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: (2–3 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 week’s 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 nurse’s guide (6th ed.). Burlington, MA: Jones Bartlett Learning.Chapter 7, “Health Policy and Social Program Evaluation” (pp. 116–124 only)
Glasgow, R. E., Lichtenstein, E., Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267. 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), 983–991. doi:10.1007/s40615-016-0302-4
Williams, J. K., Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386–393. 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

CSS 410 Creation of The Internet Has Changed the World Discussion

Respond to at least three classmates by taking and defending the opposing position.The creation of the internet has changed the world. Not only do Americans have access to limitless libraries of information and content, but their ability to purchase goods and services from online businesses has grown exponentially. The jaw dropping expansion of internet enterprises–as well as the inexpensive products and services they provide–can be attributed to the freedom the internet has enjoyed from government regulations over a majority of the past two decades. But this all changed in 2015 when the Federal Communications Commission (FCC)–under order from the previous Administration–instituted a policy called the Open Internet Order. The policy, commonly referred to as net neutrality, overturned decades of precedent that treated the internet as a realm where private individuals and groups could freely act and express ideas without the presence of government intervention–harming innovation and thwarting the ability of businesses to freely compete for consumer dollars. While the term, “net neutrality,” conveys ideas of individual and business equity, the misleading phrase actually means government regulation of the internet.The previous Administration’s decision to apply the same rules to the internet as they did to the telecommunications industry of the early twentieth century was a mistake. The internet is quite different than traditional utilities–such as electricity or water. The expensive upfront investments that lead to monopolies in these industries don’t apply to internet service providers (ISP). In fact, while there are only a handful of traditional utility providers, there are roughly 4,400 ISPs across the country. When this level of competition is naturally present, government involvement will only impede internet consumers and businesses alike.But there’s good news. The new FCC chairman has taken a hard stance on the issue–vowing to open up the internet to pure free market competition once again. By removing the policy of net neutrality, the Trump Administration and his FCC chairman will not only remove government barriers from internet commerce, but will allow internet companies to thrive and consumer needs to be met more efficiently. (informationstation.org)2.The government regulating access would create a more effective internet. In Chapter 16-4i under “Does Information Want to Be Free” it states that giant media corporations who take advantage of their market power and hardball tactics to enrich themselves at our expense. Social media like Facebook treat their users like unpaid laborers, profiting from the content that users upload, without sharing the profits from advertisers with Internet users. Corporations use copyrights and patents to control the internet. (Chapter 16-4i) Under these references, it sounds to me like the free market regulation really is paid for by the users not corporations. If the government were regulating the effectiveness of the internet they would want to tax for what they control. This would be regulated the same for all internet users, not price varying like corporations manages. If we are focusing on “effectiveness of the internet” it is referenced in Chapter 16-4i under “Government: Hands Off or Hands On?” that government involvement could limit freedoms of privacy, safety and morality. (Chapter 16-4i) But this is at least being ran in a regimented fashion. What would large corporations do for internet crimes like terrorism or identity theft for internet users? They don’t have the authority to police these types of crimes. The government does, making it a more efficient option for the cost of taxation and internet freedoms.3. I would not usually take this particular side, but in this case, I would side with Government regulation. Because more damage could potentially be done with the free market. America is not restricted, like other countries when it comes to web browsing. All though I am entirely for the freedom we have by this. I still think this opens up to many dangers, and as the textbook references, we should take our responsibility to protect our-self online. Some people may not be capable of doing this or have the common sense or knowledge to protect themselves. Also, even though it is common knowledge that the government can and does track web traffic. I do not see any harm in this. As long as you are not committing a crime, there should not be an issue with the Government knowing what you are up to. Again this just increases our, safety if you are not doing anything wrong what difference does it make if the Government see what you google and what website you visit. The free market will always have the same common core at the bottom line, which is money. Therefore, public safety is not their main concern and may not be a concern at all. Also, allowing a few multi-billion dollar companies run everything will again in some way end up with a strain on the people financially. As well as some of the most significant profits to be made are typically doing dangerous and unethical things.

