Dyslexia Essay Example | Topics and Well Written Essays - 1500 words

Dyslexia - Essay Example The entire of this entail utilizing of symbols to convey information. These circumstances can appear in combination or alone. Dyslexia usually runs in families. A student suffering from dyslexia can have the problem of separating sounds and rhyming that make up spoken words. The abilities seem to be significant in the progression of learning on how to read. The student’s first reading skills are founded on word recognition which entails being capable to disconnect out the sounds in words and equal them with letters and groups of letters (Ahissar M, November 2007). Because students with dyslexia have the problem of connecting sounds of language to letters of words, they can have problem comprehending sentences. True dyslexia is wider than simply transposing or confusing letters for example mistaking â€Å"d† and â€Å"b†. Other factors causing learning disability and especially the reading disability should be stated out before a diagnosis of dyslexia is performed. Emotional disorders, brain diseases and mental retardation, and particular education and cultural issues, can cause learning difficulties (Jones KM et.al, October 2004). Moore DR (2007), the duty of getting students’ attention and ensure they are engaged for a period of time needs majority of managing and teaching skills (Ahissar M, November 2007). Students with problem in following directions are usually assisted by asking them to repeat those directions in their own words. Give students with graphic organizer: outline, blank web or chart may be given to students to fill during presentations. This assists students listen for major information and internalize the link among related and conceptual information. Use of balanced presentations and activities: Effort ought to be performed to balance oral presentations with participatory activities and visual information. Likewise, there ought to be the balance between huge group, small

The Phylogeny of Hominids from the Australopithecus up to the Homo Research Paper

The Phylogeny of Hominids from the Australopithecus up to the Homo - Research Paper Example These reductions in molar size have led to the present man having small molars. According to the researchers, they make the conclusion that the changes are in line with the starting of fire use and eating cooked food instead of raw food (Organ, Nunn, Machanda and Wrangham 14559). The article findings and explanations are in line with the discussions made by Stanford in his book Exploring biological anthropology: the essentials where the discussion on hominids is based mainly on their anatomical changes and their significance during that time in the phylogeny of the hominids from Australopithecus to Homo sapiens. Stanford specifically discusses the anatomical changes and how the body bipedal plans of the earlier hominids are how they were adapted to the environment (Stanford, Allen and Anton 239). The same discussion is made later on in the book but this time the focus is on the genus Homo (Homo erectus, Homo neanderthalensis and Homo sapiens) and how they were more evolved towards be coming more like the present humans (Stanford, Allen and Anton 277). Even though both chapters discuss different hominids, the anatomical changes according to the period in history and the environment all add up and present a detailed and flowing phylogeny of these hominids. The same discussion about anatomical structures of the various hominids and how each structure of the body acted to facilitate the survival of the different hominids are made in the book by Bailey and Hublin. The book has detailed explanations of the different body structures which give more details and more structures compared to the article discussion and the book by Stanford. However, they all finally discuss the same issue and give the same enlightening  discussion. There are also explanations of the effects of the different changes that took place in the body structures of the hominids and the effects of that to not only the hominids but also to the present human being.  

