) in your answer.

    **## HIST2020Exam2.docx**

    HIST-2020-D50(The US Since 1877)

    Reiterating the directions/instructions and posting the discussion questions from the era’s along with the primary sources used in those discussions.
    **No outside sources should be used to complete this Exam!**

    Choose ONE (1) image from each era for a total of four (4) image and discuss each image. 150-200 words minimum paragraph about each of your four (4) sources.
    **Each paragraph should begin with an opening thesis statement about the era and/or the primary source and end with a concluding sentence. In each paragraph, briefly describe the source and then discuss its relevance to the era and the larger issues associated with it. Why is this primary source symbolic of its era? How is it significant historically and how does it connect to central issues of the time period? Address these questions in each of your four paragraphs. You should be able to enlarge the images to examine their details.**

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to contextualize your four historical primary sources. If you cite information from these sources,

    even without directly quoting from them, refer to the textbook page number, or the video title (for links I’ve posted) in parentheses at the end of the sentence.
    **Please do not cite other sources.**

    **Chapter 22 World War II discussion**

    If you cite
    **Give Me Liberty!** or a posted video, please note the page number or video name in parentheses at the end of the sentence.

    1. Why were Norman Rockwell's paintings "The Four Freedoms" so popular and how did they connect to American involvement in World War II? Use Give Me Liberty! and
    [this video](https://www.youtube.com/watch?v=2TYFzJ98SAQ).

    2. Using Give Me Liberty! and this
    [5 minute video](https://www.youtube.com/watch?v=KxtThBTf0sI), discuss the bracero program and the "zoot suit riots" and how they were connected to WWII.

    3. Watch the first six minutes of
    [this video](https://www.youtube.com/watch?v=04VNBM1PqR8) and write a paragraph about who Rosie the Riveter was and what she represented during WWII.

    4. Using Give Me Liberty! and the "Who Is an American?" (p. 898) section, discuss why Japanese Americans were put in internment camps during WWII and how citizens like Fred Korematsu sought to resist this.

    **Chapter 20-21 1920s, Great Depression, and New Deal discussion**

    If you cite the textbook or a video (which you are encouraged to do), please note the page number or video title in parentheses at the end of the sentence.

    1. How was the Scopes trial connected to the new issue of "civil liberties" as well as tensions over the role of religion in a modernizing nation? Along with using the textbook for your answer please watch
    [this short video.](https://www.youtube.com/watch?v=x816Ht9FISM&feature=emb_logo)

    2. What steps did President Herbert Hoover take to help the nation as it entered the Great Depression, and were they enough? Use the textbook as well as
    [this video](https://www.youtube.com/watch?v=18dFdWe2n4s&t=4s) in your answer. This question will help you with the historical context for Writing Assignment #2.

    3. Watch this
    [short video](https://www.youtube.com/watch?v=pNOT4fWPOSc) and then write a paragraph about what life was like for young people during the Great Depression and how their lives were affected by the economic downturn. This question will help you prepare for Writing Assignment #2.

    4. Who was Frances Perkins and why is she considered a significant figure in the New Deal? Use this
    [short podcast](https://www.npr.org/transcripts/102959041)(with transcript) and Give Me Liberty! in your answer.

    **Chapter 19: World War I discussion**

    **If you cite the textbook or a primary source in the chapter, please note the page number in parentheses at the end of the sentence.**

    1) What were some of the reasons that the U.S got involved in World War One? Refer to the textbook and/or
    [this video clip. (Links to an external site.)](https://www.youtube.com/watch?v=DHn1Egt6Xdg&t=2s)

    2) How did suffragists like Alice Paul use World War One to help women get the right to vote? Watch and use
    [this film clip](https://www.pbs.org/video/american-experience-alice-paul-suffragist/) in your answer.

    3) What do the textbook authors mean when they refer to “coercive patriotism" (p. 757) during World War One and how were the Espionage and Sedition Acts related to this? You may wish to use Eugene V. Debs' speech to the jury before sentencing under the Espionage Act (1918) in the Voices of Freedom section in
    _Give Me Liberty!_

    4) What were some of the reasons that the Great Migration began in the 1910s? Discuss at least one of these
    [primary sources](https://dp.la/primary-source-sets/the-great-migration) in your answer.

    **## 2020U25Exam232.pdf**

    HIST 2020 M50/D50: US History since 1877
    Dr. Cookie Woolner
    Exam #2 Summer 2025

    Assignment: In this document there are two images each from the 1920s, The Great Depression,
    World War II, and the early Cold War. You will select four images to analyze, one each for the
    four different time periods we have examined since Exam #1. Please choose a primary source
    from each era that you think best captures some of the central issues of the era. Again, be sure to
    write about just one image for each of the four eras, and do not write about both images for the
    same time period.

    Write a 150–200-word minimum paragraph about each of your four sources. Each paragraph
    should begin with an opening thesis statement about the era and/or the primary source and end
    with a concluding sentence. In each paragraph, briefly describe the source and then discuss its
    relevance to the era and the larger issues associated with it. Why is this primary source symbolic
    of its era? How is it significant historically and how does it connect to central issues of the time
    period? Address these questions in each of your four paragraphs. You should be able to enlarge
    the images to examine their details.

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to
    contextualize your four historical primary sources. If you cite information from these sources,
    even without directly quoting from them, refer to the textbook page number, or the video title
    (for links I’ve posted) in parentheses at the end of the sentence. Please do not cite other sources.

    • Please clearly title each of your answers with the time period and image title.
    • Answers should be double spaced, in 12-point font, spellchecked, and proofread.
    • Upload your exam to Canvas in one Word document by 11:30pm CT Fri 7/18.
    • Remember that all submissions go through TurnItIn plagiarism/AI software so write in

    your own words and cite your sources.
    • Get in touch with Dr. Woolner with any questions about the sources or the exam:

    cwoolner@memphis.edu

    Mobile User

    Text

    Mobile User

    1. The 1920s:

    A. Scopes trial political cartoon, 1925.

    B. Cartoon based on a speech by President Hoover, no date.

    2. The Great Depression:

    A. Social Security poster, 1936.

    B. Civilian Conservation Corps poster, 1939.

    3. World War Two:

    A. “A man in a zoot suit is inspected after being arrested by the LAPD in 1943.”

    .

