Assignment 1 to organize or not to organize?
This assignment is for an HRM class – Employee and Labor Relations.
Textbook used: Holley, W., Jr., Jennings, K.M., Mathis, R. L., & Jackson, J. H. (2012). Employment Labor & Relations, (2nd ed.). Mason, OH: South-Western Cengage Learning. (NOTE: This is a textbook uniquely ceated for the University and can only be purchased through the Strayer Bookstore).
THE COMPANY I WANT TO CHOOSE IS TARGET OR WALMART. PLEASE SEE THE ATTACHMENT.
Capital structure analysis_liabilities and owners equity for campbell
(Capital Structure Analysis) The liabilities and owners equity for Campbell Industries is found here. Account Payable: $523,000 Notes Payable: $252,000 Current liabilities $775,000 Long-term debt: $1,210,000 Common equity: $4,716,000 Total liabilities and equity $6,701,000 a. What fraction of the firms assets does the firm finance using debt (liabilities)? (round to one decimal place) b. If Campbell were to purchase a new warehouse for 1.1 million and finance it entirely with long-term debt what would be the firms new debt ratio?
CC Developing a Buyer Persona Paper
As the marketing director, you have been assigned the task of creating a buyer persona for your company. Use the information from the course materials and from conducting additional research to answer the following questions: What is the role of research in developing a buyer persona? What information will you need to gather for your ideal customer? How will the organization be able to use the buyer persona for marketing strategy development?
ISSC 341 Central Texas College Flash Memory Cards Discussion
Hello,I need two responses of at least 150 words each for the below students discussions for this week. Also in the bold below are the questions the students at answering.1) Using course resources and the Internet, please explain the following Flash Memory Cards:a. Secure Digital (SD)b. Compact Flash (CF)c. Memory Stick (MS)d. MultiMediaCard (MMC)e. xD-Picture Card (xD)f. SmartMedia (SM)Student one:A. Secure Digital (SD) A standard SD card is 32 mm long, 24 mm wide, and 2.1 mm thickMini SD card is 21.5 mm x 20 mm x 1.4 mm. Has storage capacities ranging from 8 MB to 4 GB. Supports digital rights management (DRM) technology. SD cards usually come preformatted with the FAT32 file system SDHC cards support capacities greater than 4 GB. Not compatible with older devices that accept SD cards. B. Compact Flash (CF) – One of the older flash memory types. There are two types of CF cards: Type I cards are 3.3 mm thick and Type II cards are 5 mm thick. CF cards have storage capacities ranging from 2 MB to 100 GB. CF cards have a controller chip that attempts to prevent the premature wearing out of a particular sector. It spreads the data out over the device when writing.C. Memory Stick (MS) – There are various types of Memory Sticks with capacities ranging from 4 MB to 32 GB. Cards are typically used with digital cameras, PDAs, and the PlayStation Portable (PSP) Memory Sticks support high-speed data transfers, with a maximum speed of 160 Mbps.D. Multimedia Card (MMC) An MMC is 32 mm long, 24 mm wide, and 1.4 mm thick. It is almost the same size as an SD card. The SD format is actually a successor to MMC. It can fit into most devices that support SD cards. MMC supports storage capacities up to 8 GB.E. xD-Picture Card (xD) Card is 20 mm long, 25 mm wide, and 1.78 mm thick and format supports storage capacities up to 8 GB. Cards are used primarily in digital cameras that are made by Olympus and Fujifilm, developers of the format xD cards support fast data transfer rates.F. SmartMedia (SM) – Cards are 45 mm long, 37 mm wide, and 0.76 mm thick with a storage capacity ranging from 2 MB to 128 MB. Cards can be used with PC Card slots, CF Type II slots, and 3½-inch floppy drives using adapters. Larger size makes it impractical for use in most modern devices. USB Flash Drives – USB flash drives, NAND-type flash memory data storage devices integrated with a USB 1.1 or 2.0 interface. Small in size, lightweight, easily detachable, and rewritableStorage capacities range from 8 MB to 64 GB. Usually used for relatively quick portable storageUses the USB mass storage standard. Other names: Pen drives, thumb drives, jump drives, USB keys, USB sticks, key drives, and vault drives USB flash drive consists of a small printed circuit board enclosed in a robust plastic or metal casing; connector is usually protected by a detachable cap; does not require batteries; gets its power from the device to which it is connected.To access the data that is stored on a flash drive, a user must connect the drive to either a:USB port and or USB hub attached to a computer or other device. Components of a USB flash drive: Male type-A USB connector; mass storage controller; jumpers and test pins; NAND flash memory chip; crystal oscillator; LED; write-protect switches. Common uses of USB flash drives: transfer data from one computer to another; perform system administration tasks; to transfer applications; to hold music; and, to boot operating systems. ReferencesÅrnes, André. (© 2018). Digital forensics. [Books24x7 version]Bartz, Robert J. (© 2018). Cwts, cws, and cwt: complete study guide, exams pw0-071, cws-2017,cwt-2017. [Books24x7 version]-BridgettStudent two:First of all, welcome to week three. So, for this weeks forum post we have been tasked to answer one question with six parts. It is my intent to answer each one individually below. Please let me know what you think or what I missed or just totally got wrong.Q: Using course resources and the Internet, please explain the following Flash Memory Cards:While it appears the listed flash memory is visually different and used it different circumstances, they are generally the same viewed as stable solid state, portable media. All of them benefit from reduced size and no moving parts, however, the user will have to content with maximum write cycles that can influence the overall life span of the device.a. Secure Digital (SD): The SD card was originally created back in 2005 and was improved upon with the introduction of the Micro version in 2016. Starting at 128 Mb, they are able to hold up to 2 terabytes.b. Compact Flash (CF): The compact flash card was the predecessor to the SD card, the grandparent to the SD card. It was slightly larger, thicker, and was intended high end digital camera photography. Developed by San Disk, they can typically hold anywhere from 2MB to 512GBs.c. Memory Stick (MS): When I hear memory stick, I think Universal Serial Bus (USB) since its was one of the quickest to wide spread acceptance. However, that is not the case, MS was a Sony proprietary attempt at flash memory. Launched in 1998, mostly for use in Sony products like the PlayStation, cameras, and phones. Sonys Memory Stick, had storage ranging from 64Mb to 16GB.d. MultiMediaCard (MMC): While MMC was one of the first removable media types used in cellular technology, designed in 1997, it has been widely retired in removable form. MMC technology is not yet disappeared, it in fact has found a new lease on life as embedded memory with the typical memory size of 128GB.e. xD-Picture Card (xD): The xD picture card has likely seen less wide spread use and limited marketability due to its proprietary use in Olympus camera gear. Introduced in 2002, with memory ranges from 16MB to 512MB, it is now widely considered obsolete.f. SmartMedia (SM): The SM cards main advantage was its ability to manipulate smaller chunks of data, something its competitors could not do as well, however, it was more delicate then its contemporaries. Its limited 128MB memory offering, along with its lack of reliability, and comparative size to the CF card did not help its marketability.Thanks for stopping in and taking a read.PaulReferences:Peter. (2018, November 18). Counterclockwise: Short history of the memory card. Retrieved July 16, 2019, from Rouse, M., & Kranz, G. (n.d.). What is flash memory card? – Definition from WhatIs.com. Retrieved July 16, 2019, from Rouse, M. (n.d.). What is SmartMedia card? – Definition from WhatIs.com. Retrieved July 16, 2019, from XD-Picture Card (2002 2010). (2018, December 22). Retrieved July 16, 2019, from