Integrated Conservation Development Projects Essay Example for Free

Integrated Conservation Development Projects Essay Integrated Conservation Development Projects (ICDP) look into how the socio-economic goals of a people may be achieved without compromising the ecological balance of the environment. At the same time, ICDP, more importantly, is directed at using socio-economic investments to keep the biodiversity intact despite the influx of human activities. ICDPs require an assessment of the dynamics of the project area so as to be able to determine the appropriate approach and the needed intervention, and monitoring and evaluation in the target community. The following are experiences of the implementation of some ICDPs: English Title: Conservation and development projects in the Brazilian Amazon: lessons from the community initiative program in Rondonia. Personal Authors: Browder, J. O. Author Affiliation: Department of Urban Affairs and Planning, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061, USA. Document Title: Environmental Management, 2002 (Vol. 29) (No. 6) 750-762 Publisher: Springer-Verlag NewYork Inc. Abstract: This ICDP takes on community-based conservation and development as a foundation of sustainable economic development. Although there is a growing debate on the effectiveness and replicability of ICDPs, the central elements of the concept of integrated conservation and development are examined through a description of the Community Initiative Program (CIP), a pilot program of the Rondonia Natural Resources Management project in the western Brazilian Amazon state of Rondonia. The CIP apply the principles of ICDP to the regional scale in different communities at the same time. Conservation impacts of the program and lessons learned are presented here. Author: Asian Development Bank Year: 1998 Paper Title: Central Sulawesi Integrated Area Development and Conservation Project Abstract: This ICDP focuses on Indonesia’s Central Sulawesi Integrated Development Conservation Project. The goals of the Project are poverty reduction and sustainable development achieved through acceleration and sustained growth of the agricultural sector. It also has a policy component that aims to develop a policy framework and institutional reform measures to increase agricultural productivity. The expected outputs and outcomes of the Project are hoped to bring about socio-economic as well as environmental benefits. The benefits shall have a positive impact on both the poor and the indigenous cultural communities in the area. Author: The World Bank Documents Reports Year: 2007 Paper Title: Request for the secretary of states approval to designate Bolong Fenyo as Gunjar community wildlife reserve Journal Title: Gambia Integrated Coastal and Marine Biodiversity Management Project Volume: 2 of 2 Abstract: Gambia’s critical ecological areas may be protected with The Integrated Coastal and Marine Biodiversity (ICAM) project. A number of expected project impacts and mitigation measures may regulate activities through the establishment of resource utilization zones within the core park area and buffer zones but these are aimed to obtain positive effects and impact both in the short-term and in the long run. A new set of rules will also have to be drafted by the DPWM and the communities so that permitted activities especially in the reserve area such as fishing and oystering may be agreed upon. Other alternative options are being explored in view of the limitations presented. References Cab Abstracts. (2007). Conservation and development projects in the Brazilian Amazon: lessons from the community initiative program in Rondonia. Retrieved October 8, 2007, from Cab Abstracts Web site: https://www.adb.org/

