How to Analyze a Free Falling Body Problem

One of the most common sorts of problems that a beginning physics student will encounter is to analyze the motion of a free-falling body. Its helpful to look at the various ways these sorts of problems can be approached. The following problem was presented on our long-gone Physics Forum by a person with the somewhat unsettling pseudonym c4iscool: A 10kg block being held at rest above the ground is released. The block begins to fall under only the effect of gravity. At the instant that the block is 2.0 meters above the ground, the speed of the block is 2.5 meters per second. At what height was the block released? Begin by defining your variables: y0 - initial height, unknown (what were trying to solve for)v0 0 (initial velocity is 0 since we know it begins at rest)y 2.0 m/sv 2.5 m/s (velocity at 2.0 meters above ground)m 10 kgg 9.8 m/s2 (acceleration due to gravity) Looking at the variables, we see a couple of things that we could do. We can use conservation of energy or we could apply one-dimensional kinematics. Method One: Conservation of Energy This motion exhibits conservation of energy, so you can approach the problem that way. To do this, well have to be familiar with three other variables: U mgy (gravitational potential energy)K 0.5mv2 (kinetic energy)E K U (total classical energy) We can then apply this information to get the total energy when the block is released and the total energy at the 2.0-meter above-the-ground point. Since the initial velocity is 0, there is no kinetic energy there, as the equation shows E 0 K 0 U 0 0 mgy 0 mgy 0E K U 0.5mv2 mgyby setting them equal to each other, we get:mgy0 0.5mv2 mgyand by isolating y0 (i.e. dividing everything by mg) we get:y0 0.5v2 / g y Notice that the equation we get for y0 doesnt include mass at all. It doesnt matter if the block of wood weighs 10 kg or 1,000,000 kg, we will get the same answer to this problem. Now we take the last equation and just plug our values in for the variables to get the solution: y0 0.5 * (2.5 m/s)2 / (9.8 m/s2) 2.0 m 2.3 m This is an approximate solution since we are only using two significant figures in this problem. Method Two: One-Dimensional Kinematics Looking over the variables we know and the kinematics equation for a one-dimensional situation, one thing to notice is that we have no knowledge of the time involved in the drop. So we have to have an equation without time. Fortunately, we have one (although Ill replace the x with y since were dealing with vertical motion and a with g since our acceleration is gravity): v 2 v 0 2 2 g( x - x 0) First, we know that v0 0. Second, we have to keep in mind our coordinate system (unlike the energy example). In this case, up is positive, so g is in the negative direction. v2 2g(y - y0)v2 / 2g y - y0y0 -0.5 v2 / g y Notice that this is exactly the same equation that we ended up within the conservation of energy method. It looks different because one term is negative, but since g is now negative, those negatives will cancel and yield the exact same answer: 2.3 m. Bonus Method: Deductive Reasoning This wont give you the solution, but it will allow you to get a rough estimate of what to expect. More importantly, it allows you to answer the fundamental question that you should ask yourself when you get done with a physics problem: Does my solution make sense? The acceleration due to gravity is 9.8 m/s2. This means that after falling for 1 second, an object will be moving at 9.8 m/s. In the above problem, the object is moving at only 2.5 m/s after having been dropped from rest. Therefore, when it reaches 2.0 m in height, we know that it hasnt fallen very fall at all. Our solution for the drop height, 2.3 m, shows exactly this; it had fallen only 0.3 m. The calculated solution does make sense in this case.