    B. Norman Rockwell, “The Four Freedoms,” 1943.

    4. The Early Cold War:

    A. Uncle Sam & Bear cartoon, no date.

    B. Herbert Block political cartoon, 1947.

    **## HIST2020Exam2.docx**

    HIST-2020-D50(The US Since 1877)

    Reiterating the directions/instructions and posting the discussion questions from the era’s along with the primary sources used in those discussions.
    **No outside sources should be used to complete this Exam!**

    Choose ONE (1) image from each era for a total of four (4) image and discuss each image. 150-200 words minimum paragraph about each of your four (4) sources.
    **Each paragraph should begin with an opening thesis statement about the era and/or the primary source and end with a concluding sentence. In each paragraph, briefly describe the source and then discuss its relevance to the era and the larger issues associated with it. Why is this primary source symbolic of its era? How is it significant historically and how does it connect to central issues of the time period? Address these questions in each of your four paragraphs. You should be able to enlarge the images to examine their details.**

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to contextualize your four historical primary sources. If you cite information from these sources,

    even without directly quoting from them, refer to the textbook page number, or the video title (for links I’ve posted) in parentheses at the end of the sentence.
    **Please do not cite other sources.**

    **Chapter 22 World War II discussion**

    If you cite
    **Give Me Liberty!** or a posted video, please note the page number or video name in parentheses at the end of the sentence.

    1. Why were Norman Rockwell's paintings "The Four Freedoms" so popular and how did they connect to American involvement in World War II? Use Give Me Liberty! and
    [this video](https://www.youtube.com/watch?v=2TYFzJ98SAQ).

    2. Using Give Me Liberty! and this
    [5 minute video](https://www.youtube.com/watch?v=KxtThBTf0sI), discuss the bracero program and the "zoot suit riots" and how they were connected to WWII.

    3. Watch the first six minutes of
    [this video](https://www.youtube.com/watch?v=04VNBM1PqR8) and write a paragraph about who Rosie the Riveter was and what she represented during WWII.

    4. Using Give Me Liberty! and the "Who Is an American?" (p. 898) section, discuss why Japanese Americans were put in internment camps during WWII and how citizens like Fred Korematsu sought to resist this.

    **Chapter 20-21 1920s, Great Depression, and New Deal discussion**

    If you cite the textbook or a video (which you are encouraged to do), please note the page number or video title in parentheses at the end of the sentence.

    1. How was the Scopes trial connected to the new issue of "civil liberties" as well as tensions over the role of religion in a modernizing nation? Along with using the textbook for your answer please watch
    [this short video.](https://www.youtube.com/watch?v=x816Ht9FISM&feature=emb_logo)

    2. What steps did President Herbert Hoover take to help the nation as it entered the Great Depression, and were they enough? Use the textbook as well as
    [this video](https://www.youtube.com/watch?v=18dFdWe2n4s&t=4s) in your answer. This question will help you with the historical context for Writing Assignment #2.

    3. Watch this
    [short video](https://www.youtube.com/watch?v=pNOT4fWPOSc) and then write a paragraph about what life was like for young people during the Great Depression and how their lives were affected by the economic downturn. This question will help you prepare for Writing Assignment #2.

    4. Who was Frances Perkins and why is she considered a significant figure in the New Deal? Use this
    [short podcast](https://www.npr.org/transcripts/102959041)(with transcript) and Give Me Liberty! in your answer.

    **Chapter 19: World War I discussion**

    **If you cite the textbook or a primary source in the chapter, please note the page number in parentheses at the end of the sentence.**

    1) What were some of the reasons that the U.S got involved in World War One? Refer to the textbook and/or
    [this video clip. (Links to an external site.)](https://www.youtube.com/watch?v=DHn1Egt6Xdg&t=2s)

    2) How did suffragists like Alice Paul use World War One to help women get the right to vote? Watch and use
    [this film clip](https://www.pbs.org/video/american-experience-alice-paul-suffragist/) in your answer.

    3) What do the textbook authors mean when they refer to “coercive patriotism" (p. 757) during World War One and how were the Espionage and Sedition Acts related to this? You may wish to use Eugene V. Debs' speech to the jury before sentencing under the Espionage Act (1918) in the Voices of Freedom section in
    _Give Me Liberty!_

    4) What were some of the reasons that the Great Migration began in the 1910s? Discuss at least one of these
    [primary sources](https://dp.la/primary-source-sets/the-great-migration) in your answer.

    **## 2020U25Exam232.pdf**

    HIST 2020 M50/D50: US History since 1877
    Dr. Cookie Woolner
    Exam #2 Summer 2025

    Assignment: In this document there are two images each from the 1920s, The Great Depression,
    World War II, and the early Cold War. You will select four images to analyze, one each for the
    four different time periods we have examined since Exam #1. Please choose a primary source
    from each era that you think best captures some of the central issues of the era. Again, be sure to
    write about just one image for each of the four eras, and do not write about both images for the
    same time period.

    Write a 150–200-word minimum paragraph about each of your four sources. Each paragraph
    should begin with an opening thesis statement about the era and/or the primary source and end
    with a concluding sentence. In each paragraph, briefly describe the source and then discuss its
    relevance to the era and the larger issues associated with it. Why is this primary source symbolic
    of its era? How is it significant historically and how does it connect to central issues of the time
    period? Address these questions in each of your four paragraphs. You should be able to enlarge
    the images to examine their details.

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to
    contextualize your four historical primary sources. If you cite information from these sources,
    even without directly quoting from them, refer to the textbook page number, or the video title
    (for links I’ve posted) in parentheses at the end of the sentence. Please do not cite other sources.

    • Please clearly title each of your answers with the time period and image title.
    • Answers should be double spaced, in 12-point font, spellchecked, and proofread.
    • Upload your exam to Canvas in one Word document by 11:30pm CT Fri 7/18.
    • Remember that all submissions go through TurnItIn plagiarism/AI software so write in

    your own words and cite your sources.
    • Get in touch with Dr. Woolner with any questions about the sources or the exam:

    cwoolner@memphis.edu

    Mobile User

    Text

    Mobile User

    1. The 1920s:

    A. Scopes trial political cartoon, 1925.

    B. Cartoon based on a speech by President Hoover, no date.

    2. The Great Depression:

    A. Social Security poster, 1936.

    B. Civilian Conservation Corps poster, 1939.

    3. World War Two:

    A. “A man in a zoot suit is inspected after being arrested by the LAPD in 1943.”

    .