Planning a Health Promotion Campaign

Planning a Health Promotion Campaign Planning a health promotion campaign Now that you have given the community health nurses enough information on health promotion, plan a health promotion campaign they can be implement in their local communities. Scenario 2 Nutrition education in schools You want to introduce better nutrition education into all schools in your district, possibly followed by a more general Health Promoting Schools project. How will you do this?   Who do you think the key stakeholders would be? What would you do with the schools and the communities themselves? How will you evaluate the project? AC 4.1 Plan of a health promotion campaign to meet specific objectives (4.1).   Your plan should show a critical reflection on the proposed activities to identify potential challenges and formulate appropriate solutions (D1) More Fresh Air Nutrition Health Promotion Campaign Form a steering committee comprised of key stakeholders: Community Nursing Team Schools Liaison Officer Community Nursing Team Dietitian District School Director District School Inclusive Officer Maximum three head teachers from pilot schools who champion the general Health Promoting Schools initially 2 Pupil Rep from each these three schools both genders from each school and all six should reflect various ethnic groups as much as possible Concept of the More Fresh Air Programme Eating and Health are somewhat overused and children are becoming jaded with the constant eating for health approach.   Decided to have a fresh and innovative programme title to catch our targets audiences attention. Leaving winter behind and entering the Spring season, and Summer not far behind the idea behind, this programme offers an inclusive approach where to enjoy the best of fresh air bodies must be fuelled by nutritious food. Intended Outcomes: An increase in nutritious eating through a nutrition education programme fronted by a concept of enjoying activities outdoors. Communities will be made aware of the programme and encouraged to attend a specific programme. Have a way to measure the success, or otherwise, of the programme using a short questionnaire for example Activities After school pub-like quiz on the types of food the body needs to be fully active and alert during school and after school.   general knowledge to begin and then specific for a district wide competition prize from a local farmers market. Subtraction exercises what would the body be able to do without protein? for example. Answers would require research into what protein does for the body.   In this way cover the six food groups over the course of a week, during afternoon sessions, which would of course be agreed with the head teacher and the teaching management team Monday morning during assembly introduce the More Fresh Air programme. Parents could be invited to attend In an hour session before the end of the school day which, weather permitting will allow for outdoor activities i.e. upper body exercises, to be included in the session Meats and Oils Parents unable to attend Monday mornings assembly attend a   Tuesday parent-only assembly so they can be informed about   the programme Tuesday afternoon included lower body exercises Fruits give fruits at end of session Wednesday afternoon include Circuit Training Community invited but training separate to that of the children Diary check for allergies first and have a prepared alternative at end of session Thursday afternoon include a game of Rounders and invite parents to participate and/or watch Vegetables give raw edible vegetables at the end of the session Friday afternoon include a number of outdoor games to achieve maximum participation, such as relay games and tug-of-war Grains/Nuts check for nut allergies first and possible provide grains as opposed to nuts at the end of the session In the planning special educational needs will be considered and factored into the programme for complete inclusivity Working with stakeholders from inception will avoid the challenges which arise when stakeholders are not consulted in the initial stages of a programme, such as this health promotional campaign.   All involved should be clear that the intended outcome is a more efficient nutritional education programme, so that parents and children can feel that the health improving actions, taken by them, are the ones they have chosen for themselves based on the information provided in a non-judgemental manner.   The process for evaluating this programme is considered below. AC 4.2 An explanation of how the health promotion campaign supports health promotion strategies Irrespective of age, one sure way of getting people to follow you is to educate them with the knowledge you know they should have, and them empower them to make the right decision which, if your strategies are effective, will be the same decision you would have made on their behalf, had you imposed a behavioural health promotion strategies, for example. The More Fresh Air campaign is to alert parents and children to the overall benefit of nutritious meals, through a nutritional programme.   Considering the promotional plan it can be seen that purpose of each food group, for the functioning of the body, will be explained and explored.   Linking the value of nutritious food to physical activity will prove more advantageous, than simply telling children that healthy food is good for them.   Understanding how nutritious food helps them to function physically, will offer an association between what they eat and what they do.   Ensuring that all the children can participate, in the fresh air, in one physical activity with ensuring a reinforcement of knowledge, through the actual understanding pursued in a physical activity. A pub-like quiz for those children who are not inclined to be physically active, when left to their own devices, serves to validate the More Fresh Air Campaign when the quiz is conducted outside.   In this way, the outside does not become the domain of the sporty children, but becomes, rather, a shared space for mentally activity too, which in itself requires healthy nourishment for the nourishment of brain cells. Overall, food is necessary to fuel both physical and mental activity, and in this way children and parents are educated not to simply associate food with weight issues per se, although the education will support the empowerment of a behavioural pattern which will be reflected in weight appropriate to height and structure; thus killing two birds with one stone -improvement in healthy eating and a decrease in levels of obesity. The reduction in the level of obesity falls under the remit of the national health promotion strategies Fit4Life, and the health promotional models of education and empowerment will assist in pupils benefiting from this health promotional strategy. In preparing to plan for the introduction of better nutrition education in schools, assessing health needs were essential, as health needs not only differ across the district funded schools, but within schools as well.   Speaking with and asking for advice from the senior management team ensured that specific needs were not overlooked in any school.   Not wishing to disrupt the school timetable, this health promotion was incorporated into the school routine, in the main, with the community being invited to participate in circuit training, if they were medically able to do so, and parents and carers being encouraged to support the educational programme on nutrition by attending either the school assembly, or the specific parent assembly. Working with those who knew the both the pupils and their parents, it was possible to avoid any religious or cultural slights by being made aware of festivals and cultural practices.   Hence, the programme was planned for the week before Easter, and not the week before the Whitsun bank holiday as we did not wish to exclude the Muslim pupils who would be fasting in observance of Ramadan. Legislation was taken into consideration, as the safety of pupils was paramount. All outside contractors, such as those from the farms responsible for the fruit and vegetable 5-day display, were vetted and underwent DBS checks, if they had not done so before, in line with the Keeping Children and Families Safe Act of 2003.   A risk assessment, particular with respect to the outdoor activities involving parents too, was undertaken in keeping with the Health and Safety at Work etc Act 1974.   As note before, plans included how to ensure that the programme was accessible to pupils with special educational needs, and parents with any form of physical disability, in line with the Disability Discrimination Act 2005. In the planning a framework for evaluation was also factored in as it necessary to see what works and what does not work, if we wish to replicate this health promotion campaign again.   Efficiency, effectiveness and economy were pointers in the framework.   All public health campaigns resourced by public funds have to demonstrate value for money, and thus in the calculation we considered the cost to the NHS should the levels of obesity rise in the next two years.   Naturally if obesity levels in pupils did not rise, then the difference between the calculated amount, should it rise, and the amount of money spent on this campaign highlighted how much the NHS would save in not having to treat a new cohort of obese pupils; this would demonstrate the value for money aspect of the campaign.   The efficiency and the effectiveness of the campaign would also be reflected in the money that would not have to be spent on addressing the issue of a new cohort of obese children. Further, in the planning the SMART acronym was included for the evaluation of the programme from beginning to end, considering our target audience, the goals and objectives we set for programme and the pupils.   The possible outcomes/goals were subjected to an examination to ascertain if they were Specific, Measurable, Achievable, Relevant and Timely: Smart: goals well defined such that the youngest pupil could understand the intended outcome Pupil engaging positively with food and making healthy choice selections at lunch; using food to fuel an agreed physical or mental activity Measurable: include parameters to ascertain if goal has been achieved Levels of improvement which can be checked by a member of staff personal goal of running faster between two fixed points (physical) or memorising specific quotes or passages from a set book with increasing difficulty Achievable: challenging, but realistic goal for those participating Gradually increasing speed or number of quotes memorises each week Relevant: all goals consistent with each other in order to achieve long term goal Pupils will be empowered by the knowledge of how food fuels the body to make healthy food choices when selecting because they wish for their body to operate at optimum level Timely: have a time frame in which it can be ascertained if goal achieved or not Fitness level or rendition ability would have improved by the end of the school year, as the reinforcement of a physical fit body or being mentally agile is fuelled by healthy food selection. In conclusion, whether pupils are aiming for physical or mental fitness the concept of acquiring more fresh air could have a beneficial effect on both sub-groups of pupils, since being in the same spatial environment could encourage the pupils to explore the other benefit of selecting healthy food to fuel the body. Reference Disablity Discrimation Act 2005 Available online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/228870/9780108508066.pdf accessed 27/02/2017 Health and Safety At Work ect Act 1974 Available online at http://www.hse.gov.uk/legislation/hswa.htm accessed 27/02/2017 Keeping Children and Families Safe Act of 2003 Available online at https://www.govtrack.us/congress/bills/108/s342 accessed 27/02/2017 SMART example Available online at http://urban-athletes.co.uk/wp-content/uploads/2013/10/SMART-Goals.jpg accessed 27/02/2017

