Please see attached details for case study completion.
Case study assignment 1 instructions Using the Ribbons an’Bows, Inc. case study as your starting point, prepare a four page paper (excluding title page and your reference page) by providing substantive responses with appropriate rationale and examples: 1. How would you report on the three-month operations of Ribbons an’Bows, Inc. through June 30? Was the company profitable? (Ignore income taxes.) Why did its cash in the bank decline during the three-month operating period? 2. How would you report the financial condition of the business on June 30, 2010? 3. Do you believe Carmen’s first three months of operation could be characterized as “successful”? Explain your answer. Your paper must conform to this formatting. USE THE SUBHEADINGS IN THE TEMPLATE BELOW. You may modify the subheading to reflect the topic, for example you could include the company name in the introduction. Points will be awarded for the written paper/case study analysis assignments according to the following scale. Use of proper APA writing style (This means all submissions must adhere to the required in text citations and a reference list for all submissions). A title page is required, and a reference list with outside sources. 30 Subheadings (This means that all assignments must have the required subheadings listed 1-4 below starting with the introduction). 1. Introduction of Topic and Facts as presented in the case (paraphrased). The discussion of the case is grounded in the facts as presented therefore you must discuss the facts as a starting point. 10 2. A summary of the Area(s) of Concern and Success in Business Finance and Accounting. In this area you must explain how well the business manages the assets and liabilities of the company. In this area, include how well the business is doing in terms of capital budgeting, capital structure and working capital. 20 3. A Detailed Case Discussion. You must provide examples and sound rationale for your arguments (In this section you will discuss the case and include any topics required to be addressed in your assignment, specifically you should note the specific topics your instructor assigns as part of the case and document your responses in this section with a topic heading. 30 4. Conclusion. This is the general conclusion to the case and should not a recap but you should point out what may be concluded with supporting arguments. 10 Microsoft Word - Forte Study as Sample Paper.docx 1 Branching Paths: A Novel Teacher Evaluation Model for Faculty Development James P. Bavis and Ahn G. Nu Department of English, Purdue University ENGL 101: Course Name Dr. Richard Teeth Jan. 30, 2020 jforte Text Box Note: Green text boxes contain explanations of APA 7's paper formatting guidelines... jforte Text Box ...while blue text boxes contain directions for writing and citing in APA 7. jforte Text Box Note that there is no running head on a student paper. jforte Line jforte Text Box Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required. jforte Line jforte Text Box The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title. jforte Line jforte Text Box Authors' names appear two lines below the title. They should be written as follows: First name, middle initial(s), last name. jforte Text Box Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written. jforte Text Box Student papers do not contain an author's note. jforte Text Box Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date. 2 Abstract A large body of assessment literature suggests that students’ evaluations of their teachers (SETs) can fail to measure the construct of teaching in a variety of contexts. This can compromise faculty development efforts that rely on information from SETs. The disconnect between SET results and faculty development efforts is exacerbated in educational contexts that demand particular teaching skills that SETs do not value in proportion to their local importance (or do not measure at all). This paper responds to these challenges by proposing an instrument for the assessment of teaching that allows institutional stakeholders to define the teaching construct in a way they determine to suit the local context. The main innovation of this instrument relative to traditional SETs is that it employs a branching “tree” structure populated by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition (EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues that this structure can allow stakeholders to define the teaching construct by changing the order and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a specific teaching skill. The paper concludes by outlining a pilot study that will examine the differences between the proposed EBB instrument and a traditional SET employing series of multiple-choice questions (MCQs) that correspond to Likert scale values. Keywords: college teaching, student evaluations of teaching, scale development, EBB scale, pedagogies, educational assessment, faculty development jforte Text Box Note that the page number continues on the pages that follow the title. jforte Line jforte Text Box The word "Abstract" should be centered and bolded at the top