    B. Norman Rockwell, “The Four Freedoms,” 1943.

    4. The Early Cold War:

    A. Uncle Sam & Bear cartoon, no date.

    B. Herbert Block political cartoon, 1947.

    **## HIST2020Exam2.docx**

    HIST-2020-D50(The US Since 1877)

    Reiterating the directions/instructions and posting the discussion questions from the era’s along with the primary sources used in those discussions.
    **No outside sources should be used to complete this Exam!**

    Choose ONE (1) image from each era for a total of four (4) image and discuss each image. 150-200 words minimum paragraph about each of your four (4) sources.
    **Each paragraph should begin with an opening thesis statement about the era and/or the primary source and end with a concluding sentence. In each paragraph, briefly describe the source and then discuss its relevance to the era and the larger issues associated with it. Why is this primary source symbolic of its era? How is it significant historically and how does it connect to central issues of the time period? Address these questions in each of your four paragraphs. You should be able to enlarge the images to examine their details.**

    Please use Give Me Liberty! and the class materials posted in the weekly discussion questions to contextualize your four historical primary sources. If you cite information from these sources,

    even without directly quoting from them, refer to the textbook page number, or the video title (for links I’ve posted) in parentheses at the end of the sentence.
    **Please do not cite other sources.**

    **Chapter 22 World War II discussion**

    If you cite
    **Give Me Liberty!** or a posted video, please note the page number or video name in parentheses at the end of the sentence.

    1. Why were Norman Rockwell's paintings "The Four Freedoms" so popular and how did they connect to American involvement in World War II? Use Give Me Liberty! and
    [this video](https://www.youtube.com/watch?v=2TYFzJ98SAQ).

    2. Using Give Me Liberty! and this
    [5 minute video](https://www.youtube.com/watch?v=KxtThBTf0sI), discuss the bracero program and the "zoot suit riots" and how they were connected to WWII.

    3. Watch the first six minutes of
    [this video](https://www.youtube.com/watch?v=04VNBM1PqR8) and write a paragraph about who Rosie the Riveter was and what she represented during WWII.

    4. Using Give Me Liberty! and the "Who Is an American?" (p. 898) section, discuss why Japanese Americans were put in internment camps during WWII and how citizens like Fred Korematsu sought to resist this.

    **Chapter 20-21 1920s, Great Depression, and New Deal discussion**

    If you cite the textbook or a video (which you are encouraged to do), please note the page number or video title in parentheses at the end of the sentence.

    1. How was the Scopes trial connected to the new issue of "civil liberties" as well as tensions over the role of religion in a modernizing nation? Along with using the textbook for your answer please watch
    [this short video.](https://www.youtube.com/watch?v=x816Ht9FISM&feature=emb_logo)

    2. What steps did President Herbert Hoover take to help the nation as it entered the Great Depression, and were they enough? Use the textbook as well as
    [this video](https://www.youtube.com/watch?v=18dFdWe2n4s&t=4s) in your answer. This question will help you with the historical context for Writing Assignment #2.

    3. Watch this
    [short video](https://www.youtube.com/watch?v=pNOT4fWPOSc) and then write a paragraph about what life was like for young people during the Great Depression and how their lives were affected by the economic downturn. This question will help you prepare for Writing Assignment #2.

    4. Who was Frances Perkins and why is she considered a significant figure in the New Deal? Use this
    [short podcast](https://www.npr.org/transcripts/102959041)(with transcript) and Give Me Liberty! in your answer.

    **Chapter 19: World War I discussion**

    **If you cite the textbook or a primary source in the chapter, please note the page number in parentheses at the end of the sentence.**

    1) What were some of the reasons that the U.S got involved in World War One? Refer to the textbook and/or
    [this video clip. (Links to an external site.)](https://www.youtube.com/watch?v=DHn1Egt6Xdg&t=2s)

    2) How did suffragists like Alice Paul use World War One to help women get the right to vote? Watch and use
    [this film clip](https://www.pbs.org/video/american-experience-alice-paul-suffragist/) in your answer.

    3) What do the textbook authors mean when they refer to “coercive patriotism" (p. 757) during World War One and how were the Espionage and Sedition Acts related to this? You may wish to use Eugene V. Debs' speech to the jury before sentencing under the Espionage Act (1918) in the Voices of Freedom section in
    _Give Me Liberty!_

    4) What were some of the reasons that the Great Migration began in the 1910s? Discuss at least one of these
    [primary sources](https://dp.la/primary-source-sets/the-great-migration) in your answer.

    – 1
    – 2

  • [Solved] Unit VII Ess

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    se attached – ## UnitVIIEssa1.docx **## UnitVIIEssa1.docx** Unit VII Essay Choose a well-known global organization (e.g., Amazon, McDonald’s, Zara, Unilever) that operates in multiple international markets. Research how the chosen organization distributes its products across different markets. Consi…

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    Assignment Prompt & Instructions

    se attached

    – ## UnitVIIEssa1.docx

    **## UnitVIIEssa1.docx**

    Unit VII Essay

    Choose a well-known global organization (e.g., Amazon, McDonald’s, Zara, Unilever) that operates in multiple international markets. Research how the chosen organization distributes its products across different markets. Consider both physical (retail, wholesale) and digital (e-commerce, direct-to-consumer) channels. Describe the marketing distribution channels and explain whether you would change the distribution channels or not. Include any challenges the company is facing with distribution strategies and provide potential solutions. Include a description of key logistical aspects such as warehousing, inventory management, transportation, and supply chain coordination.

    Begin with an introduction. Your essay least one page in length, not counting the reference page. You must use at least one source to support your essay. Follow APA Style when creating citations and references for this assignment.

    **## UnitVIIEssa1.docx**

    Unit VII Essay

    Choose a well-known global organization (e.g., Amazon, McDonald’s, Zara, Unilever) that operates in multiple international markets. Research how the chosen organization distributes its products across different markets. Consider both physical (retail, wholesale) and digital (e-commerce, direct-to-consumer) channels. Describe the marketing distribution channels and explain whether you would change the distribution channels or not. Include any challenges the company is facing with distribution strategies and provide potential solutions. Include a description of key logistical aspects such as warehousing, inventory management, transportation, and supply chain coordination.

    Begin with an introduction. Your essay least one page in length, not counting the reference page. You must use at least one source to support your essay. Follow APA Style when creating citations and references for this assignment.

  • [Solved] Special Education Course

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see the attachment for directions, due in 32 hours. Must be original work. – ## SpecialEducationweek6.docx – wk6Rubric-ShowcaseofCommunityResources.pdf **## SpecialEducationweek6.docx** Read the directions below, this assignment is for a Special Educational Course. **Please note for referen…

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    Assignment Prompt & Instructions

    Please see the attachment for directions, due in 32 hours. Must be original work.