My Favorite Web Site and Why Essay -- Analysis Web Design Essays

My Favorite Web Site and Why Some Works Cited Missing In contrast to most of the other people in this class, I had never done any net surfing. So to prepare for this paper I explored the WWW for approximately seven hours. This helped to create an impression on me of what constitutes a good Web site. Finally, I decided on a favorite SF/CP Web site and I asked myself what made this site better than others. The Web site is dedicated to William Gibson (Foley) site which scrolls a picture of the writer on the site projecting an air of authority. The problem with the William Gibson site is that the background does little to complement the site. The background for the BR site however, not only complements the title but helps project the mood of the site. Blade is backed by the complimentary color of a cool blue. This blue emits a soothing tone and desolate atmosphere because of its relation to the black. This atmosphere is common in the film. The figure of the BR is backed by the fade from blue to black similar to in the movie where the Decker d is found under soothing colors and mysterious shadows. Runner is backed by an abysmal black; an image found articulated in the movie in flying scenes over the futuristic LA and under the feet of Deckerd when dangling from Roy's grasp. Fans of the film can relate to the effective use of graphics in portraying the mood of the film. Critics to the use of graphics may argue that the home page is do directed to fans as to lose credibility in fulfilling the criteria to non-fans. As mentioned earlier, the author of the site had provided clues that the site is intended for fans; however, this site fulfills the site so well that non-fans are actually satisfied with this sites fulfillment of this criter... ...topic of the site, William Gibson. When clicking the info link, one would expect to see information concerning William Gibson, but instead this link is concerned with the producer of the site. "Info" doesn't even hint that this kind of information is going to be linked. This site fulfilled the criteria extremely well as a site directed at Bladerunner fans. But, as I already adressed arguments against this site becuase of its seemingly narrow focus to fans, I believe I proved the site to be exceptional even under the eye of a non-fan. Chapman's intelligent formatting of the sight and thoughtfulness for non-fans helped him far exceed my criteria of impressive graphics pertaining to the subject, simplicity in stlye and organization, and relevant links. Works Cited Chapman, Murray. The Requiem-William Gibson. 1995. Foley, J. Off-World (Bladerunner Page).

