Read the play Water by the Spoonful. This play has a wide range of characters and experiences. Write a 700 word paper answering;
1. What issues are part of the ethnic and minority studies?
2. What issues in the play represent concerns we’ve had in other plays?
You will find 2 parts attached for the play, read them and get familiar with the material.
There are also 4 other documents(2 page readings) attached that will need to be read in order to be able to answer the 2nd question.
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“According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities” (Wortham, 2012, p. 117). Among the many types of observation discussed in Chapter 5, anecdotal records, running records, time sampling, and event sampling are widely used in schools and centers across the nation. For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child. Here is what you are asked to do:
Choose either anecdotal or running records. Describe the record type and explain its characteristics. Discuss whether you will be observing social/emotional development, physical development, cognitive development, or language development (choose one), and what the purposes are for assessing that domain.
Next, choose either time sampling or event sampling. Describe the sampling method and tell what its characteristics are. Discuss whether you will be observing social/emotional development, physical development, cognitive development or language development (choose one that is a different domain from above) and what the purposes are for assessing that domain.
Attached is an example of the anecdotal and running record as well as the time and event sampling.
Here is a video to assist you with this discussion this, all about the observation process:
The Center for Early Childhood Education [EarlyChildhooldVideos]. (2013, January 30). Observing young children [Video file]. Retrieved from http://www.youtube.com/watch?v=t1Xtr3RKjGc
Kostelnik, J., Rupiper, M., Soderman, A., & Whiren, A. (2014). Developmentally appropriate curriculum in action. Upper Saddle River, NJ: Pearson Education.
Morrison, G. (2009). Early childhood education today. Upper Saddle River, NJ: Pearson.
Wortham, S.C. (2012). Assessment in early childhood education. (6th edition) Upper Saddle River, NJ: Pearson (Required Text)
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Open the file NP_EX19_9a_FirstLastName_1.xlsx,
available for download from the SAM website.
Save the file as NP_EX19_9a_FirstLastName_2.xlsx by changing the “1” to a “2”.
If you do not see the .xlsx file extension in the Save As dialog box, do not type it. The
program will add the file extension for you automatically.
With the file NP_EX19_9a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the
Documentation sheet.
If cell B6 does not display your name, delete
the file and download a new copy from the SAM website.
PROJECT STEPS
Pranjali Kashyap is a financial analyst at Mount
Moreland Hospital in Baltimore, Maryland. She is using an Excel workbook to analyze
the financial data for a proposed program called Neighborhood Nurse. The
program involves nurses and nurse practitioners providing healthcare services
to Baltimore neighborhoods from a van outfitted with medical equipment and
supplies. She asks for your help in correcting errors and making financial
calculations in the workbook. Go to the Loan Payments worksheet.
The hospital needs a loan to buy the medical van for the Neighborhood Nurse
program. Before Pranjali can calculate the principal and interest payments on
the loan, she asks you to correct the errors in the worksheet. Correct the
first error as follows:
In cell H17, use the Error Checking command to identify the error in the cell.
Correct the error to total the values in the
range C17:G17. In a later step, you will calculate the interest and principal
in the range C17:G18 to remove the remaining errors.
Correct the #VALUE! errors in the worksheet as
follows:
Use Trace Precedents arrows to find the source
of the #VALUE! error in cell C20.
Correct the formula in cell C20, which should
divide the remaining principal (cell C19)
by the loan amount (cell D5) to find
the percentage of remaining principal.
Fill the range D20:G20 with the formula in cell
C20 to correct the remaining #VALUE! errors.
Remove any remaining trace arrows.
Now Pranjali is ready to calculate the annual `principal
and interest payments for the medical van. Start by calculating the cumulative
interest payments as follows:
In cell C17, enter a formula using the CUMIPMT function to calculate the
cumulative interest paid on the loan for Year 1 (payment 1 in cell C15 through payment 12 in cell C16). Use 0 as the type argument in your formula because payments are made at
the end of the period.
Use absolute references for the rate, nper, and
pv arguments, which are listed in the range D5:D11.
Use relative references for the start and end
arguments.
Fill the range D17:G17 with the formula in cell
C17 to calculate the interest paid in Years 2–5 and the total interest.