    – ## SpecialEducationweek6.docx

    – wk6Rubric-ShowcaseofCommunityResources.pdf

    **## SpecialEducationweek6.docx**

    Read the directions below, this assignment is for a Special Educational Course. **Please note for reference the school system is Miami-Dade County Public Schools. The school used is South Dade Senior High School. This is due within 32 hours work. Must be original work.

    **Directions: Assessment Description**

    Teachers benefit from collaboration with families, caregivers, and the community when promoting the well-being of individuals with moderate-severe disabilities across school and community settings. In turn, educators should gain skills and expertise in utilizing valid and reliable assessment information to determine current and future school and community-based services and supports. The theory and elements of effective collaboration need to be practically implemented per the specific skills, needs and interests of the students and involve valued stakeholders including family.

    For this assignment, select the age group of the population you would like to work with:  K-5, 6-8, K-8, or 9-Adult. Based on your age selection, plan a school event for families of students with moderate to severe disabilities to showcase resources in their community.

    Create a digital flyer, infographic, or newsletter to advertise your event to families, including the following:

    · Grade band for whom the event is intended

    · Purpose of the event

    · Why this event would be beneficial for families

    · A list of at least six outside service providers, which could include occupational therapists, physical therapists, speech and language therapists, etc.

    · Information about the local department of developmental disabilities and a description of the services provided, including respite, habilitation, home care, etc.

    · At least six transition resources for families with children transitioning to the next age group or entering adulthood

    Include graphics that are relevant to the content, visually appealing, and use space appropriately.

    In addition, write a 250-500 word rationale describing why the identified service providers and transition resources are valuable for the selected age group. Explain how you would use theories and elements of effective collaboration to work with the outside service providers and local department of developmental disabilities to provide helpful resources and create a successful event.

    Support your assignment with at least two scholarly resources.

    **wk6Rubric-ShowcaseofCommunityResources.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6rubric-showcaseofcommunityresources-pdf)

    **wk6Rubric-ShowcaseofCommunityResources.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6rubric-showcaseofcommunityresources-pdf)

    **## SpecialEducationweek6.docx**

    Read the directions below, this assignment is for a Special Educational Course. **Please note for reference the school system is Miami-Dade County Public Schools. The school used is South Dade Senior High School. This is due within 32 hours work. Must be original work.

    **Directions: Assessment Description**

    Teachers benefit from collaboration with families, caregivers, and the community when promoting the well-being of individuals with moderate-severe disabilities across school and community settings. In turn, educators should gain skills and expertise in utilizing valid and reliable assessment information to determine current and future school and community-based services and supports. The theory and elements of effective collaboration need to be practically implemented per the specific skills, needs and interests of the students and involve valued stakeholders including family.

    For this assignment, select the age group of the population you would like to work with:  K-5, 6-8, K-8, or 9-Adult. Based on your age selection, plan a school event for families of students with moderate to severe disabilities to showcase resources in their community.

    Create a digital flyer, infographic, or newsletter to advertise your event to families, including the following:

    · Grade band for whom the event is intended

    · Purpose of the event

    · Why this event would be beneficial for families

    · A list of at least six outside service providers, which could include occupational therapists, physical therapists, speech and language therapists, etc.

    · Information about the local department of developmental disabilities and a description of the services provided, including respite, habilitation, home care, etc.

    · At least six transition resources for families with children transitioning to the next age group or entering adulthood

    Include graphics that are relevant to the content, visually appealing, and use space appropriately.

    In addition, write a 250-500 word rationale describing why the identified service providers and transition resources are valuable for the selected age group. Explain how you would use theories and elements of effective collaboration to work with the outside service providers and local department of developmental disabilities to provide helpful resources and create a successful event.

    Support your assignment with at least two scholarly resources.

    **wk6Rubric-ShowcaseofCommunityResources.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6rubric-showcaseofcommunityresources-pdf)

    **## SpecialEducationweek6.docx**

    Read the directions below, this assignment is for a Special Educational Course. **Please note for reference the school system is Miami-Dade County Public Schools. The school used is South Dade Senior High School. This is due within 32 hours work. Must be original work.

    **Directions: Assessment Description**

    Teachers benefit from collaboration with families, caregivers, and the community when promoting the well-being of individuals with moderate-severe disabilities across school and community settings. In turn, educators should gain skills and expertise in utilizing valid and reliable assessment information to determine current and future school and community-based services and supports. The theory and elements of effective collaboration need to be practically implemented per the specific skills, needs and interests of the students and involve valued stakeholders including family.

    For this assignment, select the age group of the population you would like to work with:  K-5, 6-8, K-8, or 9-Adult. Based on your age selection, plan a school event for families of students with moderate to severe disabilities to showcase resources in their community.

    Create a digital flyer, infographic, or newsletter to advertise your event to families, including the following:

    · Grade band for whom the event is intended

    · Purpose of the event

    · Why this event would be beneficial for families

    · A list of at least six outside service providers, which could include occupational therapists, physical therapists, speech and language therapists, etc.

    · Information about the local department of developmental disabilities and a description of the services provided, including respite, habilitation, home care, etc.

    · At least six transition resources for families with children transitioning to the next age group or entering adulthood

    Include graphics that are relevant to the content, visually appealing, and use space appropriately.

    In addition, write a 250-500 word rationale describing why the identified service providers and transition resources are valuable for the selected age group. Explain how you would use theories and elements of effective collaboration to work with the outside service providers and local department of developmental disabilities to provide helpful resources and create a successful event.

    Support your assignment with at least two scholarly resources.

    **wk6Rubric-ShowcaseofCommunityResources.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6rubric-showcaseofcommunityresources-pdf)

    – 1
    – 2

  • [Solved] DB II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached – ## DBII.docx – ## UnitIIStudyGuide.pdf **## DBII.docx** Management Applications of Accounting DB II • Your initial post should be at least 300 words in length. • Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanyin…

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    Assignment Prompt & Instructions

    See attached

    – ## DBII.docx

    – ## UnitIIStudyGuide.pdf

    **## DBII.docx**

    Management Applications of Accounting DB II

    •   Your initial post should be at least 300 words in length.

    •   Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Post 2: Response post to a classmate is due by the end of day on Tuesday.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    •   If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    •   Feel free to post more responses to classmates as you read, reflect, and contribute to our discussion.

    Do you think both types of accounting, financial and managerial—are necessary to make strategic business decisions? Why, or why not?