Reading Report on Disturbing Behaviors - 1135 Words

Reading Report on Disturbing Behavior Presented to Professor P. Gillen For YOUT 301-D01 LUO By Dana Peebles L25945367 July 11, 2015 Introduction Throughout the years, disturbing behavior amongst teenagers and young adolescents has become increasingly intense. Despite the fact that many of these youth are looking for ways to express themselves and cope with the aspects of everyday life, they still strive for godly influences and role models within their lives. As Christians, and people of faith, it is our job to not only pray with these individuals, but to also guide them towards the Scriptures and give them examples as well as options when it comes to dealing with the consequences of these disturbing†¦show more content†¦Knowing that the teens of the world today are God’s children, we must look at their behaviors and coping mechanisms and offer them the same assurance of Christ that the Bible has revealed to us. Throughout this book, its authors give biblical reproof by quoting Scripture and offering words of comfort that adults can then use as a tool when talking with teens about depression, sex, drugs, id entity, abuse, crime, entertainment, and much more. Personal Response When I say â€Å"much more,† I realize that there were only 17 out of the 53 behaviors that I didn’t personally identify with. That means, that 36 of these disturbing behaviors I have done myself. While I could tell you some stories, I am more excited about the fact that God wants to take me and use me personally to witness to the youth of today. By using my own story to connect with them, I can share my experience in some of the tough areas that they may face so they don’t have to feel like they are all alone. Growing up, I was a survivor of sexual abuse. Because of this, I became â€Å"numb physically and emotionally.† [1]. As a result, I â€Å"turned to drugs, alcohol, self-mutilation, binging and purging, promiscuity, lying, stealing, and even attempts at suicide.† [2]. My desire to â€Å"isolate and draw away from those of the opposite sex,† led me to be one of the many statistics of the â€Å"juvenile delinquent populationShow MoreRelatedBusiness Ethics Essay728 Words   |  3 Pagesand deeply about ethical issues in business and to arrive at conclusions that are supported by strongest possible arguments. Ethical principles are the rules of conduct that derive from ethical values. For example, honesty is a value that governs behavior in the form of principles such as: tell the truth, dont deceive, and dont cheat. In a business the ultimate goal is to achieve maximum profits. 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The objective of biological approach is to minimise childrens abrupt behavior, and enhancing their attentional skills. (Barlow Durand, 2012). The psychosocial approach is to improve children performance in school, minimizing crude behavior and their social relationship. Behavioral programme was introduced to assist both parents and children with ADHD. The purpose of the programme was to boast the attentionRead More Alcohol and the Family Essay1688 Words   |  7 Pagesmaking excuses and lying to hide the true actons of the alcoholic to seemingly protect her but actually he is simply allowing the destructive behavior to continue. In some cases the non-alcoholic parent may be harder for the kids to get along with than the alcoholic. He will probably feel worried and nervous because of his spouses embarrassing behavior and this may accidentally be transferred to the children. He will get upset over minor issues. 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His behavior due to extreme mood changes was significantly affecting the other members of the household. Research in the area is abundant. Children with ADHD often cause those around them to have negative feelings due to unwanted behaviors. It is common for children with disordersRead MoreEssay On Boys DonT Cry1412 Words   |  6 Pagestrailer and it is relived that Brandon is not a boy but actually a girl. The argument between her and her cousin reveal Brandon no longer believes that he is a boy, and that even his mother used to â€Å"lock her up† presumably because of her transgender behavior. Brandon’s cousin kicks him out of his house for causing trouble, and we see old pictures of Brandon when he was a girl. It cuts to Brandon in a bar trying to drink away his troubles. 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This is disturbing to say the least. There many attributes worse than being overweight: dishonest, cruel, and murderous to name a few. Bordo also uses an example in the first paragr aph of her essay that is appalling. Alicia Silverstone, the lead role in Clueless,Read MoreEssay on Windshield Survey1110 Words   |  5 Pagescommunity in the past and modified in the future† (p. 397). For me this means these people generally have the same of similar beliefs and values. Community health is described as â€Å"the meeting of collective needs by identifying problems and managing behaviors within the community itself and between the community and larger society† (p. 401). My understanding of community as the client is the care given has the potential to affect the whole community not just one family. Nurses can provide education

Teaching as a profession has changed drastically Free Essays