SU Solid Waste Audit Worksheet
This week we are learning about what happens to our solid waste. We are very much a consumer driven society and we make a LOT of waste in our daily lives! For the discussion this week I want everyone to do a 24 hour waste audit. You can download this sheet to keep track of what you consume for a 24 hours period and what will happen to the waste that you generate doing what you do during that time. You don’t need to use the sheet, but it’s a good guide to help you think through what you are using, writing some notes about your waste on scrap paper or tracking it in a note on your phone is fine too. The sheet was originally created for an event in 2018, but it will work fine for us to use as we examine our own practices today.For your initial post, lets look at recycling.After you’ve completed your waste audit you can post the results either as a part of your initial post (if you see the instructions in time for that) or you can comment on your own post with some conclusions based on your audit. Things to think about after your audit:Also respond to the following peer posts:BRANDON-Recycling, in general, is good for the environment. It is a first step in reducing our own carbon footprint and taking a step forward in environmental awareness. Recycling reduces the amount of plastic in our environment and provides a chance for these items to be reused. Recycling also has its drawbacks as there are so many different types of plastic that it can be hard to sort through and some ends up thrown out anyway being put back into the environment and not properly disposed of. We, as a society, are making recycling options easier than ever. Many parks and outdoor recreation locations have cans to recycle plastic and other items that can be recycled rather than thrown away. Townships and other locations are offering proper disposal of toxic products such as motor oil, anti freeze and paint. These changes make it easier to properly dispose of hazards materials so these chemicals do not get back into the environment.After the 24 hour waste audit I was surprised at the amount of trash we produce as a family. I have a young child who is still in diapers and that alone adds to the amount of waste we produce. On top of that we always pack our lunch and use sandwich bags and plastic silverware. We also go through milk and juice containers quite frequently as well. The waste I can eliminate the easiest is the use of plastic silverware and sandwich bags. I can replace these items with plastic containers to carry food and reusable utensils. The option for cloth diaper is there but it would be hard to use with my lifestyle. Instead of buying water bottles I could get a refillable one to use through the day instead of plastic ones I just throw away. I will make more of a conscious effort to recycle more plastic bottles and containers instead of throwing them away.HANNAH-Yes and no, recycling is good for the environment. There are many different materials that must be separated. According to the PowerPoint in the resource folder. Recycling can help limit the landfills and dump sites a country can have. We can use recyclable waste to create fertilizer for plants to grow. This could create a cycle where instead of using a lot of the earth’s resources for a limited time, we could reuse them and give them longer time spam in usage. Something we could do to start the switch is to limit plastic and paper. For example, in the PowerPoint, Denmark has switched to 97% paper recycling. The plastic can be switched to reusable bottles and containers that are eco-friendly.The bad part of recycling is that there will never be enough resources because of the rate we consume them or the people who will follow them. The majority of the waste at landfills could be recycled but people dont. The bad side is there are toxic materials that cant get mixed into or recycled. if we burn them and the waste, it just goes into the air we breathe. If we switched to a sanitary landfill, where everything is sorted and packed into clay and didnt destroy the soil, then it could potentially help the environment.It is very easy to recycle. color coding helps to let a person know what should go where. The big cities have many areas to dump recycling into the recycling center. I think if we added more recycling places in rural areas and taught secondary schools more about how important it is to recycle than we could make changes.In conclusion, Recycling is good for the environment. However, stopping the US from consuming more than European countries would be also very good for the environment.For 24 hours I didn’t waste a lot. In Colombia, everything is very recyclable friendly. I bought a water bottle that I reuse for water all day and week. The food made for us is served on banana leaves and during 24 hours the only thing I did waste was a candy bar wrapper. Most of the food we also get from the garden on site so we don’t use a lot of storage or bags. The are a lot of things I do reuse and then recycle. For instance, the banana peels and apple stems, are then put into recycling where the locals make them into fertilizer.After 24 hours of watching what I waste, I was very surprised at how little I throw away in Colombia compared to life in the US. I think if I was in the US the waste would be much higher than what I had shared. When I live in the US, I can remember every other hour of throwing stuff away, from food to drinkable water ( stuff we take advantage of).SHANNON-For your initial post, lets look at recycling.I have been in Arizona for the last few days and for some reason the need for conservation and recycling here is more obvious to me. It is apparent that the Phoenix Valley is not meant to house so many people. Due to the heat and need to stay hydrated while out and about, I hate to admit it, but we have used so much more plastic by way of water bottles since being here. Having a water bottle is helpful of course, but when you need a refill, it typically requires purchasing a bottle of water due to lack of free flow water. But, we have tried to utilize water fountains where available.Having recycling bins located in regular intervals in high travel areas would be helpful – but as we are all aware, sometimes even getting people to use standard garbage cans can be a challenge.