    Reply 1 David Brogden

    Successful businesses understand how both financial and managerial accounting work together. When it comes to financial accounting it is a little more straight forward for business operations. Financial accounting comprehends the financial information needed to analysis how a business is performing (Jacková, 179). Managerial accounting takes a similar approach but allows business managers to understand what direction their business should go and how they operate. Managerial accounting provides high quality information in relation to how much profit a business receives from the services or products they offer (Jacková, 179). Both are important in business operations.

               One could view this as a homeowner deciding on how to improve their home. Before one undergoes a massive or short renovation, they must look at their finances to see how much they can afford to spend to get what they desire. Once their finances have been looked at the next item would be to look at contractors and decide what would be the best for their return on investment. Business managers examine how much profit they’ll be able to generate by purchasing what’s needed. They’ll examine the finances of the business to see how much is available and forecast what the item will do for their business.

               Another reason why both work is they both work hand in hand with each other. When a business views their financial accounting, they’ll view how they been in the past and use that for a basis of their desired end state (Jacková, 179). Managerial accounting is viewed the same. This accounting method provides detailed information on financial records to understand how the business is operating (Jacková, 179). It is important for a business to understand how both accounting methods work for them. Using both allows a business to forecast revenue and a better strategic competitive advantage for their industry.

    Reference

    Jacková, A. (2024). The Impact of Management Accounting on Business Competitiveness. Ad Alta: Journal of Interdisciplinary Research, 14(2), 178–181.

    Reply 2 Cina McDowell

    Yes, it is necessary to have both financial and managerial accounting in place to assist in making strategic business decisions.

    Starting with financial accounting it focuses on preparation of income statements, cash flow statements and balance sheets for divisions outside of the company such as investors, banks, creditors and stakeholders. Having transparency allows the company to meet compliance requirements as well as providing historical data. Having full understanding of their debt levels enables the company to use the balance sheet to further their borrowing ability prior to making a large purchase, additions or additional financial investments; it can also be useful in efforts to expand the company or seeking to purchase inventory. This information which can be gathered monthly or quarterly can be audited by a certified public accountant (CPA) to ensure accuracy and make strategic financial decisions.

    Managerial accounting assists with internal planning providing more detailed information on costs and efficiency which allows them to make knowledgeable decisions of their operation such as production, pricing, etc. The information also enables the manager to compare products or departments to see how successful a product line may be versus another product. Having a greater understanding of product lines or departments enables managers to adjust department needs, promote products further or seek other products that may be more successful. Having a full understanding of the numbers will allow one to adjust goals as needed and help with everyday operations.

    It is important to not rely on just one method, but to have as much information to have a solid company financial report. This transparent information which is both internal (managerial) and external (financial) will assist a company to be successful and long lasting. Information that is transparent can also improve future decisions, increased trust and reduced economic frictions. There can be a cost to transparency as well such as misuse of information and scrutiny (Bischof, et al., 2024).

    Bischof, J., Gassen, J., Rohlfing-Bastian, A., Rostam-Afschar, D., & Sureth-Sloane, C. (2024).

    Accounting for Transparency: a Framework and Three Applications in Tax, Managerial, and       Financial Accounting.
    _Schmalenbach Journal of Business Research (SBUR)_,
    _76_(4), 573–611.
    [https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7](https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7)

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

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

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

    Title

    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

    UNIT x STUDY GUIDE

    Title

    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

    UNIT x STUDY GUIDE

    Title

    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

    UNIT x STUDY GUIDE

    Title

    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

    UNIT x STUDY GUIDE

    Title

    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

    UNIT x STUDY GUIDE

    Title

    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

    UNIT x STUDY GUIDE

    Title

    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

    UNIT x STUDY GUIDE

    Title

    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

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

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

    Title

    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

    UNIT x STUDY GUIDE

    Title

    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

    UNIT x STUDY GUIDE

    Title

    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

    UNIT x STUDY GUIDE

    Title

    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

    UNIT x STUDY GUIDE

    Title

    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

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    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

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    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

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    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

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    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    **## DBII.docx**

    Management Applications of Accounting DB II

    •   Your initial post should be at least 300 words in length.

    •   Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Post 2: Response post to a classmate is due by the end of day on Tuesday.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    •   If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    •   Feel free to post more responses to classmates as you read, reflect, and contribute to our discussion.

    Do you think both types of accounting, financial and managerial—are necessary to make strategic business decisions? Why, or why not?

    Reply 1 David Brogden

    Successful businesses understand how both financial and managerial accounting work together. When it comes to financial accounting it is a little more straight forward for business operations. Financial accounting comprehends the financial information needed to analysis how a business is performing (Jacková, 179). Managerial accounting takes a similar approach but allows business managers to understand what direction their business should go and how they operate. Managerial accounting provides high quality information in relation to how much profit a business receives from the services or products they offer (Jacková, 179). Both are important in business operations.

               One could view this as a homeowner deciding on how to improve their home. Before one undergoes a massive or short renovation, they must look at their finances to see how much they can afford to spend to get what they desire. Once their finances have been looked at the next item would be to look at contractors and decide what would be the best for their return on investment. Business managers examine how much profit they’ll be able to generate by purchasing what’s needed. They’ll examine the finances of the business to see how much is available and forecast what the item will do for their business.

               Another reason why both work is they both work hand in hand with each other. When a business views their financial accounting, they’ll view how they been in the past and use that for a basis of their desired end state (Jacková, 179). Managerial accounting is viewed the same. This accounting method provides detailed information on financial records to understand how the business is operating (Jacková, 179). It is important for a business to understand how both accounting methods work for them. Using both allows a business to forecast revenue and a better strategic competitive advantage for their industry.

    Reference

    Jacková, A. (2024). The Impact of Management Accounting on Business Competitiveness. Ad Alta: Journal of Interdisciplinary Research, 14(2), 178–181.

    Reply 2 Cina McDowell

    Yes, it is necessary to have both financial and managerial accounting in place to assist in making strategic business decisions.

    Starting with financial accounting it focuses on preparation of income statements, cash flow statements and balance sheets for divisions outside of the company such as investors, banks, creditors and stakeholders. Having transparency allows the company to meet compliance requirements as well as providing historical data. Having full understanding of their debt levels enables the company to use the balance sheet to further their borrowing ability prior to making a large purchase, additions or additional financial investments; it can also be useful in efforts to expand the company or seeking to purchase inventory. This information which can be gathered monthly or quarterly can be audited by a certified public accountant (CPA) to ensure accuracy and make strategic financial decisions.