of the page. jforte Line jforte Text Box An abstract quickly summarizes the main points of the paper that follows it. The APA 7 manual does not give explicit directions for how long abstracts should be, but it does note that most abstracts do not exceed 250 words (p. 38). It also notes that professional publishers (like academic journals) may have a variety of rules for abstracts, and that writers should typically defer to these. jforte Text Box Follow the abstract with a selection of keywords that describe the important ideas or subjects in your paper. These help online readers search for your paper in a database. The keyword list should have its first line indented. Begin the list with the label "Keywords:" (note the italics and the colon). Follow this with a list of keywords written in lowercase (except for proper nouns) and separated by commas. Do not place a period at the end of the list. jforte Text Box The main paragraph of the abstract should not be indented. jforte Line jforte Text Box By standard convention, abstracts do not contain citations of other works. If you need to refer to another work in the abstract, mentioning the authors in the text can often suffice. Note also that some institutions and publications may allow for citations in the abstract. jforte Line jforte Text Box Note again that no running head appears on student papers. jforte Line jforte Text Box Note: Past this point, the student paper and professional papers are virtually identical, besides the absence of a running head in the student paper. 3 Branching Paths: A Novel Teacher Evaluation Model for Faculty Development According to Theall (2017), “Faculty evaluation and development cannot be considered separately ... evaluation without development is punitive, and development without evaluation is guesswork" (p. 91). As the practices that constitute modern programmatic faculty development have evolved from their humble beginnings to become a commonplace feature of university life (Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development purposes have likewise become commonplace. These include measures as diverse as peer observations, the development of teaching portfolios, and student evaluations. One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories of faculty development suggest that their rise to widespread popularity went hand-in-hand with the birth of modern faculty development programs in the 1970s, when universities began to adopt them in response to student protest movements criticizing mainstream university curricula and approaches to instruction (Gaff & Simpson, 1994; Lewis, 1996; McKeachie, 1996). By the mid-2000s, researchers had begun to characterize SETs in terms like “…the predominant measure of university teacher performance […] worldwide” (Pounder, 2007, p. 178). Today, SETs play an important role in teacher assessment and faculty development at most universities (Davis, 2009). Recent SET research practically takes the presence of some form of this assessment on most campuses as a given. Spooren et al. (2017), for instance, merely note that that SETs can be found at “almost every institution of higher education throughout the world” (p. 130). Similarly, Darwin (2012) refers to teacher evaluation as an established orthodoxy, labeling it a “venerated,” “axiomatic” institutional practice (p. 733). Moreover, SETs do not only help universities direct their faculty development efforts. They have also come to occupy a place of considerable institutional importance for their role in jforte Text Box The paper's title is bolded and centered above the first body paragraph. There should be no "Introduction" header. jforte Text Box Here, we've borrowed a quote from an external source, so we need to provide the location of the quote in the document (in this case, the page number) in the parenthetical. jforte Text Box By contrast, here, we've merely paraphrased an idea from the external source. Thus, no location or page number is required. jforte Text Box Spell out abbreviations the first time you use them, except in cases where the abbreviations are very well-known (e.g., "CIA"). jforte Text Box When listing multiple citations in the same parenthetical, list them alphabetically and separate them with semicolons. jforte Text Box For sources with two authors, use an ampersand (&) between the authors' names rather than the word "and." jforte Line jforte Line jforte Line jforte Line jforte Line 4 personnel considerations, informing important decisions like hiring, firing, tenure, and promotion. Seldin (1993, as cited in Pounder, 2007) finds that 86% of higher educational institutions use SETs as important factors in personnel decisions. A 1991 survey of department chairs found 97% used student evaluations to assess teaching performance (US Department of Education). Since the mid-late 1990s, a general trend towards comprehensive methods of teacher evaluation that include multiple forms of assessment has been observed (Berk, 2005). However, recent research suggests the usage of SETs in personnel decisions is still overwhelmingly common, though hard percentages are hard to come by, perhaps owing to the multifaceted nature of these