6 Pages

REP-2003-343

Course: CEN 3031, Spring 2011
School: University of Florida
Rating:
 
 
 
 
 

Word Count: 1941

Document Preview

Technical CISE Report TR03-012, July 2003 Using XML/XSLT as an Alternative to Microsoft Excel Pradeep Padala Computer & Information Science & Engineering University of Florida Gainesville, Florida 326116120 Email: ppadala@cise.u.edu <course name="se"> <student> blah blah blah blah blah blah </student> </course> Abstract In...

Register Now

Unformatted Document Excerpt

Coursehero >> Florida >> University of Florida >> CEN 3031

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Technical CISE Report TR03-012, July 2003 Using XML/XSLT as an Alternative to Microsoft Excel Pradeep Padala Computer & Information Science & Engineering University of Florida Gainesville, Florida 326116120 Email: ppadala@cise.u.edu <course name="se"> <student> blah blah blah blah blah blah </student> </course> Abstract In CISE1 , instructors usually maintain student records in Microsoft Excel. This causes serious interoperability and exibility issues. Alternatives like storing the data in at les or comma separated value (CSV) les require glue code to be written. XML/XSLT provide an exciting alternative to representing the data in a platform independent way. In this paper, we design XML documents for representing student records and XSL transformations to apply on the documents. We conclude by showing that XML/XSLT offer a distinct advantage over the alternatives. Fig. 1. Sample listing records is straight-forward and easy. But, Excel is dependent on windows platform. The data can also be represented in simple text or csv (comma separated value format) les. Due to simple nature of these les, they require glue code for manipulation. Though the glue code can be developed quickly using scripting languages like Perl, writing the code is still a signicant overhead for course staff. On the other extreme, we have databases that can store information in a very structured way. Though this is the best choice for large data, for simple data like student grades it is an overkill. XML with XSLT is the right choice for representing the data. XSLT can easily be applied to produce HTML output that can be served using CGI. I. I NTRODUCTION XML[1] provides a convenient way of representing heterogeneous data. It provides interoperability and an easy of manipulating the data with tools like XSLT[2]. Microsoft Excel is a spreadsheet and analysis program that is used to store data like payrolls, student grades etc. Excel provides various ways to interact with the data using macros. But, Excel can only be run on windows and has serious interoperability problems with other ofce suites like OpenOfce. At CISE, instructors maintain student records containing various information like project grades, exam grades and extra credit. Usually, they are stored in Excel causing interoperability problems with UNIX applications. As a teaching assistant for CEN3031 (Introduction to Software Engineering), I have developed various methods to cope up with the platform dependence of Excel. In this paper, rst, I explain the basic problem associated with using Excel to store data and basics of data representation. Then, the proposed solution for representing the data in XML is explained. Next, variations of the document and benets of each representation are discussed. Finally, the XSL transformations applied to the XML document and resulting HTML output is shown. III. XML RECORDS We can create a simple record structure with XML documents. Theoretically we dont need to have a DTD. Here I took liberty and created a simple XML document whose top level element is <course> and contains <student> nodes. Think of them as records. Figure 1 shows a sample of how a student record can be represented in XML. Figure 2 shows the listing of a complete XML document containing two student records. This document contains two student records, whose contents can be included in any order. Meaning, I can have <firstname> </firstname> any where in the record. The elds need not be in order. This solves the problem of some one sorting the excel le and messing the master documents structure. II. T HE PROBLEM - DATA REPRESENTATION In CEN3031, we have student records containing grades. The grades are entered by a TA and are shown to the students on on-line services. The on-line services serve the content using CGI (Common Gateway Interface). Student records often contain simple elds like