    Managerial accounting assists with internal planning providing more detailed information on costs and efficiency which allows them to make knowledgeable decisions of their operation such as production, pricing, etc. The information also enables the manager to compare products or departments to see how successful a product line may be versus another product. Having a greater understanding of product lines or departments enables managers to adjust department needs, promote products further or seek other products that may be more successful. Having a full understanding of the numbers will allow one to adjust goals as needed and help with everyday operations.

    It is important to not rely on just one method, but to have as much information to have a solid company financial report. This transparent information which is both internal (managerial) and external (financial) will assist a company to be successful and long lasting. Information that is transparent can also improve future decisions, increased trust and reduced economic frictions. There can be a cost to transparency as well such as misuse of information and scrutiny (Bischof, et al., 2024).

    Bischof, J., Gassen, J., Rohlfing-Bastian, A., Rostam-Afschar, D., & Sureth-Sloane, C. (2024).

    Accounting for Transparency: a Framework and Three Applications in Tax, Managerial, and       Financial Accounting.
    _Schmalenbach Journal of Business Research (SBUR)_,
    _76_(4), 573–611.
    [https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7](https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7)

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

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

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

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    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

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    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

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    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

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    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

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    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

    UNIT x STUDY GUIDE

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    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

    UNIT x STUDY GUIDE

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    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

    UNIT x STUDY GUIDE

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    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    **## DBII.docx**

    Management Applications of Accounting DB II

    •   Your initial post should be at least 300 words in length.

    •   Your initial post should include at least one APA-formatted scholarly, professional, or textbook reference with accompanying in-text citation to support any paraphrased, summarized, or quoted material.

    Post 2: Response post to a classmate is due by the end of day on Tuesday.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    •   If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    •   Feel free to post more responses to classmates as you read, reflect, and contribute to our discussion.

    Do you think both types of accounting, financial and managerial—are necessary to make strategic business decisions? Why, or why not?

    Reply 1 David Brogden

    Successful businesses understand how both financial and managerial accounting work together. When it comes to financial accounting it is a little more straight forward for business operations. Financial accounting comprehends the financial information needed to analysis how a business is performing (Jacková, 179). Managerial accounting takes a similar approach but allows business managers to understand what direction their business should go and how they operate. Managerial accounting provides high quality information in relation to how much profit a business receives from the services or products they offer (Jacková, 179). Both are important in business operations.

               One could view this as a homeowner deciding on how to improve their home. Before one undergoes a massive or short renovation, they must look at their finances to see how much they can afford to spend to get what they desire. Once their finances have been looked at the next item would be to look at contractors and decide what would be the best for their return on investment. Business managers examine how much profit they’ll be able to generate by purchasing what’s needed. They’ll examine the finances of the business to see how much is available and forecast what the item will do for their business.

               Another reason why both work is they both work hand in hand with each other. When a business views their financial accounting, they’ll view how they been in the past and use that for a basis of their desired end state (Jacková, 179). Managerial accounting is viewed the same. This accounting method provides detailed information on financial records to understand how the business is operating (Jacková, 179). It is important for a business to understand how both accounting methods work for them. Using both allows a business to forecast revenue and a better strategic competitive advantage for their industry.

    Reference

    Jacková, A. (2024). The Impact of Management Accounting on Business Competitiveness. Ad Alta: Journal of Interdisciplinary Research, 14(2), 178–181.

    Reply 2 Cina McDowell

    Yes, it is necessary to have both financial and managerial accounting in place to assist in making strategic business decisions.

    Starting with financial accounting it focuses on preparation of income statements, cash flow statements and balance sheets for divisions outside of the company such as investors, banks, creditors and stakeholders. Having transparency allows the company to meet compliance requirements as well as providing historical data. Having full understanding of their debt levels enables the company to use the balance sheet to further their borrowing ability prior to making a large purchase, additions or additional financial investments; it can also be useful in efforts to expand the company or seeking to purchase inventory. This information which can be gathered monthly or quarterly can be audited by a certified public accountant (CPA) to ensure accuracy and make strategic financial decisions.

    Managerial accounting assists with internal planning providing more detailed information on costs and efficiency which allows them to make knowledgeable decisions of their operation such as production, pricing, etc. The information also enables the manager to compare products or departments to see how successful a product line may be versus another product. Having a greater understanding of product lines or departments enables managers to adjust department needs, promote products further or seek other products that may be more successful. Having a full understanding of the numbers will allow one to adjust goals as needed and help with everyday operations.

    It is important to not rely on just one method, but to have as much information to have a solid company financial report. This transparent information which is both internal (managerial) and external (financial) will assist a company to be successful and long lasting. Information that is transparent can also improve future decisions, increased trust and reduced economic frictions. There can be a cost to transparency as well such as misuse of information and scrutiny (Bischof, et al., 2024).

    Bischof, J., Gassen, J., Rohlfing-Bastian, A., Rostam-Afschar, D., & Sureth-Sloane, C. (2024).

    Accounting for Transparency: a Framework and Three Applications in Tax, Managerial, and       Financial Accounting.
    _Schmalenbach Journal of Business Research (SBUR)_,
    _76_(4), 573–611.
    [https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7](https://doi-org.libraryresources.columbiasouthern.edu/10.1007/s41471-024-00200-7)

    **## UnitIIStudyGuide.pdf**

    ACC 5301, Management Applications of Accounting 1

    Course Learning Outcomes for Unit II

    Upon completion of this unit, students should be able to:

    2. Apply accounting concepts to the creation of accounting information and reports.
    2.1 Prepare reports using both job order and process costing methods.

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

    3.5 Define job order and process costing.
    3.6 Compare and contrast the use of job order and process costing.

    Required Unit Resources

    Chapter 2: Job-Order Costing for Manufacturing and Service Companies, pp. 2-1 – 2-31

    Chapter 3: Process Costing, pp. 3-1 – 3-16

    Unit Lesson

    Introduction

    Welcome to Unit II. In this unit, we will discuss two different costing methods, job order and process costing. It
    is important to identify the costs needed to make a product or to provide a service so that the organization
    ensures that it is pricing the product properly. In other words, if you manufacture computers and they cost you
    $1,000 to make, then you need to price them for sale at more than $1,000 or the company will lose money.
    The same is true for pricing services. If the cost to provide a haircut service is $25, you would need to price
    the haircut for your customers at more than $25 to stay in business.

    In this unit, we will also look at how various costs of products or services are accumulated and tracked using
    costing sheets or reports and how the data is entered into the accounting system of the company.

    Types of Costs

    Regardless of the type of costing method that is selected, costs will fall into two broad categories; product and
    period costs. Product costs will be our main focus in this unit.