GCU Ethics IEP Development of A Student Discussion
You are responding to the student discussion board. I gave you the tittle of each post. minimum word count is 250 for each.This discussion board is about: In considering the IEP development of a student with ASD, what members of the team should have input in the creation of the IEP? Why? (SUZ) All members of the IEP team should contribute to the process of developing the IEP. It is important for the childs parents to have an opportunity to contribute and understand what goals their child is working towards and what services the school is providing (Rothstein, Johnson, 2014). The classroom teacher needs to understand what goals the student is working towards. The special education teacher needs to ensure that the students goals and supports are meeting the childs needs and within the parameters of the law (Rothstein, Johnson, 2014). The special service teachers (SLPs, OT & PT) need to understand what the goals of the student are as well. All of these members of the team also must mutually agree on the goals to ensure collaboration. The childs strengths should always be considered when developing an IEP (Rothstein, Johnson, 2014). Parents and teachers may have differing views on the childs strengths and collaboration in identifying strengths will build a stronger plan for the student.I have found that it has been helpful for me as a teacher to hear a parents point of view on their childs strengths, it sometimes opens up a new view for me on my students. I also have had the experience of sharing my views of a childs strength with their parents and have surprised parents with information they were not aware of. In one particular situation the parent started crying happy tears when she heard what her son was doing at school that she didn’t even know he was capable of! It was a fun moment for all of us in the meeting to celebrate a success of a student.ReferencesRothstein, L., Johnson, S., (2014), Special education law 5th edition, Sage publications, Thousand Oaks CA.(VER) According to Rothstein and Johnson (2013), When providing special education services there a variety of individuals involved in the process and each and every one of them play a vital role in the educational system where it is important to be able to communicate as a team to develop the best appropriate plan for the students with disabilities (Rothstein & Johnson, 2013). Parents also play a very important role in the process because they are often the decision makers during the development in the IEP plan. All members that are providing related services should be part of the development of the plan because they play an important role in programming and putting in place the adequate support systems for the student (Rothstein & Johnson, 2013). Under IDEA, all involved should be properly trained with required qualifications and certifications to make sure all decisions being made are in accordance with the state law (Rothstein & Johnson, 2013). I think it is important that all team members have input in the development of the IEP because we all are experts in our own area, for example, as a special education teacher I can provide academic input along with input on educational goals; however, I would not be able to provide any input in regards to occupational therapy or speech and language pathology. Parents play an important role in the process, but I work in low income community where many of our parents are depending on us to create the best plan for their children. In order to come up with the best individualized plan that meets that needs of the student, all the team members input should be taken into consideration. In the district I work with, we collaborate prior to the meeting where we staff and discuss our views and input prior to having a meeting, no decisions are made but we do discuss any important information in order to be in the same place regards FAPE and LRE. Rothstein, L., & Johnson, S. F. (2013). Special education law (5 ed.). Thousand Oaks, CA: SAGE th Publications, Inc. ISBN-13: 9781452241098This dicussion board is about: How can special educators ensure that parents have input in IEP development? What can educators do if parents refuse to attend an IEP meeting? What are the ethical considerations involved in IEP development and parental involvement?(BRAN) believe parent input is the most helpful. They know their child the best and knowing their concerns can help. It is also nice to use the same techniques that way it is routine throughout their day. I send a questionier home with the notice of conference. It includes questions about what their child is good at, concerns, and hobbies. I try my hardest to work around the parents schedule when scheudling the IEP meeting. This can be difficult when their are more people on the IEP team. I usually get a list of dates/times form the parent and try to make one of those times work for everyone. If the parent is unable to attend when phone conference them in. Making sure parents get the notice of conference 10 days prior to the IEP meeting is very important. It is also important to document each time you try contacting the parent to scheudle the appointment. We use power IEP and there are 3 different slots to include communication. (DEB) It can be very frustrating when parents do not show up for meetings. I teach in a Title I school and I have to typically send home a letter, make a phone call and send a class DOJO reminder message to about 80% of my families. Each year I get a handful who do not show up for any meetings. This year we had an eval meeting and an IEP meeting on speaker phone. anther mom said do whatever, send home what I have to sign. I worked with her child an entire school year and never met her. Parents are an important part of the team and their input it vital, but for many reasons, work, anxiety, even substance abuse, they are not able to be present.Over the years I have go to homes, work, I have had IEP meetings in parents cars, at a picnic table on the playground. One time a mom avoided th whole situation and when I walked out to her car, she tried to run me over. That is not an exaggeration. Her mother called the school to apologize for her daughters behavior (she was in the car with her) and said she was recently diagnosed with Bi-Polar and asked me to please not press any charges. My principal assigned the child to another case manager and the mother continued to be aggressive but the grandmother took over and things got better. I have had IEPs signed in jail, DCYF has had to get some paperwork signed and of course sometimes the paperwork gets sent home.It can be a challenge to get parents in but it is important that we exhaust every option to do so. It is our ethical responsibility as educators that we do so. I am fortunate the my school has a full time social worker and she goes above and beyond to help us get parents in for meetings.
Locke | English homework help
RESPOND to each post150 words EACH
POST ONE
As a result of having a different perspective than Thomas Hobbes and the state of nature, John Locke also views the need for enacting a social contract differently. Locke did not see humans as warring in a state of nature as Hobbes had. Instead, Lockes state of nature could be explained as a perfect place where people had the freedom to choose their own paths in life so long as it did not infringe upon others.
Locke viewed people as being kind toward one another as a result of the Law of Nature, which was a result of virtues from God. Under the Law of Nature, people were equal and would be treated as such because of their morals stemming from their belief in God. By the same token, Locke acknowledged that having liberty in the state of nature was not synonymous with a license to do what we pleased, as, no one ought to harm another in his life, health, liberty, or possessions
(Locke, section 6). Only when a man has done something wrong can another man have power over him in the state of nature and this power cannot be used excessively, and only using calm reason and conscience (Locke, section 8)
Locke also understood the need for private property for men. Private property was the combining of a person using his (her) own labor along with the natural resources in nature to produce something. When a person used their abilities to produce something, they should have the right to that final product. However, a person could not claim more than what should be considered their own fair share. In other words, owning excessive private property would now breach the Law of Nature. Because of the desire for private property and the want to maintain it, men would give up the freedom of the state of nature, relying upon a government for protection.
To me, Lockes state of nature is more in line with my own thinking. People are not naturally evil and warring, but instead more virtuous, whether stemming from beliefs in God, their own upbringing, or just naturally moral. As a result, the only need for people to enter into a social contract is to settle disputes and not for self preservation as Hobbes suggested.
Although I accept (interpret?) the notions of a state of nature from both Locke and Hobbes as theoretical, Lockes description seems closer to what I understand as reality. His description of the importance of property is not only unique from Hobbes, but also makes sense. People like their things and do not want them taken away. This seems very natural in society today. Lockes views were instrumental not only in our re-establishment of the state of nature when the American colonists declared their independence, but was also instrumental in the writing of the Bill of Rights.
POST TWO
Locke view of the state of nature is that mankind is a state of perfect and complete liberty to conduct ones life as one best sees fit, free from the interference of others (iep.utm.edu). In other words people are born free to do as they please, as long as they follow moral laws conduct themselves in manner not causing harm to others. Locke saw man as being equal to one another, having the right to defend themselves from their aggressor.
