Process Costing Summary Using Weighted Average

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Process Costing Summary Using Weighted Average

Term 5 Unit 1 Discussions

Chapter 20 Discussion (BUS2123 Principles of Accounting II)

Top of Form

1. Explain the process of operations and the way they differ from job order operations.
2. Define equivalent units and explain their use in process cost accounting.
3. Describe accounting for production activity and the preparation of a process costing summary using weighted average.

Unit 1 DB: What Function of Law is Most Important? (LAW204 Business Law)

Considering the functions of law as defined in the assigned reading for this unit:

• Peacekeeping
• Checking government power and promoting personal freedom
• Facilitating planning and the realization of reasonable expectations
• Promoting economic growth through free competition
• Promoting social justice and protecting the environment.

Explain which function of the law, in your opinion, is the most important. Can the government legislate morality? Explain.

In response to your peers, consider your peers’ response. If they disagree with your response, consider the factual assumptions they have made which form the foundation of their opinion. Can you challenge those assumptions

while furthering your discussion? If your responses are similar, consider posing a hypothetical question to test your peer’s conclusions.

 

Regardless of whether you are an attorney arguing in court or a business stakeholder pitching to shareholders or a potential client, adding support for your argument from appropriate resources strengthens your content. For this

discussion board, be sure to include a citation to an appropriate source that supports the point you are making. (HINT: Your textbook is a great source!)

 

* Unit 1 Discussion: The Case of Almeada (HSV101 Introduction to Human Services)

Process Costing Summary Using Weighted Average

(*****CASE ON 2 LAST PAGE OF ATTACHED DOCUMENT)

 

After reading the story of Almeada and baby in Chapter 1, in what ways are social care, social control and social rehabilitation applied to Almeada and baby Anne?  What role does case management play in the life of Almeada

and baby Anne?  What challenges would Almeada face without the support of human services? Be specific and use evidence from the readings to support your answer.

Process Costing Summary Using Weighted Average

Unit 1 Discussion: Graphical Displays of Data (MAT220 Statistics I)

Process Costing Summary Using Weighted Average

Graphical displays are used to provide the viewer information that illustrates qualitative or quantitative information about the data set under review. After reading the assigned sections in Chapter 2, please provide an example of

where you think a graphical display could be used incorrectly. What ramification(s) do you think could result from the graphical display in your example being used incorrectly?

Process Costing Summary Using Weighted Average

1-1dSocial Care, Social Control, and Rehabilitation

Process Costing Summary Using Weighted Average

LO 1-5

Process Costing Summary Using Weighted Average

There are several ways that those planning for and delivering human services may focus their work. Social care, social control, and rehabilitation represent three such approaches (Neugeboren, 1991).  Social care  is assisting

clients in meeting their social needs, with the focus on those who cannot care for themselves. The elderly, children, people with mental disabilities or mental illness, and victims of crime, disasters, or crises are populations who

might need social care.

Process Costing Summary Using Weighted Average

Social control  differs from social care in two fundamental ways: who receives the services and under what conditions they receive them. Social care is given to those who cannot provide for themselves (either temporarily or in

the long term). In contrast, most recipients of social control are able to care for themselves but either have failed to do so or have done so in a manner that violates society’s norms for appropriate behavior.

Process Costing Summary Using Weighted Average

Often society, rather than the individual, determines who receives services that represent social control. The purpose of such services is to restrict or monitor clients’ independence for a time because the clients have violated

laws of the community. Children, youth, and adults in the criminal justice system are examples of clients of social control.

Process Costing Summary Using Weighted Average

Process Costing Summary Using Weighted Average

Rehabilitation  is the task of returning an individual to a prior level of functioning. What creates the need for rehabilitation? An individual who was once able to live independently becomes unable to function socially, physically, or psychologically. The inability to function can be caused by a crisis, a reversal of economic or social circumstances, an accident, or other circumstances.

Process Costing Summary Using Weighted Average

Rehabilitative services, which are designed to enable the individual to function near or at a prior level of independence, can have a short- or long-term focus. Veterans, people with physical disabilities, and victims of psychological

trauma are among those who receive rehabilitative human services.

Process Costing Summary Using Weighted Average

In actuality, separating these three functions of human services is often difficult. Many clients have multiple problems, so social care, social control, and rehabilitation may be occurring at the same time. For instance, in a local

urban shelter for victims of domestic violence, the goals of social control include remaining drug and alcohol free, meeting obligations to the criminal justice system, and paying a nominal rent for their room.

Process Costing Summary Using Weighted Average

Clients lose their rooms if they violate any of these provisions. These restrictions are matched with social care such as a key to their room, kitchen and recreational privileges, educational programs, health care, mental health

care, and child care. Ultimately, the client hopes for rehabilitation and a return to the world of work and long-term secure housing.

Process Costing Summary Using Weighted Average

Almeada finally became involved in the human service system in mid-autumn when she was seven months pregnant. Embarrassed about her pregnancy, she refused to go to school. She continued to work at the neighborhood

store. Life was easier for her parents when Almeada did not go to school. She was available to translate for them and help with their daily living needs. Her friends often missed school as well, so she saw them every day when

they came to the grocery store to do their shopping. At evening, they all gathered at a shop in the neighborhood.

Process Costing Summary Using Weighted Average

Two new programs were started at Almeada’s school to provide more comprehensive support to many of its students. One program—Students, Parents Are Receiving KARE (SPARK)—targeted students who had irregular

attendance, low math and reading scores, no discipline record, and no positive teacher reports. In the fall, the school officials noted that Almeada, who qualified for this new program, had not returned to school after the summer

vacation.

 

The second program—Students, Parents Each Are Special (SPEAS)—provided health care and other services to teen mothers. The case manager of SPARK, Barbara LaRosa, visited the most recent address on the school records

and found Almeada’s father at home. He was reluctant to talk with her and to give her information about Almeada. When she talked to the neighbors, they suggested she try the grocery store where Almeada worked. LaRosa

found Almeada in the middle of her shift and made an appointment to pick her up after work and take her home.

 

In the next few months, Barbara LaRosa provided social care for Almeada and then for her baby, Anne. She connected with Almeada by phone and text and tried to check in with her at least three times a week. The school offered

Almeada several options for continuing her education: She could receive homebound instruction until and after the baby was born, she could come back to school, or she could attend a special night school for potential dropouts

who work during the day. LaRosa also referred Almeada to the SPEAS program. Almeada attended a prenatal care class taught by a local teacher one night a week at the school. Because of Almeada’s youth and lack of parental

support, LaRosa discussed with Almeada the options of keeping the baby or placing it for adoption. She also took Almeada to the health clinic located in the school to further discuss these options. Almeada remained sure that

she wanted to keep her child. LaRosa introduced Almeada to the welfare staffer who was available on school grounds one day a week. Almeada rejected welfare as an option.

 

Once the baby was born, Almeada needed rehabilitative assistance but, instead, she only missed a few days of work at the grocery store when Almeada was born. She had hoped her mother would care for Anne while she was at

work, but her mother was unwell and unable to help. In addition, their small one-room apartment was just not big enough for all of them including her father’s cousin and his wife who had recently illegally crossed the border.

Instead of receiving rehabilitative services, Almeada moved to a new neighborhood, rented a one-room apartment, and found a new job working in a garment factory six days a week. In her new neighborhood, Almeada again had

neither human service support nor social support.

 

Process Costing Summary Using Weighted Average

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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Process Costing Summary Using Weighted Average

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