    Product costs are those that directly relate to the product or service. The components of product costs are
    direct material, direct labor, and overhead. Some examples of direct materials include hardware components
    needed to make computers, grains and sugar needed to make cereal, and medical supplies needed to treat
    patients. Examples of direct labor costs include the wages of the factory workers that assemble the
    computers, the wages of those who mix the ingredients to make the cereal, and the wages of the nurses who
    treat the patients. Overhead costs consist of the cost of electricity to run the factory or hospital, the cost of
    property taxes for the factory or hospital, or the salary of the onsite quality control managers. These costs all
    directly relate to making the product or providing the service.

    In contrast, period costs are related to the business in general. These costs include selling and administrative
    costs. An example of selling costs is advertising or the cost of fundraising for a hospital. Administrative costs
    are the salary of the CEO of the organization or the rent on the corporate headquarters office building.
    These costs do not directly relate to making the product or providing the service but are necessary expenses
    of the company.

    UNIT II STUDY GUIDE

    Job Order and Process Costing

    ACC 5301, Management Applications of Accounting 2

    UNIT x STUDY GUIDE

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    Types of Costing Methods

    There are two main types of costing methods presented in this unit: job order costing and process costing.
    Job order costing shows how product costs are accumulated for a particular job. This method is primarily
    used when a product's or service's costs can be specifically identified. An example would be the cost of
    manufacturing a special order computer or building a house. Each cost associated that the product or service
    (direct material, direct labor and overhead) is logged into a job cost sheet similar to the example below:

    This tracking of costs will help the manager determine the proper selling price for the product or service.
    In contrast, process costing is primarily used by companies that manufacture large amounts of very similar
    products like cereal manufacturers. Each piece of cereal cannot be specifically identified as in the job order
    costing example related to special order computers. In processing costing, this involves the product or service
    going through a series of steps or processes. For example, in cereal manufacturing, the ingredients would
    need to be mixed, baked, and packaged—to name a few of the processes involved. Each of those processes
    would come with a cost that needs to be accounted for to determine the total cost of the cereal. For example,
    ingredients (direct materials) are added in the mixing process, workers (direct labor) run the mixing
    machines, and electric costs are incurred to run the mixing machines in the cereal factory (overhead). These
    costs are accumulated on a production cost report for a period of time, typically a month, as shown in the
    example below:

    Cost sheet that is meant to help the manager determine the proper selling price for a product.

    ACC 5301, Management Applications of Accounting 3

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    Accounting for Costs

    As we look at job order and processing costing in this unit, we also need to discuss cost terminology
    associated with these two costing methods from an accounting point of view. As products are being made or
    services are being performed, the costs are being accumulated, as we have seen in a job cost sheet and/or a
    production cost report. These costs then need to be entered in the company's accounting system so that all
    costs over time are accounted for within the company. The accounting system will have a series of accounts
    that accumulate the final cost of the product or service. We are going to start off with the accounts associated
    with job order costing.

    A basic review of product costs for a computer manufacturer is shown below:

    The cost of the direct materials (computer components in this case) are entered into the Raw Materials
    Inventory account when they are purchased. The cost of the components will remain in that account until they
    are needed to make the computers. When it is time to start making the computers, a requisition or order form

    Production cost reports help to see the actual total cost of the product.

    Formula for Product Costs
    (Klootwijk, n.d.; Bialasiewicz, n.d.; Photomall, n.d.)

    ACC 5301, Management Applications of Accounting 4

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    will be generated and sent to the storage area asking that these components to be moved to the factory floor
    so that workers can assemble the computers. This moves the costs of the components from Raw Materials
    Inventory to Works in Process Inventory.

    Once the materials are on the factory floor, they need to be "converted" into a finished product (computer).
    Therefore, the term conversion costs includes both direct labor and factory overhead, which are costs needed
    to convert those raw materials into a computer. As these computers are being assembled, the direct
    materials, direct labor, and faculty overhead costs continue to accumulate in the Works in Process Inventory.
    All these costs will remain in the Works in Process Inventory until the product is completely finished. Once the
    product is finished, all accumulated costs will move to the Finished Goods Inventory account.

    The costs to make the computer will remain in Finished Goods Inventory until the computer is actually sold,
    then the cost of making the computer will transfer to Cost of Goods Sold.

    Cost moves from Raw Materials Inventory to Works in Process Inventory
    (Klootwijk, 2019; Rawpixelimages, n.d.)

    Cost moves from Works in Process Inventory to Finished Goods Inventory
    (Rawpixelimages, n.d.; Raja Rc, n.d.)

    ACC 5301, Management Applications of Accounting 5

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    At this point, you may be wondering, why so many accounts? The answer is that each inventory account
    needs to be tracked separately. This way, a manager can easily determine how much money the company
    has, as a whole, in parts (Raw Materials) versus how much money the company has in partially finished
    products (Works in Process), versus how much money the company has in completed products (Finished
    Goods) sitting on the shelf waiting to be sold. Once the products are sold and the costs in Finished Goods are
    transferred to Cost of Goods Sold, the manager will be able to determine if the company is making a gross
    profit on the sale of the computers it just manufactured. This is a much easier method then to total up the
    individual job order cost sheets for each computer every time the manager wants to know if the company, as
    a whole, is making a profit on its computers.

    Now we are ready to move to the accounts for process costing. As we already know, product costs still
    involve direct materials, direct labor, and overhead. In this example, we will be looking at a cereal
    manufacturer. In process costing, since the cost per individual flake of cereal would be impossible to
    calculate because there are millions of flakes of cereal being made that all look identical, we look at the
    process of making cereal as a whole. In our example, we look at three processes or departments: mixing,
    baking, and packaging.

    Remember, in process costing, costs are accumulated by process rather than by each individual piece of
    cereal, so the cost of the materials, labor, and overhead are included within that department or process as a
    whole. The accounts are the same as job order costing: Works in Process, Finished Goods, and Cost of
    Goods Sold. Raw Materials inventory is not included as a separate inventory account since those

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Raja Rc, n.d.)

    Process costing for cereal involves mixing, baking, and packaging.
    (Rh2010, n.d.; Alipko, n.d.; Dusanpetkovic1, n.d.).

    ACC 5301, Management Applications of Accounting 6

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    materials are added at the start of the first process (mixing in our example). There is, however, a separate
    Works in Process account for each department or process, unlike job order costing, to make sure the cereal
    and all costs (direct material, direct labor, and overhead) are included in the Works in Process account for
    that department.