The reason Locke saw property as a natural right is because, a person who works for a living builds creates products from the earth of their own doing is the rightful owner of the particular land. Because they took advantage of all the resources God had made available to them. But Locke also emphasized that a person should not take more than they needed one is not allowed to take more from nature than one can use, thereby leaving others without enough for themselves ((iep.utm.edu). With property being a natural right Lockes view of the state of nature all but guarantees one freedom from any sort of oppression, if man are able to defend themselves, own their property, live in peace surely can live as one sees fit.
Lockes Hobbes differ greatly on their version of state of nature, Locke believed that people should have the right to do as they pleased with absolute liberty as long as they obey moral standings. Being a Philosopher in a time of civil war in the 17th centruy England were the Monarchy was eventually dispose, gave Locke his very liberal ideas. As for Hobbes his version of state of nature is, those in civil society should submit themselves to political authority such as King or a one party system in either case both have completed authority over everyone property. In my opinion I think Hobbes believe that mankind cannot make wise decision, thus leave it to an absolute authority to make those decisions. These two Locke Hobbes are different as night day mainly because of the times of each one of their ideas came to be, the same is the case for their version of a social contract same formula but very different implementation.
POST THREE
Locke was a social contract theorist. Locke believed that man was meant for civil society and that the latter must impose limitations on citizens if individual rights are to be protected. (APUS)Lockes social contract comes in two stages: a social and a political contract. The first stage is there to make sure a civil society is formed and the second stage ensures that there is a common political authority in order to protect their property.
A contract is needed in order for there to be some sort of following in society of what not to do and what to do. In Lockes social contract he talks about Civil Society.
He reasons that men contract and put themselves into civil society to avoid the inconveniences of the state of nature , which pose a perpetually looming threat of a state of war, and ultimately to protect property in person and land. (APUS) The civil society differs tremendously from Sovereignty, the only purpose that the government has dealing with the civil society is that they protect citizens property. Men in civil society give up their natural freedom to gain protection of the laws. The Sovereignty is much different, For Locke the Sovereign is the law which is fair and equally applied to all equally. (APUS) In a popular sovereignty the government has limited power and not all your rights are turned over to the government. The Sovereign is ruled by consent of the people and to be ruled by the majority. Basically there is a leader that is put into that position and he represents the Majority. With Lockes view on it the people form together and put together their view and go against the ruler if need be. With popular sovereignty not all rights are turned over to the government. The relationship between limited government and the citizen is a reciprocal one. (APUS) I think that this type of sovereignty is directed towards all citizens that feel that their voice or opinion should be heard as long as they abide by the laws of their state.
There are many differences between Locke and Hobbes. Locke looks at things as looking out for the people. Hobbes thought that there should be more of a monarch style ruling where what the ruler says goes and all your rights are turned over to the government. Men cannot know good and evil, and in consequence can only live in peace together by subjection to the absolute power of a common master, and therefore there can be no peace between kings. (Jim.Com) Hobbes basically meant that there had to be one master ruler and that the people of society could not get along because they did not know how to act. Locke focused on individual rights and that people should be able to think for themselves. Locke believes that property is the ultimate basis for the terms of his social contract. While political power enables the state to make laws that bind the whole society in support pf the public good, the state must have limited powers so that it does not threaten the very basic rights of freedom it is supposed to protect. (APUS)
MSU Working Hard Is Well Paying Job After Sometime Discussion Replies
I need your response to 5 discussion posts:Read Selling Manure by Bonnie Jo Campbell (27-29) and How I Lost the Junior Miss Pageant by Cindy Bosley (31-34) and answer the following questions.:CampbellBosleyHere the discussions:Campbell1. The main idea of Campbells essay is to not be so judgmental in looking at other peoples professions. Campbell influences others to take pride in their professions, everyones job is important and someone has to do them so why not take pride in it.2. The detailed description gives a more vivid idea of the conditions the narrator was working through. She used the barn, heat, and the dogs to describe the sense of sight and heat. As she continued to work in the heat she enjoyed progress that she made and she took pride into what she was working on.3. Campbell creates public resonance by having the narrator initially embarrassed doing her job. As time went on the narrator became prouder of her profession. The narrator states that the job was liberating after a period of time because even though the job was embarrassing at first she still had a product that other people needed.Bosley1. The main idea of Bosleys essay is that you should be who you want to be, you dont have to live up to anyones standards.2. Bosley makes her essay matter to someone who doesnt care about pageants by comparing it to society. In society everyone is judging you and everyone is held to a standard but in reality everyone should be themselves and shouldnt have to be held to any standard.3. Initially Bosleys writer voice is more on the judgmental side but towards the end she becomes more aggressive. For example, Bosley states Its a contest no one should want to win. Our mothers should not have such dreams for us. Our mothers should not have such loneliness. She is describing the pain that goes behind the scenes of pageants and which could also be compared to society as in how everyone is held to a standard.”Selling Manure” by Bonnie Jo Campbell1) In Campbell’s essay, “Selling Manure”, the less than obvious main idea is the value of hard work, especially hard work in a less desirable job. This can be proven by her initial reluctance to perform these tasks before easing in and deciding that she enjoys this work, saying she feels “revived”.2) The barn animals serve a much greater purpose than just keeping the narrator company. These animals may have been part of what helped the narrator ease into this hard work. At the same time, the unusual heat drives the narrator to work even harder. These details not only add to the picture, but also add to the narrative in how the narrator learned the value of hard work.3) The perfect example of public resonance in this essay is the section of the essay in which the narrator delivers the manure to customers (paragraphs 6-9). Initially, the narrator describes feeling nervous about the whole ordeal, citing that they were delivering in more affluent neighborhoods. Anyone would feel somewhat embarrassed or nervous if they found themselves in a more higher-class setting than what their used to, but then, like the narrator in this essay, would gradually feel more comfortable, and maybe feel successful, just like the narrator did.”How I Lost the Junior Miss Pageant” by Cindy Bosley1) You should never feel pressured to be beautiful, and your parents most definitely should not pressure you to be beautiful.2) She takes note of all the downsides of beauty pageants, including the coaching, and the strict guidelines she humorously lists at the end.3) I would say that this essay has a somewhat comedic voice. In lines such as “mother’s never-subtle hints that if I’d just lose 20 pounds boys would like me and I