Calculate the cumulative principal payments as
follows:
In cell C18, enter a formula using the CUMPRINC function to calculate the
cumulative principal paid for Year 1 (payment 1 in cell C15 through payment 12 in cell C16).
Use 0 as the type argument in your
formula because payments are made at the end of the period.
Use absolute references for the rate, nper, and
pv arguments, which are listed in the range D5:D11.
Use relative references for the start and end
arguments.
Fill the range D18:G18 with the formula in cell
C18 to calculate the principal paid in Years 2–5 and the total principal.
Go to the Depreciation worksheet. Pranjali needs to correct the errors on this worksheet before she
can perform any depreciation calculations. Correct the errors as follows:
Use Trace Dependents arrows to determine whether
the #VALUE! error in cell D12 is causing the other errors in the worksheet.
Use Trace Precedents arrows to find the source
of the error in cell D12.
Correct the error so that the formula in cell
D12 calculates the cumulative straight-line depreciation of the medical van by
adding the Cumulative depreciation value in Year 1 to the Annual depreciation
value in Year 2.
Pranjali wants to compare straight-line
depreciation amounts with declining balance depreciation amounts to determine
which method is more favorable for the hospital’s balance sheet. In the range
D5:D7, she estimates that the Neighborhood Nurse program will have $234,000 in
tangible assets at startup, and that the useful life of these assets is seven
years with a salvage value of $37,440. Start by calculating the straight-line depreciation amounts as follows:
In cell C11, enter a formula using the SLN function to calculate the
straight-line depreciation for the medical van during its first year of
operation.
Use absolute references for the cost, salvage,
and life arguments in the SLN formula.
Fill the range D11:I11 with the formula in cell
C11 to calculate the annual and cumulative straight-line depreciation in Years
2–7.
Calculate the declining balance depreciation
amounts for the medical van as follows:
In cell C18, enter a formula using the DB function to calculate the declining
balance depreciation for the medical van during its first year of operation.
Use Year 1 (cell C17) as the current period.
Use absolute references only for the cost,
salvage, and life arguments in the DB formula.
Fill the range D18:I18 with the formula in cell
C18 to calculate the annual and cumulative declining balance depreciation in
Years 2–7.
Pranjali also wants to determine the depreciation
balance for the first year and the last year of the useful life of the medical
van. Determine these amounts as follows:
In cell E22, enter a formula using the SYD function to calculate the
depreciation balance for the first year.
Use Year 1 (cell C17) as the current period.
In cell E23, enter a formula using the SYD function to calculate the
depreciation balance for the last year.
Use Year 7 (cell I17) as the current period.
Go to the Earnings
Projections worksheet. Pranjali has entered most of the income and expense
data on the worksheet. She knows the income from municipal grants will be
$25,000 in 2022, and estimates it will be $40,000 in 2026. She needs to
calculate the income from municipal grants in the years 2023–2025. The grants
should increase at a constant amount from year to year. Project the income from Municipal grants for 2023–2025 (cells D5:F5) using a
Linear Trend interpolation.
Pranjali also needs to calculate the income from
insurance reimbursements in the years 2023–2025. She knows the starting amount
and has estimated the amount in 2026. She thinks this income will increase by a
constant percentage. Project the income from Insurance reimbursements for 2023–2025 (cells D7:F7)
using a Growth Trend interpolation.
Pranjali needs to calculate the payroll expenses
in the years 2023–2026. She knows the payroll will be $140,000 in 2022 and will
increase by at least five percent per year. Project the payroll expenses as follows:
Project the expenses for Payroll for 2023-2026
(cells D13:G13) using a Growth Trend extrapolation.
Use 1.05 (a 5 percent increase) as the step value.
The Projected Revenue line chart in the range
H4:Q19 shows the revenue Pranjali estimates in the years 2022–2026. She wants
to extend the projection into 2027. Modify the Projected Revenue line chart as follows to forecast the future
trend:
Add a Linear
Trendline to the Projected Revenue line chart.
Format the trendline to forecast 1 period forward.
The Revenue Trend scatter chart in the range
A21:G40 is based on monthly revenue estimates listed on the Monthly Revenue Projections worksheet.
Pranjali wants to include a trendline for this chart that shows how revenues
increase quickly at first and then level off in later months. Modify the Revenue Trend scatter chart as follows to include a logarithmic
trendline:
Add a Trendline to the Revenue Trend scatter chart.