name, ssn, exam1 grade etc. Using Excel to store and manipulating the IV. C ONVERSION TO HTML This section describes the way XSL transformations are used to produce HTML output. We can do variety of things using XSLT. The main concept is to separate the data and This article is the result of a discussion with Dr. Cubert regarding using XML/XSLT for representing student records in CEN3031 1 Computer & Information Science & Engineering 1 CISE Technical Report TR03-012, July 2003 presentation. We write an XSL style sheet which can be applied using an XSLT processor like xsltproc. This converts the XML document to something useful like html or comma separated le or even pdf. <?xml version="1.0"?> A. Student Roster Style sheet <course name="se"> <student> <firstname>Kevin</firstname> <lastname>Ayers</lastname> <password>a1234xyz</password> <ssn>12345678</ssn> <class>7EG</class> <major>CEN</major> <phone> <areacode>352</areacode> <number>1234567</number> </phone> <email>abc@bbc.com</email> <username>kma</username> <exam name="exam1" max="100"> <score>61</score> </exam> <exam name="exam2" max="70"> <score>50</score> </exam> <ta name="ppadala"/> <sect name="6261"/> </student> First, I wrote a simple XSL style sheet which just lists the information in plain tabular form. The XSL style sheet is in gure 3 and the resulting HTML is shown in gure 4 If you look at the original document closely, you observe that the phone number is divided into area code and number, which makes it easy to use a stylesheet which outputs a phone number like [areacode]-[number] If one day we decide to get rid of the -, we can simply delete a character from the stylesheet. B. Student Interface Style sheet I wrote another style sheet, which provides a student interface. The XSL style sheet and output HTML are shown in gure 5 and 6 respectively. This style sheet is much simpler and I could have used sorting as well. C. Style sheet for producing averages Another style sheet, just prints the averages of all exams. Interestingly, I gured out that having exam nodes with attribute names like <exam name="exam1"> is cumbersome to manipulate. So I changed student.xml to 7 This listing has similar content except that exam1 exam2 nodes replacing the plain exam nodes. This is a bit of hardcoding but makes things simpler. Coming back to averages, the style sheet is pretty simple. The style sheet and resulting HTML are shown in gure 8 and 9 respectively. <student> <firstname>John</firstname> <lastname>Buisson</lastname> <password>c1234abc</password> <ssn>12345678</ssn> <class>7EG</class> <phone> <areacode>352</areacode> <number>1234467</number> </phone> <major>CEN</major> <username>jb</username> <email>bbc@abc.com</email> <exam name="exam1" max="100"> <score>99</score> </exam> <exam name="exam2" max="70"> <score>66</score> </exam> <ta name="kaumudi"/> <sect name="6248"/> </student> </course> Fig. 2. V. S UMMARY AND C ONCLUSIONS We have described a simple method to represent student records in XML. XSL transformations can be used to convert the original XML into various useful forms. The following is a summary of the techniques. XML/XSLT solves the problem of multiple people working on the student grades. Different TAs just work with their XML documents and turn it over to main person entering grades. All he has to do is to cat them and apply the style sheet. style The sheets will take care of sorting etc... The document need not have the nodes in order. The TA need not worry about having <lastname> node before <firstname>. He/She can put them in any order he/she wishes. For consistency, a simple DTD can be created. Its text based. So people like me can use their favourite text editor to enter the grades. Or We can create a webbased front end. We can also create a comma separated elds le and import it into Excel XML student records (student.xml) 2 CISE Technical Report TR03-012, July 2003 <?xml version=1.0?