might even win a beauty contest”, “performed, not in swimsuits, but in short-shorts and white T shirts, Hooters-style”, and the entire list of women’s flaws that lose points in a beauty contest, the Narrator adds humor to a serious story about realizing the limitations of living in a poor class community and having a desperately lonely mother.CampbellThis experience has made me reflect on the idea of work in general. Any job is an important job, whether it is selling manure or selling insurance. People should take pride in what they do, and not assume that a low-paying job or a dirty job makes them second class citizens. And even the smelliest job has its rewards(Campbell 28).She relates what she learned to the lives of every working person, the idea that no matter what one may do for a living or how they do it, it is worth the while. Even if it’s the most crude task out there, the job is helping someone. With this, readers are able to connect and reflect on their jobs, as well as others jobs, and think about them a little differently than before.BosleyId lost the contest in my growingly cynical evaluation of Miss America as Id gotten older– chubby thighs touching, minus five points, big hair, minus three points, too small nipples, minus two, flabby arms, minus 5, and subtract and subtract and subtract. It’s a contest no one should want to win. Our mothers should not have such dreams for us(Bosley 34).In these three sentences, Bosley includes an earlier humorous part of her article, the deduction of points from the supermodels on TV that she used to do as a child. While it was more lighthearted then, Bosley began to turn it around on herself, brining in the darker more forlorn side of her writing style. What once was an amusing activity for her now is making her feel bad about herself. That reflects the idea that she includes the elements of comedy throughout her writing, but also uses those same elements to act as a channel into the more gloomy parts of her life.Campbell1. The main idea is that even jobs that are not the most favorable can still bring rewards and fulfillment to ones self worth and identity. It goes much deeper then just shoveling manure it’s taking pride in what you do and recognizing every job serves a purpose and you can help in that purpose.2. The barn, the dogs, and the heat all figure into the main idea because they all serve a purpose in the story. For example Campbell detailed how the dogs provided her great company, she also detailed that due to the heat her mother was providing her ice tea that she greatly appreciated. These detailed descriptions give us a better understand of how the writer feels and also a better visual understanding of what the writer is expressing.3. Campbell creates public resonance by making it a point to share that in a sense we all are selling manure, weather we sell build, move or spin a line of bull over the phone. This allows her to drive the point home that we all can relate to the job she is doing and it also allows her to express the freedom of knowing that what she is doing isn’t any different then what others are doing in a different line of work.Bosley1. The main idea of Bosley’s essay is that our dreams should be our own.2. Bosley makes her essay matter to someone who doesn’t care about pageants because the essay can apply to any pressure or demands one feels from society, family and even them personally. This is something everyone can relate to even if they have not been in a beauty pageant.3. Bosley tone is personal I feel, she uses lot’s of intimate details about her personal life and feelings. She allows the reader to know things that some people would not be comfortable sharing. For example she shared how she felt her mom thought of her appearances ” she already knew I wasn’t tall enough or pretty enough.” Another example of this is “I would always be too chubby and too backward.” Another reference given was this sentence ” After my mothers never subtle hints that if I’d lose 20 pounds boys would like me and I might even win a beauty contest.” These statements are so personal and so invasive to the writer and the fact she is willing to share these intimate opinions and thoughts leave me to think the tone is very much personal.Campbell:The main idea of “Selling Manure” by Bonnie Jo Campbell is to take pride in what you do. This idea is obvious in Campbell’s passage because even though selling manure isn’t the most glamorous job, the author is happy and takes pride in their business and what they do for others. The detailed description in the passage explain how dirty the job is, but also how enjoying it was. Campbell found company in the barn with the horses and dogs and it was easy to let her mind wandering and rejoin the living. Campbell creates public resonance when she says that any job is important. No matter how gross the job is many people benefit from the service, so the people doing that job are just as important to society as someone working in an clean office.Bosley:The main idea of Cindy Bosley’s “How I Lost the Junior Miss Pageant” is that you should be yourself. Instead of degrading yourself and trying to conform to societies standards you should love yourself for who you are. Bosley makes her essay matter to everyone with the bigger picture. The message is about self-love rather then the pageant. It’s about a girl comparing herself to others, and people being judged based on appearances. Bosley’s voice in the beginning of the passage in hypercritical. She sits and watches the pageants only to judge the contestants, and add or subtract points for their appearance, such as “…an extra point for being tan, a loss of points for sucking up…” Her nitpicking continues as she explains her mother’s wish is for her to win a pageant even though she “…wasn’t tall enough or pretty enough…” and through the end when she lost “…in borrowed shoes and an out-of-date dress.”
Chapter 13 the aggregate demandaggregate supplymodel
Chapter 13
The Aggregate DemandAggregate SupplyModel
Concept Map
I. Business Cycle
II. Aggregate Demand
A. Slope of the Aggregate Demand Curve
1. The Wealth Effect
2. The Interest Rate Effect
3. The International Trade Effect
B. Shifts of the Aggregate Demand Curve
III. Aggregate Supply
A. Long-Run Aggregate Supply
B. Short-Run Aggregate Supply
IV. Equilibrium in the Aggregate DemandAggregate Supply Model
A. Adjusting to Shifts in Long-Run Aggregate Supply
B. Adjusting to Shifts in Short-Run Aggregate Supply
C. Adjusting to Shifts in Aggregate Demand
MULTIPLE-CHOICE QUESTIONS
1. Which of the following is true about recessions in the United States?
a. They are more common today than in the past.
b. They are rarer today than in the past.
c. They occur predictably about every two years.
d. They occur predictably about every eight years.
e. They are often caused by changes in government policy.
.
2. How many recessions have there been in the United States since 1982?
a. none
b. one
c. two
d. three
e. four
.
3. The term ___________ is a popular way to describe the recession-expansion pattern followed by the economy.
a. business cycle
b. output cycle
c. inflation cycle
d. unemployment cycle
e. long-run cycle
.
4. Business-cycle theory focuses on time horizons of less than:
a. five years.
b. ten years.
c. two years.
d. one year.
e. one month.
.
5. The model used to study business cycles is the:
a. labor model.
b. savings model.
c. growth model.
d. aggregate demandaggregate supply model.
e. interest rate model.
.
6. Unemployment rises and real gross domestic product (GDP) growth slows during the:
a. expansion phase of a business cycle.
b. recession phase of a business cycle.
c. entire business cycle.
d. recovery phase of a business cycle.
e. short-run phase of a business cycle.
.
7. Aggregate demand is determined by adding up the spending of:
a. domestic consumers who buy goods and services produced in the United States.
b. domestic consumers and firms that buy goods and services produced in the United States.
c. domestic and foreign consumers who buy goods and services produced in the United States.
d. domestic and foreign consumers and firms that buy goods and services produced in the United States.
e. consumers, firms, the government, and foreigners that buy goods and services produced in the United States.
I.
8. The aggregate demand curve is best represented by which of the following equations?
a.
b.
c.
d.
e.