This is besides a timely issue in southern Florida since one of its school territory ‘s gained national attending late because parents used a societal computing machine web forum to develop the group TINT ( Testing is Not Teaching ) . This grassroots organisation was started by parents who felt that their kids were being overly tested in the public school system. The parents were joined by instructors and pupils and used the societal web to form protests and mass meetings. We will write a custom essay sample on Teaching as a profession has changed drastically or any similar topic only for you Order Now Two of the groups purposes were to hold the CAO ( Chief Academic Officer ) removed from his place, along with the Superintendent who hired him. The group felt that the CAO was passing out a â€Å" written plan † , particularly in reading, that all instructors were mandated to follow. This plan was designed to increase trial tonss on the FCAT ( Florida Comprehensive Assessment Test ) , given to all pupils in classs 3 through 10. In the terminal both the CAO and Superintendent resigned and TINT is now closely watching local and national developments in instruction. In this epoch of high bets proving, territories, schools and instructors depend on the success of their pupils ‘ success on standardised trials. These trials are correlated with national and province criterions and are farther broken down by benchmarks. These benchmarks provide the guidelines for the content instructors cover during the school twelvemonth. Research has shown that effectual instructors participate in the planning and implementing of the course of study but the authorizations from the Federal, province, and local authoritiess take the ownership of learning off and replace it with a course of study that is out of their control. This instance survey will look at the effects of the high-stakes testing motion on single instructors and analyze the functions and duties these instructors believe they have in fixing their pupils for the high-stakes testing. This instance survey was designed to analyze the relationship between the execution of increased high bets proving and teacher efficaciousness and to reply the inquiry do teacher believe they have a function or any duty in determining instructional schemes in fixing their pupils for taking high bets trials? The focal point was on analyzing what educational patterns are working to increase instructor efficaciousness with province mandated standardised testing and looking at schools which have implemented successful plans to help instructors. Three instructors will be interviewed to determine their position in determining instructional schemes within their school that prepare their pupils for the province mandated trials. This qualitative research designed instance survey will interview three instructors in public schools in a territory in South Florida. The interview inquiries will be predetermined and the topics will hold the chance to read these inquiries before being interviewed. There will be four inquiries for each one to reply. These inquiries will be developed by the interviewer and concentrate on the instructor ‘s function sing high bets proving and if it has changed their instruction patterns. They will besides be asked what function they have in their peculiar school in determining instructional schemes for their pupils to win on these trials. The interviewer will both transcribe and tape all the interviews and after the written text is complete it will be given to the instructors for their reappraisal. History of testing: The construct of aptitude testing was introduced during World War II as a method of happening the best and most intelligent soldiers for the United States military, ( Schmidt 2008 ) . In the old ages after the war these trials became incorporated into the American society as a manner to happen persons with superior scholarly capablenesss. The SAT was adapted from Yerkes ‘ trials for the military and was used by colleges and universities as one factor in finding admittances to their installations. By the 1960 ‘s SAT scores began to worsen, raising political and public concerns about the quality of the state ‘s educational system. Before this diminution, many Americans held a positive position of public instruction in the United States. American instruction was thought to both work out society ‘s jobs and besides endeavor to include pupils from diverse backgrounds, ( West A ; Peterson, 2003, p. 4, as cited in Schmidt, 2008 ) . After publication of the diminutio n in trial tonss, many Americans became concerned with the province of the American educational system. The standardised testing motion is the consequence of the a series of jurisprudence ‘ passed by the state ‘s Presidents, climaxing in 2001 with the transition of No Child Left Behind ( NCLB ) , by so president George W. Bush. The authorizations of NCLB have proved to be controversial although basic end was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of rea ding, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. No Child Left Behind was the latest reproduction of President Lyndon Johnson ‘s reform of educational reorganisation known as the ESEA ( Elementary and Secondary Education Act of 1965 ) . Both steps stressed the thought that public instruction â€Å" aˆÂ ¦requires a federal presence to guarantee academic advancement and academic equality for all pupils † . Schmidt ( 2008 ) Since the ESEA was passed at that place have been alterations made to its base, with the latest being No Child Left Behind ( NCLB ) The federal authorities has played an of