James Monroe Essay -- essays research papers

James Monroe was born in the quiet town of Westmoreland County, Virginia on April 28, 1758. His father, Spencer Monroe, was married to Elizabeth Jones in 1752. Spencer Monroe was a circuit judge and a farmer for the town (Kane 40). Monroe was the oldest of five. There were four other children; Andrew, Joseph, and Elizabeth. His third brother had died in his early childhood. He attended grammar school at a small academy for boys. This school had a reputation for serving the best of men, like George Washington and John Marshall (Kane 40), which is unique because he later followed George Washington as president. George Washington was a family friend of the Monroe’s. He admired Washington and was influenced by him at a young age. At age 16 his father Spencer Monroe died. Monroe was left to be the man of the house. A family member suggested that James should continue his education at the William and Mary College. Monroe enrolled in the most difficult program that the College offer ed (Stefoff 11). Within a year of his attendance at William and Mary College, the shot heard around the world at Lexington occurred. War broke out with England, and Monroe wanted to do something about it. At age 18 he later joined the army enlisting in the Third Virginia Infantry (Stefoff 12). Monroe was appointed lieutenant after a party of soldiers raided a British house taking guns and supplies. He later was acquainted with George Washington when the Third Virginia Infantry was joined with Washington’s troops in New York (Stefoff 13). During the war he was wounded in the Battle of Trenton but not severely. Monroe assigned to deskwork was asked if he would send a letter to the governor of Virginia asking for more soldiers. Monroe was waiting for a response from Washington but never heard from him, so in the mean time he studied law (Stefoff 15). Monroe became an aid under Thomas Jefferson, Governor of Virginia also influenced his life. Monroe and his good school friend work ed on the governor’s speeches and organized meetings. This prepared Monroe for what was to become of his life as President (Stefoff 21). Since the war was still going on, he had a mission from the military. Monroe was asked to go south and spy on British troops, because American troops feared that they were planning a surprise attack on them (Stefoff 21-22). After Monroe’s successful mission against British troops a... ...eted several projects that he cared about which needed to be addressed. One of them was setting aside land for Indians west of the Mississippi River.   Ã‚  Ã‚  Ã‚  Ã‚  Monroe left Washington on March 3, 1825 and set out for Oak Hill with his family. Although he was very successful in life, after his retirement he fell into financial trouble. The last six years of his life was very difficult. His debt had mounted and while waiting for money Congress owed him, on July 4, 1831, James Monroe died, bankrupt (Damon 95).   Ã‚  Ã‚  Ã‚  Ã‚  James Monroe was an excellent president and loved by all people. His main focus to help our country succeed as a nation together, kept us unified and strong. Although there were bad times, his success made up for those. He made a great impact in our history as a nation. He created the Monroe Doctrine, made it hard to own slaves, helped Indians find land, and helped our country unite as one. He fought for us in the War of 1812, which he was wounded. He loved our country and was true to the U.S. Monroe was the ‘Era of Good Feeling’ and will always be remember as James Monroe, who did bring to many people an era of good feelings. James Monroe Essay -- essays research papers James Monroe was born in the quiet town of Westmoreland County, Virginia on April 28, 1758. His father, Spencer Monroe, was married to Elizabeth Jones in 1752. Spencer Monroe was a circuit judge and a farmer for the town (Kane 40). Monroe was the oldest of five. There were four other children; Andrew, Joseph, and Elizabeth. His third brother had died in his early childhood. He attended grammar school at a small academy for boys. This school had a reputation for serving the best of men, like George Washington and John Marshall (Kane 40), which is unique because he later followed George Washington as president. George Washington was a family friend of the Monroe’s. He admired Washington and was influenced by him at a young age. At age 16 his father Spencer Monroe died. Monroe was left to be the man of the house. A family member suggested that James should continue his education at the William and Mary College. Monroe enrolled in the most difficult program that the College offer ed (Stefoff 11). Within a year of his attendance at William and Mary College, the shot heard around the world at Lexington occurred. War broke out with England, and Monroe wanted to do something about it. At age 18 he later joined the army enlisting in the Third Virginia Infantry (Stefoff 12). Monroe was appointed lieutenant after a party of soldiers raided a British house taking guns and supplies. He later was acquainted with George Washington when the Third Virginia Infantry was joined with Washington’s troops in New York (Stefoff 13). During the war he was wounded in the Battle of Trenton but not severely. Monroe assigned to deskwork was asked if he would send a letter to the governor of Virginia asking for more soldiers. Monroe was waiting for a response from Washington but never heard from him, so in the mean time he studied law (Stefoff 15). Monroe became an aid under Thomas Jefferson, Governor of Virginia also influenced his life. Monroe and his good school friend work ed on the governor’s speeches and organized meetings. This prepared Monroe for what was to become of his life as President (Stefoff 21). Since the war was still going on, he had a mission from the military. Monroe was asked to go south and spy on British troops, because American troops feared that they were planning a surprise attack on them (Stefoff 21-22). After Monroe’s successful mission against British troops a... ...eted several projects that he cared about which needed to be addressed. One of them was setting aside land for Indians west of the Mississippi River.   Ã‚  Ã‚  Ã‚  Ã‚  Monroe left Washington on March 3, 1825 and set out for Oak Hill with his family. Although he was very successful in life, after his retirement he fell into financial trouble. The last six years of his life was very difficult. His debt had mounted and while waiting for money Congress owed him, on July 4, 1831, James Monroe died, bankrupt (Damon 95).   Ã‚  Ã‚  Ã‚  Ã‚  James Monroe was an excellent president and loved by all people. His main focus to help our country succeed as a nation together, kept us unified and strong. Although there were bad times, his success made up for those. He made a great impact in our history as a nation. He created the Monroe Doctrine, made it hard to own slaves, helped Indians find land, and helped our country unite as one. He fought for us in the War of 1812, which he was wounded. He loved our country and was true to the U.S. Monroe was the ‘Era of Good Feeling’ and will always be remember as James Monroe, who did bring to many people an era of good feelings.