> <xsl:stylesheet xmlns:xsl="http://www.w3.org/1999/XSL/Transform" version=1.0> <xsl:output method="html"/> <xsl:template match="/course"> <html> <head> <title> <xsl:value-of select="@name"/> scores </title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"/> </head> <body> <table border="2"> <tr> <th>First Name</th> <th>Second Name</th> <th>Password</th> <th>SSN</th> <th>Class</th> <th>Major</th> <th>Phone</th> <th>E-Mail</th> <th>Username</th> <th>TA</th> <th>Section</th> <th>Exam1</th> <th>Exam2</th> </tr> <xsl:apply-templates/> </table> </body> </html> </xsl:template> <xsl:template match="student"> <tr> <xsl:apply-templates select="firstname"/> <xsl:apply-templates select="lastname"/> <xsl:apply-templates select="password"/> <xsl:apply-templates select="ssn"/> <xsl:apply-templates select="class"/> <xsl:apply-templates select="major"/> <xsl:apply-templates select="phone"/> <xsl:apply-templates select="email"/> <xsl:apply-templates select="username"/> <xsl:apply-templates select="ta"/> <xsl:apply-templates select="sect"/> <xsl:apply-templates select="exam"/> </tr> </xsl:template> <xsl:template match="ta|sect"> <td> <xsl:value-of select="@name"/> </td> </xsl:template> <xsl:template match="phone"> <td> <xsl:value-of select="areacode"/>-<xsl:value-of select="number"/> </td> </xsl:template> <xsl:template match="exam"> <td> <xsl:value-of select="score"/> out of <xsl:value-of select="@max"/> </td> </xsl:template> <!--Default Template --> <xsl:template match="*"> <td> <xsl:value-of select="."/> </td> </xsl:template> <!--Ignore the text nodes (the white spaces)--> <xsl:template match="text()"> </xsl:template> </xsl:stylesheet> Fig. 3. roster.xsl 3 CISE Technical Report TR03-012, July 2003 Fig. 4. HTML produced by roster.xsl stylesheet <?xml version=1.0?> <xsl:stylesheet xmlns:xsl="http://www.w3.org/1999/XSL/Transform" version=1.0> <xsl:output method="html"/> <xsl:template match="/course"> <html> <head> <title> <xsl:value-of select="@name"/> Student Interface </title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"/> </head> <body> <table border="2"> <tr><th>Student Name</th> <th>Exam1</th> <th>Exam2</th> </tr> <xsl:apply-templates select="student"/> </table> </body> </html> </xsl:template> <xsl:template match="student"> <tr> <td><xsl:value-of select="firstname"/> <xsl:text> </xsl:text> <xsl:value-of select="lastname"/> </td> <xsl:for-each select="exam"> <xsl:if test="contains(@name, exam1)"> <td> <xsl:value-of select="score"/> </td> </xsl:if> <xsl:if test="contains(@name, exam2)"> <td> <xsl:value-of select="score"/> </td> </xsl:if> </xsl:for-each> </tr> </xsl:template> <!--Ignore the text nodes (the white spaces)--> <xsl:template match="text()"> </xsl:template> </xsl:stylesheet> Fig. 5. stdinterface.xsl 4 CISE Technical Report TR03-012, July 2003 Fig. 6. HTML produced by stdinterface.xsl stylesheet <?xml version=1.0?> <xsl:stylesheet xmlns:xsl="http://www.w3.org/1999/XSL/Transform" version=1.0> <xsl:output method="html"/> <xsl:variable name="nstds"> <xsl:value-of select="count(course/student)"/> </xsl:variable> <xsl:template match="/course"> <html> <head> <title> <xsl:value-of select="@name"/> Exam Scores </title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"/> </head> <body> <table border="2"> <tr><th>Exam Name</th> <th>Average</th> </tr> <tr> <td>Exam 1</td> <td><xsl:value-of select="sum(student/exam1/score) div $nstds"/> out of <xsl:value-of select="student/exam1/@max"/></td> </tr> <tr> <td>Exam 2</td> <td><xsl:value-of select="sum(student/exam2/score) div $nstds"/> out of <xsl:value-of select="student/exam2/@max"/></td> </tr> </table> </body> </html> </xsl:template> <!--Ignore the text nodes (the white spaces)--> <xsl:template match="text()"> </xsl:template> </xsl:stylesheet> Fig. 8. averages.xsl 5 CISE Technical Report TR03-012, July 2003 <?xml version="1.0"?> <course name="se"> <student> <firstname>Kevin</firstname> <lastname>Ayers</lastname> <password>a1234xyz</password> <ssn>12345678</ssn> <class>7EG</class> <major>CEN</major> <phone> <areacode>352</areacode> <number>1234567</number> </phone> <email>abc@bbc.com</email> <username>kma</username> <exam1 max="100"> <score>61</score> </exam1> <exam2 max="70"> <score>50</score> </exam2> <ta name="ppadala"/> <sect name="6261"/> </student> Fig. 9. R EFERENCES [1] T. Bray, J. Paoli, and C. M. Sperberg-McQueen (Eds), Extensible Markup Language (XML) 1.0 (2nd Edition), W3C Recommendation, 2000. [2] XSL Transformations (XSLT), 1999, http://www.w3.org/TR/xslt. <student> <firstname>John</firstname> <lastname>Buisson</lastname> <password>c1234abc</password> <ssn>12345678</ssn> <class>7EG</class> <phone> <areacode>352</areacode> <number>1234467</number> </phone> <major>CEN</major> <username>jb</username> <email>bbc@abc.com</email> <exam1 max="100"> <score>99</score> </exam1> <exam2 max="70"> <score>66</score> </exam2> <ta name="kaumudi"/> <sect name="6248"/> </student> </course> Fig. 7. HTML produced by averages.xsl stylesheet Modied student record XML document 6
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

University of Florida - CEN - 3031