    In this illustration, the cost of the grain, the wages of the people that mix the ingredients, and the overhead
    costs for that department are all accumulated into Works in Process-Mixing. When the mixing is complete, the
    product and all of the associated costs are transferred to the next department in the process (baking in our
    example). In theory, this resets the Works in Process-Mixing account to 0 since all of the costs are transferred
    to the next department. In practice, the company is just making another batch of cereal so the cost of that
    next batch would be in the Works in Process-Mixing account in a continuous cycle.

    In Works in Process Inventory-Baking, additional costs are added to this account. These would be the wages
    of the workers who bake the cereal and any additional factory overhead. If additional materials are added
    during this process, that would be added in as well. In our example, we are going to say all materials (grains)
    are only added in the beginning of the process. When the baking is complete, the product and all of the
    associated costs are transferred to the next department in the process (packaging in our example). In theory,
    this resets the Works in Process-Baking account to zero since all of the costs are transferred to the next
    department. In practice, the company is just making another batch of cereal so the cost of that next batch
    would be in the Works in Process-Baking account in a continuous cycle.

    Works in Process Inventory-Mixing costs move to Works in Process Inventory-Baking costs.
    (Rh2010, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; Alipko, n.d.)

    ACC 5301, Management Applications of Accounting 7

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    In Works in Process Inventory-Packaging, additional costs are added to this account. These would be the
    wages of the workers who package the cereal and any additional factory overhead. If additional materials are
    added during this process, those would be added in as well. In our example, we are not adding any additional
    materials. When the packaging is complete, the product and all of the associated costs are transferred to the
    Finished Goods Inventory account, just like in job order costing waiting to be sold. In theory, this resets the
    Works in Process-Packaging account to 0 as with the other Works in Process accounts in this example. All
    costs are now in the Finished Goods Inventory account waiting to be sold.

    Works in Process Inventory-Packaging Costs to Move to Finished Goods
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    ACC 5301, Management Applications of Accounting 8

    UNIT x STUDY GUIDE

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    The costs to make the cereal will remain in Finished Goods Inventory until the cereal is actually sold, then the
    cost of making the cereal will transfer to Cost of Goods Sold.

    At this point, again, you may be wondering why so many accounts? The answer is basically the same, so
    managers can make informed decisions about their products and control costs at a process level. As you saw
    in this example, the costs are accumulated as the product moves from one process or department to another.
    This is where a manager can look at Works in Process for any department and determine if the cost for that
    process is too high or on target by simply looking at one account.

    Conclusion

    Now that we have defined the common costing methods used and the cost terminology associated with job
    order and process costing, let's review some specific examples of how this cost information can help

    Works in Process Inventory-Packaging costs move to Finished Goods.
    (dusanpetkovic1, n.d.; Rsooll, n.d.; Seventyfour, n.d.; Gicamatescu, n.d.; , Gades, n.d.)

    Cost moves from Finished Goods Inventory to Cost of Goods Sold
    (Gades, n.d.; Chamaki, n.d.)

    ACC 5301, Management Applications of Accounting 9

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    managers make business decisions. One key example of how cost information is used in business is to
    determine the cost for a particular product or service so that a proper selling price for the product or service
    can be set. In addition, by using the costing data sheets, a manager can also determine where most of the
    costs incur. In other words, does the product have high material costs, labor costs, or overhead costs? This
    may give the manager a good idea as to where costs can be cut or where operations can be improved to
    ensure the company is making a profit.

    References

    Alipko. (n.d.). ID 234612672 [Photograph]. Adobe Stock. https://stock.adobe.com/images/factory-for-making-

    cookies-and-sweets/234612672

    Bialasiewicz, K. (n.d.). ID 43276410 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    factory-workers-production-process-horizontal-view-image43276410

    Chamaki, F. (n.d.). Labeled box lot [Photograph]. Unsplash. https://unsplash.com/photos/wkvKZR4e2OI

    Dusanpetkovic1. (n.d.). ID 234912943 [Photograph]. Adobe Stock. https://stock.adobe.com/images/close-up-

    of-worker-holding-boxes-and-putting-them-on-pile-food-factory-interior/234912943

    Gades, S. (n.d.). 90s kid’s cereal [Photograph]. Unsplash. https://unsplash.com/photos/HlnTtGV0Yfg

    Gicamatescu. (n.d.). ID 23250631 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-image-

    factory-image23250631

    Klootwijk, M. (n.d.). ID 144472949 [Photograph]. Dreamstime. https://www.dreamstime.com/harddisk-close-

    up-details-computer-parts-selective-focus-image144472949

    Photomail. (n.d.). ID 48001812 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-large-

    factory-building-large-modern-building-large-modern-exhibition-hall-under-blue-sky-appearance-
    commercial-image48001812

    Raja Rc. (n.d.). ID 8751056 [Photograph]. Dreamstime. https://www.dreamstime.com/royalty-free-stock-

    image-computer-image8751056

    Rawpixelimages. (n.d.). ID 99197266 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-

    closeup-hands-computer-mainboard-microprocessor-electronics-parts-closeup-hands-computer-
    mainboard-microprocessor-image99197266

    Rh2010. (n.d.). ID 197239731 [Photograph]. Adobe Stock. https://stock.adobe.com/images/filling-flour-into-

    the-professional-kneader-for-bread-baking-at-the-bakery-manufacturing/197239731

    Rsooll. (n.d.). ID 86059344 [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-ears-cereal-

    hand-dry-yellow-stalks-wheat-man-photographed-close-up-small-depth-field-ripe-grain-
    image86059344

    Seventyfour. (n.d.). ID 210003342 [Photograph]. Adobe Stock. https://stock.adobe.com/images/two-

    confectionery-factory-employees-in-white-coats-working-with-dough-mixing-machine/210003342

    ACC 5301, Management Applications of Accounting 10

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    View the following videos by accessing the Unit II Additional Unit Resources folder in the unit.

    The video Making a Hollywood Movie: Job Order Costing will highlight some of the features of job order and
    process costing systems. In addition, it will demonstrate the use of a predetermined overhead rate.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    The video Jones Soda: Process Costing will explain how process costing varies from job order costing and
    how costs are accumulated under a process costing system.

    You can access a transcript for this video by hovering over the PDF button at the bottom of the video and
    then clicking on the word “Transcript.” Alternatively, you can click on the “cc” button at the bottom of the video
    to turn on closed captions.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    After watching both videos in the Suggested Unit Resources, you may want to study the Flash Cards for
    Chapters 2 and 3 found in the Additional Unit Resources folder to reinforce the material presented in this unit.

    – 1
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