Managerial Essay

Problems Chapter 4 Problem 4-26 Moravia Company processes and packages cream cheese. The following data have been compiled for the month of April. Conversion activity occurs uniformly throughout the production process. 1) Analysis of physical flow of units. 2) Calculation of equivalent units. 3) Computation of unit costs. 4) Analysis of total costs. 5) Build a Spreadsheet: Construct an Excel spreadsheet to solve all of the preceding requirements. Show how the solution will change if the following data change: the April 1 work in process costs were $27,000 for direct material and $5,000 for conversion. 1.| |   Physical Units| | Work in process, April 1| 10,000| | Units started during April| 100,000| | Total units to account for| 110,000| | Units completed and transferred out during April| 80,000| | Work in process, April 30| 30,000| | Total units accounted for| 110,000| 2.| | | | | | | | Physical Units| Percentage of Completion with Respect to Conversion| Equivalent Units| | | | | Direct Material| Conversion| | Work in process, April 1| 10,000  | 20%| | | | Units started during April| 100,000  | | | | | Total units to account for| 110,000  | | | | | Units completed and transferred out during April| 80,000  | 100%| 80,000| 80,000   | | Work in process, April 30|  30,000  | 33.33%|  30,000|  9,900   | | Total units accounted for| 110,000  | | | | | Total equivalent units| | | 110,000| 89,900   | 3.| | | | | | | Direct Material| Conversion|   Total| | Work in process, April 1| $22,000| $ 4,500| $26,500  | | Costs incurred during April|  198,000|  158,400|  356,400  | | Total costs to account for| $220,000| $162,900| $382,900  | | Equivalent units| 110,000| 89,900| | | Costs per equivalent unit| $2.00| $1.81| $3.81  | 4.| Cost of goods completed and transferred out during April:| | | | | | | (Units Transferred) *(Total Cost per equiv. unit) =| 80,000ï€  Ã¯â€š ´Ã¯â‚¬  $3.81| $304,961| | | | | Cost remaining in April 30 work-in-process inventory:| | | | | | | Direct material:| | | | | | | | (# of equivalent units of Direct Material ) * ( Cost per Equivalent Unit of Direct Material) =| 30,000ï€  Ã¯â€š ´Ã¯â‚¬  $2.00| $60,000| | | | | | Conversion:| | | | | | | | (# of equivalent units of conversion) * (Cost per equivalent unit of conversion) =| 9,900ï€  Ã¯â€š ´Ã¯â‚¬  $1.81|   17,939| | | | | | Total cost of April 30 work in process| $77,919| | | | | | Check: Cost of goods completed and transferred out| $304,961| | Cost of April 30 work-in-process inventory|  17,939| | Total costs accounted for| $382,900| | | | | 5Build a Spreadsheet: Construct an Excel spreadsheet to solve all of the preceding requirements. Show how the solution will change if the following data change: the April 1 work in process costs were $27,000 for direct material and $5,000 for conversion.|