SENIHA ESEN YUKSEL, Ph.D.CSE Bldg. Rm 542, University of Florida, Gainesville, FL 32611 USACell: 352 870 4993Email: seyuksel@cise.ufl.eduHome page: http:/www.cise.ufl.edu/~seyuksel/INTERESTS:Machine learning, computer vision, statistical analysis an
University of Florida - CEN - 3031
CEN3031SoftwareEngineering,Spring2011Homework1You are required to read the first 4 chapters of Mythical ManMonth and answer the following questions:1. Inthefirstchapter,theauthortalkedaboutafewfactorswhichmaymakeprogrammingfunand whyitisnecessarytotr
University of Florida - CEN - 3031
CEN 3031 Homework 2You are required to read 5-8 chapters of Mythical Man-Month and answer the following questions:1. When confronted with an estimate that is too high, the architect can challenge the estimate by suggestingcheaper implementations. This
University of Florida - CEN - 3031
CEN3031HOMEWORK3DueDate:11:59PM,Tuesday,March22.Youarerequiredtoread910chaptersofMythicalManMonthandanswerthefollowing questions:1.Fortheprojectmanager,sizecontrolispartlyatechnicaljoband partlyamanagerialone.InOS/360,eventhoughallofthiswasdoneveryca
University of Florida - CEN - 3031
CEN3031HOMEWORK4DueDate:11:59PM,Monday,March28.You are required to read 1113 chapters of Mythical ManMonth and answer the following questions:1. Thefundamentalproblemwithprogrammaintenanceisthatfixingadefecthasasubstantial (2050percent)chanceofintrod
University of Florida - CEN - 3031
CEN3031HOMEWORK5DueDate:11:59PM,Wednesday,April6.Youarerequiredtoread1416chaptersofMythicalManMonthandanswerthefollowing questions:1. Whenafirstlinemanagerseeshissmallteamslippingbehind,hetriestosolvethe problemwithoutreportingtothebossifpossible.The
University of Florida - CEN - 3031
CEN3031HOMEWORK6DueDate:11:59PM,Wednesday,April13.Youarerequiredtoreadchapters1719ofMythicalManMonthandanswerthefollowing questions:1. DavidHarel,inthe1992paper,&quot;BitingtheSilverBullet,&quot;undertakesthemostcareful analysisof&quot;NoSilverBullet&quot;(NSB)thathasbe
University of Florida - CEN - 3031
CEN3031HOMEWORK7DueDate:11:59PM,Wednesday,April20.YouarerequiredtoreadTheCathedralandtheBazaar byEricStevenRaymondtoanswerthefollowingquestions:1. Regarding software engineering, the author sums up the lessons he learn from developingtheopensourcesof
University of Florida - CEN - 3031
WebTP - A Transport-Layer Dierentiated Services ArchitectureYe Xia Hoi-Sheung Wilson SoJeng Lung Yogesh K. BhumralkarJean Walrand David TseDepartment of Electrical Engineering and Computer ScienceUniversity of California, BerkeleyAbstractWe introdu
University of Florida - COP - 4020
Committee on a Civil, Safe and Open EnvironmentFinal ReportApril 22, 2008Committee MembersMr. Brian Aungst, Student Member,Ms. Lola Bovell, Student Member,Professor Sandra Chance, Faculty Member, College of Journalism and Mass CommunicationMr. Stev
University of Florida - COP - 4020
COP-4020PROGRAMMING LANGUAGE CONCEPTSInstructor: Manuel BermudezSPRING 2011FINAL EXAMTake-home, due April 28 5 p.m.TURN IN YOUR SOLUTION AS A SINGLE, PLAIN TEXT FILE WITH YOURENHANCED TINY INTERPRETER, WRITTEN IN RPAL.Spring 2011COP-4020 Final Ex
University of Florida - COP - 4020
COP4020 Spring 2011 Homework-11. Consider the following context-free grammar:S SASBSdA AaAeB BbB CcCc(a) Show that the grammar is not LL(1).(b) Modify the grammar so that it becomes LL(1).(c) Construct the corresponding LL(1) parse table.(d) W
University of Florida - COP - 4020
~ d rh vhdfeWppYWIwi i QbepjhRjIYuh g heeYV~|z y ud h PYBcfw_veYhPspeQYV xV r u d rh QqwudvvYHttuptetBphxwvtsYVqph&quot;xeQpeQe6h g ph g dwsrvqdPQWphRexc`Q r i g f rhh fQ p Q Q tV r p r tIi vdQb nV reesV omutsV r i fQd i hfQd7jXi g lVkXRejbp g 7Re
University of Florida - STA - 5325
Stat 4321/5325November 19, 2004Exam 4Name_UFID_On my honor, I have neither given nor receive unauthorized aid on thisexamination.Signature_Answer all questions in the space provided. Show enough of your work to make itclear how you arrived at you
University of Florida - STA - 5325
First Exam - STA 4321/5325 Summer 2010What is the difference between a population and a sample; a parameter and a statistic?What are the three axioms of probability? Know the Complement Law and Additive Law and howto use them.In equally likely setting
University of Florida - STA - 5325
Second Exam Topic List for STA 4321/5325How is probability represented for a continuous random variable? What are the properties of adensity function? What is the definition of a distribution function? What are the properties of adistribution function.