Nursing. discussion: using competency sets to critique lesson plans

Nursing. Discussion: Using Competency Sets to Critique Lesson Plans
Graduate nursing education advances innovation and strengthens the leadership needed to improve healthcare delivery. Education at this level incorporates the foundational knowledge, skills, and competencies needed to thrive in increasingly complex clinical environments. Nursing education is undergoing major change as the profession conceptualizes master’s education and transitions advanced practice education to the doctoral level via Doctor of Nursing Practice (DNP) programs. Calls to reduce healthcare costs, persistent concerns about patient safety and the quality of care, and dramatic increases in diagnostic, therapeutic, and educational technologies all demand new thinking around the nature of graduate nursing education.
—American Association of Colleges in Nursing
Though the above quote focuses specifically on graduate nursing education, Schools of Nursing around the United States are adapting both undergraduate and graduate programs to emphasize a stronger focus on evidence-based nursing competencies. At the departmental level, this process takes much time and collaboration. Curriculum teams comprised of nurse educators, field experts, and instructional design professionals meet with schools of nursing to revamp existing curriculum plans to the competencies needed of today’s and tomorrow’s nursing students.
On a smaller scale, nurse educators are also implementing quick and effective strategies to align their current courses to evolving nursing competencies. By critiquing lessons before, during, and after instruction, nurse educators are able to assess their alignment to competency sets.
In this Discussion, you critique one of your own Lesson Plans to a competency set of your choosing.
 
 
To prepare

Review the article, “Integrating the Institute of Medicine Competencies in a Baccalaureate Curricular Revision: Process and Strategies.” Consider how and why the nursing program adapted its curriculum to emphasize Institute of Medicine competencies.
Review the competencies presented in this week’s Learning Resources. In addition, reflect on the competencies that you might be familiar with through your own studies and professional background. How do competencies help to guide academic and professional practice?
Review the Lesson Plans that you have developed in this course. Select one to further investigate for this Discussion.
Critique your lesson using a competency set. For example, if your Lesson Plan addresses interprofessional collaboration and your intended audience of learners is Master’s students, you might critique your Lesson Plan using QSEN indicators. As you conduct your critique, identify specific competencies addressed in your lesson. Then, consider ways that you might modify your lesson to prompt a deeper understanding of nursing competencies.

Questions to be addressed in my paper:        
 
 1. A brief description of your lesson (Pulmonary Edema) and the competency set (patient-centered care, evidence-based practice and quality improvement) that you selected.                    
2. Explain how your lesson engaged learners in one or more competencies.                                 
3. Explain whether your lesson should be modified to include a deeper understanding of these competencies and why.                             
4. Support your response by including references to your lesson, your own experiences, and this week’s Learning Resources.                                                              
 
Reminders:
1.      At least 2 pages
2.      Put citation and references 2011-2016.   
3.      Check my uploaded pulmonary edema lesson plan.
 
Required Readings
Hickey, M. T., Forbes, M., Greenfield, S. (2010). Integrating the Institute of Medicine competencies in a baccalaureate curricular revision: Process and strategies. Journal of Professional Nursing, 26(4), 214–222. Retrieved from the Walden Library databases.
 
This article describes how a School of Nursing retailored its curriculum to include the Institute of Medicine competencies.
 
American Association of Colleges of Nursing. (n.d.). Essential series. Retrieved from http://www.aacn.nche.edu/education-resources/essential-series
 
At this resource, you can review the curriculum content and expected competencies of students pursuing nursing degrees. In addition, you can examine the critical changes that the AACN is taking to ensure that nursing curriculum mirrors the evolving needs of today’s and tomorrow’s patients.
 
 
National Council of State Boards of Nursing. (2013). 2013 NCLEX-RN test plan. Retrieved from https://www.ncsbn.org/2013_NCLEX_RN_Test_Plan.pdf
 
Aligning learning experiences with NCLEX competencies can provide nursing students with the background that they will need to successfully pass the NCLEX. Browse this document to view the overarching competencies tested on the NLCEX examination.
 
 
National League for Nursing. (2011). Faculty programs resources: Nurse educator core competencies. Retrieved from http://www.nln.org/facultyprograms/competencies/educator_core_competencies.htm
 
Use this website to view NLN core competencies and nurse educator certification documents.
 