import function in altering public instruction in the United States, the motive for these alterations in public schools were motivated because of concerns for America ‘s worsening trial tonss. The two chief drifts for alteration were worsening trial tonss on the Scholastic Aptitude Test ( SAT ) and the publication of A State At Risk by Terrance Bell. Three of import causes were named in the passing of the ESEA statute law. The first was the worsening public presentation of pupils on the SAT test. The second was studies conducted during this clip that repeatedly placed the United States in the lowest percentile of overall academic accomplishment when compared with foreign educational systems, ( West A ; Peterson, 2003, pp. 4-5 ; Nichols A ; Berliner, 2007, p. 4 ) . The 3rd factor was the relentless accomplishment spread that separated minorities and low-income pupils ‘ tonss from kids who came from a more affluent background. ( Nichols A ; Berliner, 2007 ; p.4. A ; Kantor, 1991, p. 51 ) . A State at Risk was published 18 old ages after the transition of the ESEA and was written by so Secretary of Education, Terrence Bell â€Å" Nation at Risk: The Imperative for Education Reform in America ( West A ; Peterson, 2003 p. 5 ; Berry, 1993, p. 215 ) . This study focused on the United States ‘ low academic accomplishment in malice of the federal authorities ‘s focal point on bettering pupil public presentation in public schools when the ESEA was passed. The study stated that, â€Å" aˆÂ ¦the educational foundations of our society are soon being eroded by a lifting tide of averageness that threatens our really future as a State and a people † ( Bell, 1983 ) . Furthermore, the United States achieved a low academic rank when compared to other states and the authors of the study believed that America ‘s educational system was in demand of a drastic reform. The publication radius of a series of reforms that the writers believed would â€Å" aˆÂ ¦reverse the downward spiral of an unequal educational system, ( Schmidt, 2008 ) . The reforms included parental and community engagement at local schools, engaging instructors with advanced grades who were more motivated to learn, and a higher degree of engagement from all degrees of authorities. Although this publication did non excite any alterations on the federal degree, it still remained an of import factor in American public instruction. In 1994, so President Clinton passed a reauthorization of the ESEA called Goals 2000. This federal reform plan was ambitious in nature since it provided pecuniary inducements for public schools that implemented annually proving to demo student advancement towards proficiency, ( West A ; Peterson, 2003, p.7 ) . This plan provided Title 1 schools with â€Å" aˆÂ ¦federal support â€Å" for developing ‘local reformsaˆÂ ¦the developmen t of standardsaˆÂ ¦enhanced professional development, bettering in engineering, and alterations in administration for answerability † † with the end of increasing pupil public presentation in the aˆÂ ¦ † nucleus capable countries such as, reading and mathematics ( Fuhrman, 1994, p. 84 ) . Goals 2000 laid the basis for NCLB. It was during this clip that the term â€Å" answerability † became of import since it was used as an inducement for provinces to get federal financess. This thought was added to NCLB, but President Busch extended the significance by doing the relationship stronger between the federal, province, and local bureaus. Although the answerability measures set Forth by NCLB have proved to be controversial, its basic end of the Act was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of reading, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. The standards-based instruction reform and answerability motion started in the mid-1980s and raised outlooks of public presentation for U.S. schools ( Buttram A ; Waters, 1997 ) . The province of Florida took the enterprise to better K-12 instruction and so Governor Jeb Bush instituted the A+ Plan in 1999. This program was created as a standards-based answerability system, concentrating on bettering the public presentation of all pupils, irrespective of their ethnicity, gender, poorness degrees, native linguistic communication or disablement position. The chief premiss of the A+ Plan was that â€Å" every kid can larn and no kid should be left behind † ( Executive Office of the Governor, nd. ) . A brief reappraisal of the literature found a clear division between research workers who found that standardised trials are good vs. those who believe these trials are damaging to education as a whole. Many writers began their Hagiographas by depicting the necessity of standardised testing in today ‘s schools. Bandalos ( 06 ) explained the demand for standardised testing within educational scenes today since these high-stakes trials are the method in which pupil acquisition is assessed and continuously evaluated by instructors, principals, and school territories. Bandalos besides stated that acquisition is the end in all of instruction and the function of appraisal is to assist professionals understand the degree of larning pupils have achieved. Hammeran ( 10 ) besides felt that it was possible to â€Å" learn to the trial † while still covering the of import course of study for a category. This writer studied learning a scientific discipline plan that was aligned to the National Science Education Standards ( NSES ) . She wrote that since the province criterions reflect the national criterions, and