9. The aggregate demand curve illustrates the:
a. positive relationship between the price level and the quantity demanded of real gross domestic product (GDP).
b. positive relationship between the price level and the quantity demanded of nominal GDP.
c. inverse relationship between the price level and the quantity demanded of real GDP.
d. inverse relationship between the price level and the quantity demanded of nominal GDP.
e. positive relationship between the level of spending and the level of real GDP.
10. The price index used to illustrate the aggregate demand curve is the:
a. gross domestic product (GDP) deflator. (price level)
b. consumer price index.
c. producer price index.
d. nominal price index.
e. real price index.
11. Which of the following would cause an upward movement along the aggregate demand curve?
a. There is an increase in expected income.
b. An increase in the price level increases the value of real wealth.
c. An increase in housing prices increases the value of real wealth.
d. The value of the dollar increases.
e. There is an increase in the expected price level.
DIF: Difficult TOP: II.
REF: The Slope of the Aggregate Demand Curve MSC: Applying
12. Which of the following would cause a downward movement along the aggregate demand curve?
a. A rise in the price level makes U.S. goods relatively more expensive than foreign goods.
b. The value of real wealth rises.
c. There is a decline in the expected price level.
d. A fall in the price level increases savings and lowers interest rates.
e. The value of the dollar decreases.
DIF: Difficult TOP: II.
REF: The Slope of the Aggregate Demand Curve MSC: Applying
13. Consider the wealth effect, interest rate effect, and international trade effect. Of these, the __________ effect is the most significant and the __________ effect is the least significant.
a. wealth; international trade
b. wealth; interest rate
c. interest rate; wealth
d. interest rate; international trade
e. international trade; wealth
I.A.
REF: The Slope of the Aggregate Demand Curve
14. The aggregate demand curve slopes downward because:
a. as price rises, consumers substitute cheaper goods for more expensive goods.
b. all demand curves slope downward.
c. a higher price level will increase purchasing power.
d. a higher price level will increase exports.
e. a higher price level reduces wealth.
DIF: Medium TOP: II.A.
REF: The Slope of the Aggregate Demand Curve
15. The wealth effect, interest rate effect, and international trade effect all explain why the:
a. aggregate demand (AD) curve has a negative slope.
b. AD curve has a positive slope.
c. aggregate supply (AS) curve has a positive slope.
d. AS curve has a negative slope.
e. price level and real gross domestic product (GDP) are unrelated.
DIF: Medium TOP: II.A.
REF: The Slope of the Aggregate Demand Curve
16. When the price level rises, __________ declines from the wealth effect, __________ declines from the interest rate effect, and __________ decline(s) from the international trade effect.
a. consumption; investment; net exports
b. consumption; consumption; consumption
c. investment; investment; net exports
d. investment; consumption; net exports
e. investment; investment; investment
DIF: Medium TOP: II.A.
REF: The Slope of the Aggregate Demand Curve MSC: Understanding
17. The value of ones accumulated assets is best defined as:
a. money.
b. wealth.
c. income.
d. saving.
e. net worth.
DIF: Medium TOP: II.A.1.
REF: The Slope of the Aggregate Demand Curve
18. The wealth effect is best described as resulting from:
a. an increase in the price level reducing the real value of wealth.
b. a decrease in the price level reducing the real value of wealth.
c. an increase in wealth due to capital gains.
d. a decrease in wealth due to capital gains.
e. an increase in disposable income due to a reduction in taxes.
DIF: Medium TOP: II.A.1.
REF: The Slope of the Aggregate Demand Curve
19. An increase in the price level that reduces the real value of wealth is likely to __________ consumption and __________ saving.
a. increase; increase
b. decrease; decrease
c. decrease; increase
d. increase; decrease
e. have no effect on; have no effect on
DIF: Medium TOP: II.A.1.
REF: The Slope of the Aggregate Demand Curve MSC: Understanding
20. A fall in the price level that causes a change in the real value of wealth results in:
a. a downward movement along the aggregate demand curve.
b. an upward movement along the aggregate demand curve.
c. a rightward shift of the demand curve.
d. a leftward shift of the demand curve.
e. no change in the quantity of aggregate demand.
DIF: Medium TOP: II.A.1.
REF: The Slope of the Aggregate Demand Curve MSC: Understanding
21. If prices fall, then real wealth __________ and the quantity of aggregate demand __________.
a. increases; increases
b. increases; decreases
c. decreases; decreases
d. decreases; increases
e. is unaffected; is unaffected
DIF: Medium TOP: II.A.1.
REF: The Slope of the Aggregate Demand Curve MSC: Applying
22. When a change in the price level leads to a change in saving, this is known as the:
a. wealth effect.
b. international trade effect.
c. savings effect.
d. interest rate effect.
e. output effect.
I.A.2.
REF: The Slope of the Aggregate Demand Curve
23. When a change in the price level leads to a change in the interest rate and thus a change in the quantity of aggregate demand, it is called the:
a. interest rate effect.
b. wealth effect.
c. savings effect.
d. output effect.
e. price effect.
I.A.2.
REF: The Slope of the Aggregate Demand Curve
24. The interest rate effect results from people:
a. saving less when the price level rises.
b. consuming more when the price level rises.
c. spending more when the interest rate rises.
d. feeling more wealthy when the price level rises.
e. spending more when the price level falls.
DIF: Medium TOP: II.A.2.
REF: The Slope of the Aggregate Demand Curve
25. When firms invest less because people are saving less, it is called the:
a. wealth effect.
b. international trade effect.
c. interest rate effect.
d. savings effect.
e. investment effect.
DIF: Medium TOP: II.A.2.
REF: The Slope of the Aggregate Demand Curve
26. According to the interest rate effect, an increase in the price level leads to __________ in the interest rate, and therefore to __________ in the quantity of aggregate demand.
a. no change; no change
b. a rise; a fall
c. a rise; a rise
d. a fall; a fall
e. a fall; a rise
DIF: Medium TOP: II.A.2.
REF: The Slope of the Aggregate Demand Curve MSC: Understanding
27. Suppose that an increase in the price level reduces the value of real wealth, which then causes a reduction in consumption but no change in saving. In this case:
a. there is both an interest rate effect and a wealth effect.
b. there is no wealth effect.
c. there is an interest rate effect but no wealth effect.
d. there is a wealth effect but no interest rate effect.
e. there is no wealth effect and no interest rate effect.
DIF: Difficult TOP: II.A.2.
REF: The Slope of the Aggregate Demand Curve MSC: Understanding
28. When saving declines, the quantity of investment will __________, and therefore aggregate demand will __________.
a. increase; increase
b. decrease; decrease
c. decrease; increase
d. increase; decrease
e. remain unchanged; decrease
DIF: Medium TOP: II.A.2.