 
Quality and Safety Education for Nurses. (2012). Graduate KSAS. Retrieved from http://qsen.org/competencies/graduate-ksas/
 
Use the links provided at this website to review QSEN competencies.

ISSC 341 Central Texas College Intro to Networking 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.Questions:Routing protocols use metrics to decide on the best path on the network. Name two different metrics and explain how routing protocols use these metrics to decide on the best path. Student one:Hello and good Morning Class,For this week’s forum I have chosen to discus OSPF (Open Shortest Path Frist) and EIGRP (Enhanced Interior Gateway Routing Protocol). Starting with OSPF first it is most commonly used in large enterprise network and is a link state routing protocol. OSPF uses the Dijkstra algorithm and sends update out on the network to look for network changes to automatically update the routing table. OSPF areas are a group of router on the network and when one area gets to large you simply would just add a new area to the current and area Zero is the backbone area that all other area must use to send data to other areas within the network. Another aspect of OSPF is the dead time when a router dead time gets to zero it is presumed dead and the link will be removed from the SPF calculations.The next routing protocol would like to discuss is EIGRP, which uses every little network resources during normal operation only sending hello packets out on a stable network hello packet are sent to check status of the other connect routers and the timers or interval can be adjust to meet your given requirements. This helps when you have a link go down the redundant link will failover almost instantaneously and service interruption should not be noticeable. EIRGP will chose its path to another location on the network by counting the number of hops it take to get to the other router if one path as 3 and the other 2 it will choose the path that only has two. Within a cisco router you can use command like show ip eirgp neighbors to see what other routers are connect to interface within the router you are currently log in to. Both of these protocols are good and are in common use today. I hope you all have a great week. -RandyStudent two:Routing protocols use metrics to decide on the best path on the network. Name two different metrics and explain how routing protocols use these metrics to decide on the best path.Before looking at the two routing protocol metrics I wanted to quickly touch on the administrative distance (AD) for routing information which I thought was interesting. AD distinguishes the trustworthiness received on one router from its neighboring router. It is illustrated using a number range from 0 to 255, where 0 is the “most trusted” and 255 is the “least”. The AD is one of the first things the router checks and whichever path has the lower value is included on the routing table. Each routing protocol has a default AD value and the router will automatically trust a connected interface, known as a static route (Lammle, 2012).The two protocols I chose to further discuss are Routing Information Protocol (RIP (AD-120)) and Enhanced Interior Gateway Routing Protocol (EIGRP (AD-90)). Note that the highest default AD is 255 which our texts says will never be used (Lammle, 2012). RIP works by sending its complete routing table to all active interfaces every 30-seconds and makes the best route determination through use of what is called the “hop count” only. RIPs maximum hop count is 15, meaning a hop count of anything higher would be unreachable. A hop count is the number of additional devices the information has to travel though before reaching its destination.With EIGRP, it uses an autonomous system concept to share routing information and also includes subnet mask information in its routing updates, unlike its predecessor IGRP. EIGRP is considered a hybrid protocol because it shares similarities of distance vector and link state based protocols in how it functions. EIGRP, being a hybrid holds several advantages over some of the other protocols such as IP/IPv6 support, more efficient neighbor discovery, and best path selection thru use of Diffusing Update Algorithm (DUAL). Through use of DUAL, EIGRP prevents data looping by calculating the both the best and alternate [best] path for travel. Works CitedLammle, T. (2012). CompTIA Network+ Study Guide, Second Edition (Exam N10-005). Indianapolis, IN: Wiley & Sons, Inc.