Format the trendline to use the Logarithmic option.
Go to the Investment worksheet. This worksheet should show the returns potential investors could
realize if they invested $165,000 in the Neighborhood Nurse program. Pranjali
figures a desirable rate of return would be 7.3 percent. She estimates the
investment would pay different amounts each year (range C7:C12) and wants to
calculate the present value of the investment. Calculate the present value of the investment as follows:
In cell C15, enter a formula that uses the NPV function to calculate the present
value of the investment in a medical van for the Neighborhood Nurse program.
Use the desired rate of return value (cell C14) as the rate argument.
Use the payments in Years 1–6 (range C7:C12) as the returns paid to
investors. (Hint: If a Formula Omits
Adjacent Cell error warning appears, ignore it.)
Pranjali also wants to calculate the internal
rate of return on the investment. If it is 7 percent or higher, she is
confident she can attract investors. Calculate the internal rate of return on the investment as follows:
In cell C17, enter a formula that uses the IRR function to calculate the internal
rate of return for investing in a medical van for the Neighborhood Nurse
program.
Use the payments for startup and Years 1–6
(range C6:C12) as the returns paid
to investors.
Your workbook should look like the Final Figures on the
following pages. Save your changes, close the workbook, and then exit Excel.
Follow the directions on the SAM website to submit your completed project.
Open the file NP_EX19_7a_FirstLastName_1.xlsx,
available for download from the SAM website.
Save the file as NP_EX19_7a_FirstLastName_2.xlsx by changing the “1” to a “2”.
If you do not see the .xlsx file extension in the Save As dialog box, do not type it. The
program will add the file extension for you automatically.
With the file NP_EX19_7a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the
Documentation sheet.
If cell B6 does not display your name, delete
the file and download a new copy from the SAM website.
PROJECT STEPS
Lael Masterson works in the Student Activities
Office at Valerian State College in Illinois. Lael has started compiling
information on students who are interested in helping run student organizations
at Valerian State, and she needs your help completing the workbook. Switch to the Student Representatives worksheet. In cell E2, enter a formula using the HLOOKUP function as follows to determine a student’s potential base
hourly rate (which is based on the number of years of post-secondary
education):
Use a structured reference to look up the value
in the Post-Secondary Years column. Retrieve the value in the 2nd row of the table in the range P13:U14, using an absolute reference.
Because base hourly rate is tiered based on the number of years of education,
find an approximate match.
Fill the formula into the range E3:E31, if
necessary.
Student organizations sometimes require
transportation for off-campus activities, and school policy requires students
to be over 23 years old to serve as transport. Lael wants to determine how many of the active students will be eligible to
transport other group members. In cell J2, enter a formula using the IF function as follows to determine if
Kay Colbert can serve as authorized transport:
The function should use a reference to the Age
column to determine if the student’s age is greater than 23, and should return the text Yes if true and No if
false.
Fill the formula into the range J3:J31, if
necessary.
To be eligible for the leadership training
program offered by the office, a student must have at least 2 years of
post-secondary education or have gone through the organization finance
training. In cell K2 enter a formula using the IF and OR functions as follows to
determine if Kay Colbert can join the leadership training program:
The IF function should determine if the
student’s Post-Secondary Years is greater
than or equal to 2 OR if the student’s finance certified status is “Yes”, returning the text Yes if a student meets one or both of
those criteria or the text No if a
student meets neither of those criteria.
Fill the formula into the range K3:K31, if necessary.
Experienced students may serve as mentors if
they are at least age 21 and have at least 3 years of post-secondary education.
In cell L2, enter a formula using the IF and AND functions as follows to
determine if Kay Colbert is eligible to serve as a mentor:
The IF function should determine if the
student’s age is greater than or equal
to 21 AND the student’s post-secondary years are greater than or equal to 3, and should return the text Yes if a student meets both of those
criteria or the text No if a student
meets none or only one of those criteria.
Fill the formula into the range L3:L31, if
necessary.
Lael is always on the lookout for students who
might be interested in running for office in student groups. In cell M2, enter a formula using a nested IF function as follows to determine first if a student has already been elected to
office in a student group, and if not, whether that student meets the
qualifications to run in the future:
If the value in the Elected column is equal to
the text “Yes”, the
formula should display Elected as
the text.