University of Florida - ANS - 3384
J. Dairy Sci. 89:33753385 American Dairy Science Association, 2006.Pregnancy, Bovine Somatotropin, and Dietary n-3 Fatty Acidsin Lactating Dairy Cows: II. Endometrial Gene ExpressionRelated to Maintenance of PregnancyT. R. Bilby,* A. Guzeloglu, L. A.
University of Florida - ANS - 3384
DS174Dairy Business Analysis Project: Financial Summary for1995-20011A. de Vries, R. Giesy, L. Ely, A. de Araujo, A. Andreasen, B. Broaddus, S. Eubanks, D. Mayo, P.Miller, T. Seawright, C. Vann2IntroductionThe Dairy Business Analysis Project (DBAP)
University of Florida - ANS - 3384
Genetic Defects of DogsANS 3384Hip Dysplasia Characteristics: Shallow/malformed acetabulum Information: http:/www.offa.org/ http:/www.workingdogs.com/doc0090.htm Causes: Genetic predisposition h2 = ~.30 Excessive early growthControl of Hip Dyspl
University of Florida - ANS - 3384
Horse Color GeneticsANS 3384University of FloridaDepartment of Animal SciencesBay horse: note black points and reddish bodyA darker, or mahogany, bayBLACKSorrelPALOMINODarker shades of palominosGenotype: e/e Cr/Cr+Note that homozygosity forthe
UCLA - ECON - 121
Financial Accounting TheoryFifth EditionWilliam R. ScottPurpose: To create an awarenessand understanding of the financialreporting environment in a marketeconomyCopyright 2009 by Pearson Education Canada1-1Chapter 1IntroductionCopyright 2009 by
UCLA - ECON - 121
The main differences and advantages and disadvantages of the US GAAP bright line approachversus the IFRS conceptual approach in determining the classification of a lease are based on thefact that in case of IFRS and the US GAAP there is a difference bas
UCLA - ECON - 121
IASB and FASB release revenue recognition exposure draftWhat is the issue?On June 24th, the FASB and IASB issued an exposure draft proposing a new revenue recognition model thatcould fundamentally alter the way entities across a variety of industries r
UCLA - ECON - 121
Leases:US GAAP vs. IFRSA. HISTORYUS GAAP:Sep. 1964Nov. 1976APB 5: Reporting of Leases in FinancialStatements of LesseeFAS 13: Accounting for Leases;Superseded APB 5FAS 13 has been amended, affected andinterpreted by numerous FASs, FINsand EITF
UCLA - ECON - 121
The Future of Lease AccountingJoint FASB/IASB Leasing ProjectAgenda History Perceived Problems with Current Model Executive Summary of Discussion Paper Key Issues for Discussion Our Point of View TimingPricewaterhouseCoopersKey Issues for Discus
UCLA - ECON - 121
IntermediateFinancial Accounting ICurrent Liabilities andContingenciesObjectives of the Chapter1. Accounting for current liabilities with definiteamount (i.e., trade related liabilities,employee payroll related liabilities andaccrued liabilities.)
UCLA - ECON - 121
Fundamental ConceptsMaher 10e Chapter 11Learning Objectives1. Distinguish between managerial andfinancial accounting.2. Understand how managers use accountinginformation to implement strategies.3. Master concept of cost.4. Compare and contrast in
UCLA - ECON - 121
Measuring Product CostsMaher 10e Chapter 21Learning Objectives1.2.3.4.6.7.8.Understand the nature of manufacturing costs.Explain the need for recording costs by department &amp;assigning costs to products.Compare &amp; contrast normal &amp; actual costi
UCLA - ECON - 121
Activity-Based ManagementMaher 10e Chapter 31Learning Objectives1. Identify strategic &amp; operational uses of activitybased management (ABM).2. Differentiate between traditional cost allocationmethods &amp; activity-based costing (ABC).3. Understand the
UCLA - ECON - 121
Strategic Management ofCosts, Quality, and TimeMaher 10e Chapter 41Learning Objectives Distinguish between the traditional view ofquality and the quality-based view. Compare the costs of quality control to thecosts of failing to control quality.