HRD Manchester College Semi-Structured or Unstructured Interviews Methodology Paper

Chapter 3: Methodology 1000 words. (exclude references)The dissertation should attempt to build upon the material covered in the literature review through a programme of further desk-based analysis, or possibly the collection of data in the field. This might take the form, for example, of: a short programme of structured, semi-structured or unstructured interviews (e.g. face-to- face, or by email); the collation of data from published sources such as via published case studies or other government or industry surveys. the collation of relevant policy documents, both published and unpublished (e.g. consultants reports, donor reports, – again the list is endless); a structured questionnaire survey (again, face-to-face, by telephone or by email). You can structure this into Chapter 3 in the following way: Research questions and/or hypotheses Building on the key areas of interest you have identified in the literature review, the first part of Chapter 3 would normally contain a question or set of questions to be addressed by your dissertation, a particular issue to be explored, or a set of hypotheses to be tested. It is vital that you set out in detail the research questions, hypotheses, issues or problems your study addresses. This could take the form of either of the following: research questions, e.g. in what ways are organisations in developing countries formulating strategies for outsourcing information systems, what form do these strategies take in different types of organisations, and to what extent do strategies differ according to sector and country location? hypotheses to be tested, e.g. ‘Cash transfers have led to greater expenditure by men than women within low-income households’. The veracity of this hypothesis would be tested, possibly by using appropriate quantitative methods, or through qualitative interviews with relevant sources. However, you should bear in mind that it is not always possible to develop such research hypotheses for certain topics; and it may not be possible to collect the type of primary data that is required to test them effectively. A detailed description of the research question(s) may be more appropriate. In addition, it is vital that you devise hypotheses which are not over-ambitious: remember that your study is limited in both time and in the length of the final dissertation. Aims and objectives The second part of chapter 3 could show the aims and objectives for your study: Aims: these set out the overall purpose of the study. They are broad statements which explain what you are trying to achieve to a non-expert reader who may not be familiar with your topic area. Objectives: these are the specific operational targets which will assist in meeting the broad aims of the study. Since these objectives are clearly set out, they will be used to judge what you have been able to achieve at the end of your dissertation. It is thus unwise to be over- ambitious by setting objectives which are not realistically achievable. At the same time, devising clear objectives at the outset of your research will ensure that the work is sufficiently focused, and avoid the work being too generalised. Throughout your programme of research, you should constantly refer back to your objectives to ensure that what you are doing or writing is relevant, and to ensure that it will help to meet those objectives. For both aims and objectives, these should be stated as succinctly as possible, and should be revised, if necessary, as work progresses. Therefore it is quite possible that your questions, aims and objectives will all be covered in quite a short amount of text. Note, in outlining aims and objectives, you need to build on the conclusions of your literature review, the purpose of which in essence is to explain and justify the focus of your research. Research design Thirdly, having generated relevant research questions and/or hypotheses, you have to explain clearly how you will go about answering or testing these. In other words, you must give details of the research methods to be used, outlining the overall research design – including any conceptual framework or model that you are using, and (in relevant cases) specifying methods of data collection (e.g. sources of published data that have been used, semi-structured interviews which have been conducted). You must attempt to justify the choice of your particular methodology, in light of the chosen research topic: you have to try to demonstrate why the methods selected are appropriate to answering a particular question, or investigating a given hypothesis. Why, for example, is a programme of interviews useful in investigating your topic? Why are particular data sources useful? Why have you chosen to collate a series of policy documents? Why have you selected particular case study areas? And how have you gone about investigating a particular case study? Example One: the use of a case study approach. You should explain briefly: Example Two: the use of interviews. You should explain briefly: I told my professor that I will interview 5 people who worked at Tencent China. The first interviewee is working at Tencent for 1 year, the other four interviewees are 2-3 years, 6 years, and one is more than 10 years. You can also choose one more form.And I will post the feedback from my professor for the research question you had last time.