Otherwise, the formula should determine if the
value in the Finance Certified column is equal to the text “Yes” and return the text Yes if true And No if
false.
Students who work with student organizations are
also considered for employment at the Student Activities Office. Students with
more than 4 years of post-secondary education are qualified for more complex
Tier 2 jobs. In cell N1, enter the text Tier as
the column heading.
In cell N2, enter a formula using the IF function as follows to determine
which work tier Kay Colbert is qualified for:
The IF function should determine if the
student’s Post-Secondary Years is greater
than or equal to 4, and return the value 2 if true or the value 1 if false.
Fill the formula into the range N3:N31, if
necessary.
Lael wants a quick way to look up students by
their Student ID. In cell Q3, nest the existing VLOOKUP function in an IFERROR function. If the VLOOKUP function returns an error result,
the text Invalid Student ID should
display.
Lael wants to determine several totals and
averages for active students. In cell Q8, enter a formula using the COUNTIF function to count the number of students who have been elected to offices in student
organizations.
In cell R8, enter a formula using the AVERAGEIF function to determine the
average number of post-secondary years for students who have been elected.
In cell R9, enter a formula using the AVERAGE function to determine the
average number of years of post-secondary education of all students as shown in
the Post-Secondary Years column.
Switch to the Academic Groups worksheet. In cell A14, use the INDEX function to display the value in
the first row and first column of the AcademicGroups table.
In cell A17, use the SUMIF function to display the total membership in 2023 for groups
with at least 40 members.
Lael is also planning for student groups that
the office will be working with in the coming year. She decides to create a
PivotTable to better manipulate and filter the student group data. Switch to the Academic PivotTable worksheet, then create a PivotTable in cell A1 based on the AcademicGroups
table. Update the PivotTable as follows so that it matches Final Figure 2:
Change the PivotTable name to: AcademicPivotTable
Add the Activities field and the Group Name
field (in that order) to the Rows area.
Add the 2021, 2022, and 2023 fields (in that
order) to the Values area.
Change the display of subtotals to Show all Subtotals at Top of Group.
Change the report layout to Show in Outline Form.
Update the Sum of 2021 field in the Values area
to display the name 2021 Membership with the Number number format with 0 decimal places.
Update the Sum of 2022 field in the Values area
to display the name 2022 Membership with the Number number format with 0 decimal places.
Update the Sum of 2023 field in the Values area
to display the name 2023 Membership with the Number number format with 0 decimal places.
Lael wants to summarize data for all student
groups in a PivotTable. To do so, she must first update the AllGroups table. Switch to the All Groups worksheet
then edit the record for the Astronomy Society to use 76 as the 2023 field value.
Switch to the All Groups PivotTable worksheet. Refresh the PivotTable data, then
verify that the 2023 Membership value for the Astronomy Society in row 6
reflects the change you made in the previous step.
Apply the Light
Blue, Pivot Style Medium 2 PivotTable style to the PivotTable.
Add the Office field to the Filters area of the
Pivot Table. Filter the table so that only organizations with private offices
are visible.
Filter the PivotTable as follows:
Create a Slicer based on the Activities field value.
Resize the slicer so that it has a height of 2.2″ and a width of 3.2″.
Move the slicer so that its upper-left corner
appears within cell F3 and its lower-right corner appears within cell J14.
Use the slicer to filter the PivotTable so that
only Fraternal groups are visible.
Lael also wants to summarize membership data for
all organizations using a PivotChart to help determine which groups are showing
the most interest from students. Switch to the Activities PivotTable worksheet. Insert a PivotChart using the Clustered
Column chart type and format it as follows:
Resize and reposition the PivotChart so that the
upper-left corner is located within cell F3 and the lower-right corner is
located within cell O19.
Add the chart title Membership by Type to the PivotChart using the Above Chart option.
Filter the PivotChart so that only the
membership data for groups with educational, field, and fraternal activities in
each type of group displays in the chart. (This filter may be automatically
applied when you create the table.)
Your workbook should look like the Final Figures on the
following pages. Save your changes, close the workbook, and then exit Excel.
Follow the directions on the SAM website to submit your completed project.
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