UCLA - ECON - 121
Cost Drivers and CostBehaviorMaher 10e Chapter 51Learning Objectives1.2.3.4.5.6.7.8.Distinguish between variable &amp; fixed costs &amp; betweenshort run &amp; long run; define relevant range.Identify capacity costs, committed costs, &amp;discretionary co
UCLA - ECON - 121
Financial Modeling for ShortTerm Decision-MakingMaher 10e Chapter 61Learning Objectives1.2.3.4.5.6.7.Describe the use of financial modeling for profitplanning purposes.Explain how to perform cost-volume-profit (CVP)analysis.Describe the use
UCLA - ECON - 121
Differential Cost Analysis forOperating DecisionsMaher 10e Chapter 71Learning Objectives1.2.3.4.5.6.7.9.Explain differential principle &amp; know how to identifycosts for differential analysis.Explain relation between costs &amp; prices.Explain ho
UCLA - ECON - 121
Capital Expenditure DecisionsMaher 10e Chapter 81Learning Objectives1.2.3.4.5.Explain role of capital expenditure decisions instrategic planning process.Describe steps of net present value method for makinglong-term decisions using discounted
UCLA - ECON - 121
Profit Planning and BudgetingMaher 10e Chapter 91Learning Objectives1.2.3.4.5.6.7.Explain the use of a budget as a tool for planning &amp;performance evaluation.Explain how a budget can affect employee motivation.Compare the 4 types of responsib
UCLA - ECON - 121
Profit and Cost CenterPerformance EvaluationMaher 10e Chapter 101Learning Objectives1.2.3.4.5.6.7.Explain reasons for conducting variance analyses.Describe how to use budget for performanceevaluation.Identify different types of variances be
UCLA - ECON - 121
This test covers chapter 1 through 3. In particular, the following topics are emphasized.Chapter 1 Distinguish between managerial accounting and financial accounting Distinguish between cost and expense Define and understand cost, direct cost, indirec
UCLA - ECON - 121
Tax Proposals in the 2011 BudgetThe Tax Policy Center offers the table below as a guide to the tax provisions of President Obamas 2011 Budget. Subsequentpages provide detailed descriptions and brief commentaries on each provision. Linked tables show the
UCLA - ECON - 121
On June 7th, President Bush has signed into law the biggest reduction infederal taxes since 1981. Some Democrats say the tax cut will divert revenues thatthe federal government needs to spend on education, prescription drugs and otherpriorities, but Bu
UCLA - ECON - 121
Total state and localbusiness taxesState-by-state estimates for fiscal year 2010July 2011The authorsAndrew Phillips is a senior manager in the Quantitative Economics and StatisticsPractice of Ernst &amp; Young LLP. He has extensive experience working on
UCLA - ECON - 121
Senate Finance CommitteeInterim Report on Texas TaxesDecember 2002P.O. Box 12068 Austin, Texas 78711 512/463-0370Texas Senate Committee on FinanceInterim Report on Texas TaxesDecember 2002Letter of Submission . . . . . . . . . . . . . . . . . . . .