REF: The Slope of the Aggregate Demand Curve MSC: Applying
29. A rise in the price level that leads to a change in the interest rate, and therefore to a change in the quantity of aggregate demand, will cause:
a. an upward movement along the aggregate demand curve.
b. a downward movement along the aggregate demand curve.
c. a rightward shift of the aggregate demand curve.
d. a leftward shift of the aggregate demand curve.
e. no change in the quantity of aggregate demand.
DIF: Difficult TOP: II.A.2.
REF: The Slope of the Aggregate Demand Curve MSC: Applying
30. When a change in the price level leads to a change in the quantity of net exports demanded, it is called the:
a. international trade effect.
b. export effect.
c. import effect.
d. net export effect.
e. interest rate effect.
I.A.3.
REF: The Slope of the Aggregate Demand Curve
31. When U.S. goods become more expensive relative to foreign goods, exports will __________ and imports will __________.
a. decrease; decrease
b. increase; increase
c. increase; decrease
d. decrease; increase
e. decrease; be unaffected
I.A.3.
REF: The Slope of the Aggregate Demand Curve MSC: Understanding
32. When the price level rises and U.S. goods become relatively more expensive than foreign goods, there will be:
a. a rightward shift of the aggregate demand curve.
b. a leftward shift of the aggregate demand curve.
c. an upward movement along the aggregate demand curve.
d. a downward movement along the aggregate demand curve.
e. a downward movement along the aggregate supply curve.
DIF: Medium TOP: II.A.3.
REF: The Slope of the Aggregate Demand Curve MSC: Applying
33. Shifts in the aggregate demand curve are caused by:
a. the wealth effect.
b. the interest rate effect.
c. money illusion.
d. changes in labor productivity.
e. changes in spending.
I.B.
REF: Shifts in Aggregate Demand
34. Suppose the majority of students who are graduating in May from a large university have found jobs and signed employment contracts by February. Starting in February, these students are likely to __________ spending and __________ saving.
a. increase; increase
b. decrease; decrease
c. decrease; increase
d. increase; decrease
e. not change their rate of; not change their rate of
I.B.
REF: Shifts in Aggregate Demand
MSC: Understanding
35. You read in the paper that there has been a significant increase in the consumer confidence index. Having taken an economics class, you predict that spending in the economy will __________ and aggregate demand will __________.
a. decrease; increase
b. decrease; decrease
c. increase; be unaffected
d. increase; decrease
e. increase; increase
I.B.
REF: Shifts in Aggregate Demand
MSC: Applying
36. When median home prices rise, the value of real wealth __________ and aggregate demand __________.
a. increases; is unaffected
b. increases; increases
c. increases; decreases
d. decreases; decreases
e. is unaffected; is unaffected
I.B.
REF: Shifts in Aggregate Demand
MSC: Applying
37. If people expect higher income in the future, then spending today __________ and aggregate demand __________.
a. increases; is unaffected
b. increases; increases
c. increases; decreases
d. decreases; decreases
e. is unaffected; is unaffected
I.B.
REF: Shifts in Aggregate Demand
MSC: Applying
38. An increase in the value of the dollar will __________ exports and __________ imports.
a. increase; increase
b. decrease; decrease
c. have no effect on; have no effect on
d. decrease; increase
e. increase; decrease
I.B.
REF: Shifts in Aggregate Demand
MSC: Applying
39. When foreign income rises, U.S. aggregate:
a. demand will shift to the right.
b. supply will shift to the right.
c. demand will shift to the left.
d. supply will shift to the left.
e. demand and aggregate supply will be unaffected.
DIF: Medium TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
40. An increase in the value of the dollar will:
a. have no effect on aggregate demand or supply.
b. decrease aggregate supply.
c. increase aggregate supply.
d. increase aggregate demand.
e. decrease aggregate demand.
DIF: Medium TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
41. __________ would cause a rightward shift of the aggregate demand curve.
a. A decrease in the expected price level
b. A decrease in foreign income
c. An increase in expected income
d. A decrease in real wealth
e. An increase in the value of the dollar
DIF: Medium TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
42. __________ would cause a leftward shift of the aggregate demand curve.
a. An increase in real wealth
b. An increase in expected income
c. A decrease in foreign income
d. An increase in the expected price level
e. A decrease in the value of the dollar
DIF: Medium TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
43. If large emerging economies continue to grow rapidly, we can expect U.S. aggregate:
a. demand to increase.
b. demand to decrease.
c. supply to increase.
d. supply to decrease.
e. demand and supply to be unaffected.
DIF: Medium TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
44. You read a study that predicts that rising oil prices projected for this summer are certain to fuel inflation. Having taken an economics class, due to this expected change in prices, you predict that spending today will _________ and aggregate demand today will _________.
a. be unaffected; be unaffected
b. increase; increase
c. decrease; decrease
d. decrease; increase
e. increase; decrease
DIF: Difficult TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
45. Which of the following would shift aggregate demand to the right?
a. College graduates are having a difficult time finding jobs.
b. There is a decline in consumer confidence.
c. Stock market values increase by 20%.
d. A fall in the price level increases the value of real wealth.
e. The value of the dollar increases.
DIF: Difficult TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
46. Which of the following would shift aggregate demand to the left?
a. A study predicts that the recent drought will increase food prices this winter.
b. There is a rise in the median price of houses.
c. A rise in the price level reduces saving and increases interest rates.
d. The value of the dollar increases.
e. The European Union emerges from recession.
DIF: Difficult TOP: II.B.
REF: Shifts in Aggregate Demand
MSC: Applying
47. Input prices affect the firms _________, and output prices affect the firms _________.
a. revenue; costs
b. costs; costs
c. costs; revenue
d. revenue; revenue
e. decisions in the short run but not in the long run; decisions in the long run but not in the short run
II.
REF: What Is Aggregate Supply?
48. Aggregate demand is about _________ and aggregate supply is about _________.
a. income; spending
b. spending; production
c. production; spending
d. production; income
e. saving; profit
II.
REF: What Is Aggregate Supply?
49. Aggregate supply describes a relationship between:
a. spending and income.
b. output and prices.
c. costs and revenue.
d. spending and output.
e. spending and prices.
II.
REF: What Is Aggregate Supply?
50. When decision makers have time to fully adjust to changes in the overall price level, we refer to this as:
a. the short run.
b. the long run.
c. short-run equilibrium.
d. a period of time longer than one year.
e. equilibrium.
II.
REF: What Is Aggregate Supply?