standardised trials reflect both the province and national criterions, so concentrating on learning to the trial would guarantee that pupils were having the of import content in scientific discipline category. The significance of the job is clearly discussed The significance of the inquiry of instructor beliefs in their function in determining instructional schemes to fix their pupils for proving is a timely one in the province of Florida. Performance-based appraisal is now compulsory in many schoolrooms but instructors and parents have become concerned about the genuineness of these appraisals and how assessment information can be used as formative feedback to better instruction and acquisition. Although these newer attacks are driven by a motive to do pupil appraisal informations more utile and meaningful than some traditional attacks this alteration was viewed as a positive progress by some research workers while others felt that it was hard to judge the theoretical benefits of these alterations or to get down to consistently research the nature of instructors ‘ schoolroom appraisal patterns. This trouble arises because research workers, protagonists, and specializers in school territories in the state have non arrived at a cons istent definition of what these footings mean or what these patterns look like ( Frey A ; Schmitt, 2007 ) . Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University Those who advocate for â€Å" aˆÂ ¦test-based accountabilityaˆÂ ¦ † argue that it increases pupil success by helping instructors to set more accent on the of import content in their capable country, provides wagess for good instruction, and produces informations that is used to do determinations about pupils, instructors, and schools. For such systems to work every bit intended, the policies must advance good direction, and any resulting additions in trial tonss must back up valid illations about increased pupil accomplishment. Research has shown that high-stakes testing does so act upon direction, but these effects are complex and consist both desirable and unwanted alterations in pattern. For illustration, instructors in territories or provinces where high bets are associated with trial consequences tend to concentrate on tried stuff and de-emphasize unseasoned stuff ( see Stecher, 2002 ) . Similarly, research indicates that the additions in tonss on high-stakes trials frequently generalize ill ( or non at all ) to other trials of the same sphere, raising uncertainties about the extent to which these additions provide valid grounds of improved pupil public presentation ( Klein, Hamilton, McCaffrey, A ; Stecher, 2000 ; Koretz A ; Barron, 1998 ; Koretz, Linn, Dunbar, A ; Shepard, 1991 ; Linn, 2000 ) . The literature on high bets proving is clear sing the history and development of these trials and how they are being implemented in school territories today. Conversely, the literature is divided into two factions-authors who believe that standardised testing is a good step of pupil acquisition and instruction, and writers who feel that high-stakes proving is a negative influence for instructors and pupils. The function that instructors believe they play in implementing in determining instructional schemes to fix pupils for proving is non a topic that has much coverage in the literature, but the branchings of † learning to the trial † is covered. The research inquiry is designed to understand the function instructors feel they play in determining instructional schemes to guarantee that their pupils achieve success on these compulsory province and authorities needed trials. These are the trials that they themselves are held accountable for the consequences by their schools and territories. If instructors feel they have no function in determining the direction for their ain pupils so for them it will be a affair of â€Å" learning to the trial † . If, on the other manus, they feel in control of direction the term â€Å" teacher efficaciousness † will be applicable to these instructors. Teacher self-efficacy refers to a instructor ‘s belief about his or her competency in holding a positive consequence on pupil larning accomplishment, Ashton, 1984 as cited in Denzilel, 2005. Prior research conducted in the field indicates that teacher self-efficacy is related to a instructor ‘s success in curriculum invention ( Berman A ; McLaughlin, 1977 ) , beliefs about pupils ‘ capablenesss ( Ashton, 1984 ) and intelligence ( Klein, 1996 ) , quality of pupil relationships ( Ashton A ; Webb, 1986 ) , assurance in working with parents ( Hoover- Dempsey, Bassler, A ; Brissie, 1987 ) , clip spent on academic acquisition ( Allinder, 1995 ) , self-efficacy of low-achieving pupils ( Midgley, Feldlaufer, A ; Eccles, 1989 ) , and the instructor ‘s ability to keep pupils accountable for their acquisition and public presentation ( Ashton A ; Webb, 1986 ) . In the original Rand surveies, teacher self-efficacy was measured by inquiring two inquiries: ( a ) ‘When it comes right down to it, a instructor truly ca n’t make much because most of a pupil ‘s motive and public presentation depends on his or her place environment ‘ , and ( B ) ‘If I try truly difficult, I can acquire through to even the most hard or unmotivated pupils ‘ . The first inquiry was hypothesized to measure instructors ‘ result outlooks, typically labeled learning efficaciousness ( TE ) . In contrast, the 2nd point was hypothesized to reflect personal instruction efficaciousness ( PE ) . From this