UCLA - ECON - 121
1Chapter 1Overview of the Tax StructureHighlights of 2010 Tax Changes Ination adjustments amounts for the basic standard deduction in 2010: Single and married ling separate (MFS) taxpayers, $5,700 (same as in 2009); Qualifying widow(er) and married
UCLA - ECON - 121
9Chapter 2Tax Determination, Payments,and Reporting ProceduresHighlights of 2010 Tax Changes Two types of residential energy credits are available for 2010. The residential energy property creditallows taxpayers a credit equal to 30% of the cost of
UCLA - ECON - 121
41Chapter 3Gross Income InclusionsHighlights of 2010 Tax Changes In 2010, the kiddie tax applies to certain children with unearned income in excess of $1,900 (same asin 2010). All unemployment compensation received in 2010 is taxable. (In 2009, the
UCLA - ECON - 121
59Chapter 4Gross Income Exclusionsand Deductions for AGIHighlights of 2010 Tax Changes Ination adjustments increased the exclusion for foreign earned income to $91,500 in 2010 (up from$91,400 in 2009). The annual pay threshold for key employees inc
UCLA - ECON - 121
83Chapter 5Personal Itemized DeductionsHighlights of 2010 Tax Changes The mileage rate for medical is $.165 for 2010 (down from $.24 per mile in 2009). The mileage rate forcharitable contributions remains at $.14. At the time the book went to press,
UCLA - ECON - 121
101Chapter 6Other Itemized DeductionsHighlights of 2010 Tax Changes The standard mileage rate in 2010 for deducting business use of a vehicle is $.50 per mile (down from$.55 per mile in 2009). The depreciation component built into the standard milea
UCLA - ECON - 121
125Chapter 7Self-EmploymentHighlights of 2010 Tax Changes The standard mileage rate for deducting business use of a vehicle is $.50 per mile in 2010 (down from$.55 in 2009). The depreciation component built into the standard mileage rate for busines
UCLA - ECON - 121
153Chapter 8Depreciation and AmortizationHighlights of 2010 Tax Changes The dollar limit for purposes of the immediate expensing of Section 179 property increased to $500,000in 2010 (from $250,000 for 2009). The phase-out of this amount begins when m
UCLA - ECON - 121
195Chapter 10Property: Basis and Nontaxable ExchangesHighlights of 2010 Tax Changes The estate tax has been repealed for 2010. It is scheduled to return to 2001 levels in 2011. Without an estatetax, the stepped-up basis rules that applied in prior ye
UCLA - ECON - 121
207Chapter 11Property: Capital Gains and Losses, and DepreciationRecaptureHighlights of 2010 Tax Changes No signicant tax law changes occurred for 2010.Teaching Suggestions1. The netting of capital gains and losses is one of the more difcult concep
UCLA - ECON - 121
277Chapter 14C CorporationsHighlights of 2010 Tax Changes In 2010, businesses can elect to expense up to $10,000 of start-up costs (up from $5,000 in 2009). Whenstart-up costs exceed $60,000, the amount that can be expensed is reduced by the amount o
UCLA - ECON - 121
291Chapter 15Partnerships and S CorporationsHighlights of 2010 Tax Changes No signicant tax law changes occurred for 2010.Teaching SuggestionsTo help students understand the taxation of different business entities, discuss the similarities and diffe
SPSU - ARTS - 210
Comparison &amp; Contrast of the Classical Pieces of Music1st movement of Symphony No.40 in G minor by Mozart &amp; 1 st movement of Symphony No. 5in C minor by BeethovenComparison: These two compositions are both in the form of Sonata, because they both have
SPSU - ARTS - 210
Gregorian Chant and Renaissance MusicGregorian chantVeni CreatorVeni Creator is the song I hear for the Gregorian part. This is a song withoutmusic instruments accompaniment. First, I heard only one voice, and then Iheard the chord of more voices. It
SPSU - ARTS - 210
Assignment of Baroque MusicVocal MusicOrfeo, Tu se mortaThis piece of homophonic opera is composed by Claudio Monteverdi in 1607. I like it much! Thefirst time when I was listening to it, I had no idea what the lyrics were about. After reading the tex
SPSU - ARTS - 210
Medieval &amp; renaissance Listening assignmentGregorian chantVeni CreatorVeni Creator is the song I hear for the Gregorian part. This is a song without musicinstruments accompaniment. First, I heard only one voice, and then I heard the chordof more voic
SPSU - ARTS - 210
ResponseI am most interested in terraFutura #9 by Bryan Steiff. When I first looked atthis image, I thought it was a residential district or a neighborhood factory. Maybesome photographer shot this picture from a high perspective so that the imagepres
SPSU - ARTS - 210
Response to Hopper and HirschEdward Hirsch is interested in the painter Edward Hopper, but he isinterested in the theme that Hopper presents, too. Hopper is characterized asan observer staring the world and finding the nature of humans. He revealsthe
SPSU - ARTS - 210
Response to On PhotographyI partly agree with the author Susan Sontag. I used to think the reasonwhy I always take my camera with me when I went for a trip is that I wanted torecord my happiness, but I see now this reason can only be sorted to theSont
SPSU - ARTS - 210
Response of the Unit 2In this unit, the texts that impress me much are the pictures of GoldenGate Bridge photographed by Richard Misrach. Six photos in total, all aboutGolden Gate Bridge, even from the same angle, yet none looks like one of theother.