51. The long run is best defined as a period of time such that:
a. more than one year has passed.
b. more than five years have passed.
c. some prices have adjusted.
d. all prices have adjusted.
e. all firms are maximizing profit.
II.
REF: What Is Aggregate Supply?
52. When prices in the economy have not fully adjusted, we say that:
a. we are in the short run.
b. we are in the long run.
c. it is a period of time less than one year.
d. it is a period of time less than five years.
e. the market is not in equilibrium.
II.
REF: What Is Aggregate Supply?
53. Which of the following is true about the price level and aggregate supply?
a. The price level influences aggregate supply in both the long run and short run.
b. The price level influences aggregate supply in the long run but not in the short run.
c. The price level influences aggregate supply in the short run but not in the long run.
d. The price level never impacts aggregate supply.
e. There is no clear relationship between the price level and aggregate supply.
II.
REF: What Is Aggregate Supply?
54. Which of the following is true?
a. Long-run aggregate supply is independent of the price level.
b. Short-run aggregate supply is independent of the price level.
c. Long-run aggregate supply is positively related to the price level.
d. Short-run aggregate supply is inversely related to the price level.
e. Long-run aggregate supply is inversely related to the price level.
DIF: Medium TOP: III.
REF: Long-Run Aggregate Supply
55. In the long run, the output of an economy:
a. does not grow.
b. grows at a positive rate.
c. depends on aggregate demand.
d. is equal to full employment output.
e. depends on the price level.
II.A.
REF: Long-Run Aggregate Supply
56. Shifts in the long-run aggregate supply curve are caused by:
a. changes in labor productivity.
b. the wealth effect.
c. supply shocks.
d. changes in spending.
e. the interest rate effect.
II.A.
REF: Long-Run Aggregate Supply
57. The long-run aggregate supply curve is:
a. vertical because full employment output is independent of the price level.
b. upward sloping because the economy grows over time.
c. horizontal because full employment output is independent of the price level.
d. upward sloping because as the price level rises, firms will increase output.
e. downward sloping because rising prices reduce real wealth and spending.
II.A.
REF: Long-Run Aggregate Supply
58. The long-run aggregate supply curve is:
a. vertical at the level of full employment output.
b. horizontal at the going-price level.
c. illustrating a positive relationship between price and output.
d. illustrating a negative relationship between price and output.
e. the same as the short-run aggregate supply curve.
II.A.
REF: Long-Run Aggregate Supply
59. The long-run output of an economy depends on:
a. the level of spending.
b. the level of unemployment.
c. the level of inflation.
d. the level of aggregate demand.
e. resources, technology, and institutions.
II.A.
REF: Long-Run Aggregate Supply
60. In the long run, a technological advance that improves communication can be expected to _________ labor productivity and _________ unemployment.
a. have no effect on; have no effect on
b. increase; decrease
c. increase; increase
d. increase; have no effect on
e. decrease; increase
DIF: Medium TOP: III.A.
REF: Long-Run Aggregate Supply
MSC: Understanding
61. A rightward shift of the long-run aggregate supply curve means there has been:
a. a decrease in the unemployment rate.
b. an increase in the unemployment rate.
c. an increase in the price level.
d. a decrease in the price level.
e. economic growth.
II.A.
REF: Long-Run Aggregate Supply
MSC: Applying
62. When an economy experiences economic growth:
a. the long-run aggregate supply curve is unaffected.
b. the long-run aggregate supply curve shifts to the right.
c. the long-run aggregate supply curve shifts to the left.
d. the aggregate demand curve shifts to the left.
e. the short-run aggregate supply curve shifts to the left.
II.A.
REF: Long-Run Aggregate Supply
MSC: Applying
63. New computer technologies can be expected to:
a. increase long-run aggregate supply.
b. increase the price level.
c. increase the unemployment rate.
d. decrease aggregate demand.
e. decrease aggregate supply.
II.A.
REF: Long-Run Aggregate Supply
MSC: Applying
64. Which of the following would cause an increase in long-run aggregate supply?
a. The price level increases.
b. The price level decreases.
c. Firms and workers expect the price level to fall.
d. Firms and workers expect the price level to rise.
e. The stock of capital increases.
II.A.
REF: Long-Run Aggregate Supply
MSC: Applying
65. If the price level rises by 10%, then all else being equal, the long-run quantity of aggregate supply will:
a. increase by 10%.
b. decrease by 10%.
c. remain unchanged.
d. increase by more than 10%.
e. increase by less than 10%.
DIF: Medium TOP: III.A.
REF: Long-Run Aggregate Supply
MSC: Applying
66. If the price level falls by 5%, then all else being equal, the long-run aggregate supply curve will:
a. remain unchanged.
b. shift to the right to reflect an increase in output of 5%.
c. shift to the right to reflect an increase in output of more than 5%.
d. shift to the left to reflect a decrease in output of 5%.
e. shift to the left to reflect a decrease in output of
Wk10 assign 6050 | NURS 6050 Policy and Advocacy for Improving Population Health
Assignment: Assessing a Healthcare Program/Policy Evaluation
Program
policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.
Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.
To Prepare:
Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
Select an existing healthcare program or policy evaluation or choose one of interest to you.
Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.
The Assignment: (23 pages)
Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:
Describe the healthcare program or policy outcomes.
How was the success of the program or policy measured?
How many people were reached by the program or policy selected?
How much of an impact was realized with the program or policy selected?
At what point in program implementation was the program or policy evaluation conducted?
What data was used to conduct the program or policy evaluation?
What specific information on unintended consequences was identified?
What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
Did the program or policy meet the original intent and objectives? Why or why not?
Would you recommend implementing this program or policy in your place of work? Why or why not?
Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.
Learning Resources
Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Milstead, J. A., Short, N. M. (2019). Health policy and politics: A nurses guide (6th ed.). Burlington, MA: Jones Bartlett Learning.Chapter 7, Health Policy and Social Program Evaluation (pp. 116124 only)
Glasgow, R. E., Lichtenstein, E., Marcus, A. C. (2003). Why dont we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 12611267. Note: You will access this article from the Walden Library databases.
Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4(5), 983991. doi:10.1007/s40615-016-0302-4
Williams, J. K., Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386393. doi:10.1016/j.outlook.2018.05.003Note: You will access this article from the Walden Library databases.
Document: Healthcare Program/Policy Evaluation Template (Word document)
Required Media
Laureate Education (Producer). (2018). The Importance of Program Evaluation [Video file]. Baltimore, MD: Author.
Accessible player DownloadsDownload Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2018). Peter Beilenson: Ethics and advocacy [Video file]. Baltimore, MD: Author.
Accessible player DownloadsDownload Video w/CCDownload AudioDownload Transcript