position, TE relates to a instructor ‘s outcome outlooks and PE is based on the instructor ‘s judgements of his or her personal ability to act upon pupil acquisition. Early Rand research workers grounded teacher self-efficacy in Rotter ‘s ( 1966 ) venue of control concept and placed important accent on outcome outlook s and personal duty when construing efficaciousness tonss. Later, Ashton and Webb aligned the concept with a societal cognitive theoretical position of self-efficacy ( 1977, 1978 ) . In contrast to the venue of control position, the social-cognitive attack emphasizes the dealingss between efficaciousness beliefs and outcome outlooks. Harmonizing to Bandura, result and efficaciousness beliefs are related but can be conceptually and through empirical observation differentiated ( 1986, 1997 ) . For Ashton and Webb, TE and PE represent steps of result outlooks and efficaciousness outlooks, severally. Teacher efficaciousness can be affected by the function they play in fixing pupils for mandated standardised trials. Author Kenneth Vogler ( 2006 ) stated in his article that in the past instructors were merely accountable to their decision makers and local school boards. It was those local boards that developed the course of study every bit good as the criterions for their school system. Now, instructors, every bit good as decision makers, are being held accountable to the populace for the academic public presentation of pupils in their charge. Standardized testing is a world in south Florida and that fact is non altering in the foreseeable hereafter. Students, parents, and instructors have mobilized to alter the importance and weight of these trials, but there is still â€Å" FCAT blackout † where no schools are allowed to take field trips, no personal yearss are given to instructors, and no conferences are held by the territory. After the blackout comes â€Å" FCAT season † where schools are on practical lock-down until all the testing is complete. From personal experience, instructors are ranked by the additions their pupils made, particularly in reading, math, and scientific discipline. When the CAO was in office, each instructor received a â€Å" book † to be completed that twenty-four hours. Sometimes the day-to-day book was 15 pages or longer. All of the control was taken away with respect to instructional schemes and learning to the trial began on the first twenty-four hours of school. The resea rch says that this focussed instruction can be positive or negative. The focal point of this survey is to inquire instructors if they fell they have control fixing their pupils for these high-stakes trials and to analyze what works in their readying and which countries they feel they have no control in direction. The consequences will be good to both the school and territory as we struggle to equilibrate the ends set Forth by the authorities with our pupil ‘s single demands. Teachers ‘ RESPONSES TO HIGH-STAKES TESTING AND THE VALIDITY OF GAINS: A PILOT STUDY. Daniel M. Koretz CRESST/Harvard Graduate School of Education Laura S. Hamilton CRESST/RAND Education Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University British Journal of Educational Psychology ( 2005 ) , 75, 689-708, 2005 The British Psychological Society www.bpsjournals.co.uk. Confirmatory factor analysis of the Teacher Efficacy Scale for prospective instructors. Gypsy M. Denzine1* , John B. Cooney2 and Rita McKenzie3 1Northern Arizona University, USA 2University of Northern Colorado, USA 3Buena Vista University, USA How to cite Teaching as a profession has changed drastically, Essay examples

Financial Planning and Forecasting free essay sample

We have also provided comprehensive documentation on the templates so that you do not need to guess or figure out how we implemented the models. All our template models are only in black and white color. We believe this is how a professional financial template should look like and also that this is the easiest way for you to understand and use the templates. All the input fields are marked with the ‘*’ symbol for you to identify them easily. Whether you are a financial analyst, investment banker or accounting personnel. Or whether you are a student aspiring to join the finance world or an entrepreneur needing to understand finance, we hope that you will find this package useful as we have spent our best effort and a lot of time in developing them. ConnectCode Pg iii Financial Planning and Forecasting Version 1. 0 1. 1. 1 Financial Planning and Forecasting Pro Forma Financial Statements Financial statements projections and forecasting are very common in corporate financial analysis. We will write a custom essay sample on Financial Planning and Forecasting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The reason is that it is very useful and important to forecast how much financing a company will require in future years. The projections are achieved by using historical sales, accounting data and assumptions on future sales and costs. These financial statements projections are known financial modeling as Pro Forma financial statements. 1. 2 Financial Statements Modeling This spreadsheet provides a template for financial statements forecasting. It requires simple financial statements inputs from the past 5 years and will automatically generate all the necessary Pro Forma Financial Statements projections outputs. The following diagram illustrates the process of using this template for financial statements forecasting.