SNHU Urban Apartheid Rise & Decline Historical Lenses Discussion

Discussion: Historical Lenses In this discussion, you will consider how historical lenses can affect the study of a historical topic. Select one of the secondary source articles from your research. After reading that article, write a discussion post about which of the following lenses you believe the article is using: social, political, economic, or other. Use at least two quotes from your source to justify your choice of lens. Your post title should also indicate which topic you have selected. As you have discovered in earlier learning blocks, historians not only ponder “what” happened regarding historical events, but also “why” those events happened. “Why” is difficult to prove, however, and historians often differ on the connections between events. Historians approach topics from different perspectives. These different perspectives can be said to be the result of looking at a topic through different lenses. Just like colored lenses or prescription lenses can change the way a person views the world, historical lenses can change the way a historian views a topic. While a historian may choose any number of lenses, they fall into three basic categories: social lenses, political lenses, and economic lenses. In good historical writing, these lenses will overlap.Often, the choice of a primary lens will simply reflect the historian’s personal interests or priorities. A historian who is interested in military strategy may not be interested in technological innovations except for those with battlefield applications. A historian who is interested in environmental history may not be interested in business practices except for when those practices affect the natural landscape. As these examples show, however, one can rarely use a lens in isolation. Most research projects will employ multiple lenses in order to tell more complete stories. It is useful to study the different types of lenses to be able to recognize the different perspectives and priorities that historians bring to a topic.While there are any number of lenses a historian may choose, they fall into three basic categories: social lenses, political lenses, and economic lenses.Social Lens: This lens focuses on people and their interactions with others. It explores areas of ethnicity, class, and gender. Examining the actions and behaviors of how different groups of people interact with each other—and within their own group—provides historians with a great deal of insight into the past.This is perhaps the widest and most all-encompassing of the three categories of lenses. Through it, historians have examined all manner of interaction—including German immigrants adjusting to their new home in nineteenth-century United States, class disputes within African American women’s clubs in the twentieth century, and disagreement among different churches about whether or not to support the gay rights movement. The social lens includes the elite as well as the working class, the rich and the poor, and men, women, and children. It seeks, as do the other lenses, to answer the questions of who were these people, how did they think and what did they think about, and how did their thinking drive their actions and behaviors.Political Lens: Not focusing solely on politicians and governments, the political lens looks at the relationship of those who have power and those who do not. Historians using a “political lens” seek answers about the ways in which legislation and law influence the lives of individuals. How do individuals (and groups of individuals) react and respond to these? What methods do they employ to create and/or change the “rules” under which they live?Political history can be as simple as the recounting of organizing a community to repeal an unpopular law, or as complex as the behind-the-scenes interactions that propelled an individual to the presidency. It can examine the treaties that ended World War I, or explore the “gerrymandering” of congressional districts to maintain one party’s political control of Congress.Economic Lens: This lens focuses on the local, national, or international economy, all of which are central to the lives of every living person. While it conjures images of corporations and economic systems, the economic lens also focuses on government regulation of businesses, the relationships between capital and labor, business strategies such as marketing or horizontal integration, and the relationships between business and consumers.Historians use the economic lens in a number of different ways. Often, it is used to explore the growth and development of labor unions, the effect of the loss of small businesses on a community, or the havoc wrought upon farmers by price changes in the international agricultural and commodities markets. It can also be used to examine the effect of redlining on suburbs and ethnic neighborhoods, or even the effect of the Industrial Revolution on artisans and craftsmen. Economic history can provide insight into the wage differences between men and women—and the effect they have on the development of family wealth and status.Other Lenses: Falling somewhere in between these three broad categories, or perhaps overlapping one or more of them, are other lenses available to historians. Each of these lenses helps clarify a specific area of the human past: the environment, the military, science and technology, and so forth.This brief list is in no way complete—there are about as many lenses as there are people and events. Focusing first on a broad category and then narrowing the lens helps historians focus their research. Once a historian has identified a question to be resolved, he or she researches in primary sources and the secondary literature to determine which lens will best help answer the research question.

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 Locke’s 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 see’s 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)Locke’s 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 Locke’s 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 citizen’s 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 Locke’s 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)
 

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 child’s 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 student’s goals and supports are meeting the child’s needs and within the parameters of the law (Rothstein, Johnson, 2014). The special service teachers (SLP’s, 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 child’s strengths should always be considered when developing an IEP (Rothstein, Johnson, 2014). Parents and teachers may have differing views on the child’s 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 parent’s point of view on their child’s 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 child’s 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.

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 don’t. The bad side is there are toxic materials that can’t 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 didn’t 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.

Chapter 13 the aggregate demand–aggregate supplymodel

 
Chapter 13
The Aggregate Demand–Aggregate 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 Demand–Aggregate 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 demand–aggregate 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 one’s 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 firm’s _________, and output prices affect the firm’s _________.
         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