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.
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Biomedical Ethics Case Study
Students will critically measure the readings from Chapters 18 and 19 in your textbook. This assignment is planned to help you examination, evaluation, and apply the readings and strategies to your of a long-term care settings You need to read the PowerPoint Presentation assigned for week 5 and develop a 3-4 page paper reproducing your understanding and capability to apply the readings to your long-term care settings. Each paper must be typewritten with 12-point font and double-spaced with standard margins. Follow APA format when referring to the selected articles and include a reference page.EACH PAPER SHOULD INCLUDE THE FOLLOWING:1. Introduction (25%) Provide a brief synopsis of the meaning (not a description) of each Chapter and articles you read, in your own words that will apply to the case study presented.2. Your Critique (50%)Case study: Supporting job applications from disabled people: improving confidence and work experience for disabled people – Frimley Park HospitalBackgroundIn its employment equality compliance report for 2015/2016, the Frimley Park Hospital NHS Foundation Trust (the Trust) noted that it had received fewer job applications from disabled people than might be expected, given that eight percent of the population in its catchment area is estimated to have a disability.Although disability is generally underreported among applicants in the job market, the Trust felt that a specific commitment was needed in order to encourage more disabled people to apply for jobs at the Trust. Mindful of the specific duties (under the Public Sector Equality Duty), the hospital defined the following objective to fulfil this aim:Work with organizations such as the Shaw Trust to place disabled people with the aim of developing skills and confidence to support long-term employment prospects. This includes provision of support for applying for permanent posts within the organization.ActionIn 2015/2016, the hospital contacted the Shaw Trust to ask for curriculum vitae of disabled people who were looking for work placements. The Shaw Trust put forward three curriculum vitae and the hospital identified placements that would best suit the skills of these individuals. Assistance with job applications/interviews was given at the end of the placements so that the three individuals could apply for temporary and permanent positions within the Trust.OutcomesIn 2015/16, the Trust reported the following progress: out of the three disabled people appointed through Shaw Trust on work placements, two have now been appointed as temporary staff, and one to a permanent post.The work placements at the hospital made a significant difference to the lives of those involved. In particular, it has enabled participants to gain skills and confidence to apply for jobs afterwards. One participant stated that it has enabled him to demonstrate his skills in a real workplace which gave him the confidence to apply for a permanent post in the Trust. ‘At the interview, I could talk about real work skills I had developed in my placement, something I had previously been unable to do’.The hospital is still working with the Shaw Trust to continue providing more disabled people with potential job opportunities in the coming years.CASE STUDY CHALLENGE:1. What are Health Inequities?2. How Assessing Health Status?3. What Are Health Inequities3. Conclusion (15%)Briefly summarize your thoughts conclusion to your critique of the case study and provide a possible outcome for Equality and Inequality in American Health Care in a Health ethics Context?Evaluation will be based on how clearly you respond to the above, in particular:a) The clarity with which you critique the case study;b) The depth, scope, and organization of your paper; and,c) Your conclusions, including a description of the impact of these Case study on any Health Care Setting.
Tvm assignment | Management homework help
Acme Manufacturing, Inc. was originally a family owned operation that has been in business for several generations. It has grown steadily and is now listed on the stock exchange with family members still owning a substantial portion of the shares. Over the years, the company has acquired a reputation for exceptional quality and has won awards from major customers. The firm is 55% equity financed; shares currently trade at $37.00 and do not pay a dividend. Debt capital is provided by a single issue of bonds (20 year, $1,000 par value, $82.50 annual coupon) currently trading at $1,175. The firms beta is 1.25. Their traditional hurdle rate has been 12%, though the rate has not been reviewed in many years. Over the years, shareholders have come to expect a 10% return. Their corporate tax rate is 25%. Treasury securities are yielding 5.25%. The market rate of return on equities is 9.25%. The Machine Tool Division is considering the purchase of a piece of highly-automated, robotic production equipment. It would replace older machines and would offer improvements in quality, and some additional capacity for expansion. Because of the magnitude of the proposed expenditure, a careful estimate of the projects costs and benefits is needed. They are currently using several old-style machines that together had cost $700,000. Depreciation of $220,000 has already been charged against this total cost; depreciation charges are $80,000 annually. Management believes these machines will need to be replaced after six more years. They have a current market value of $250,000. The old machines require 12 workers per shift earning $13.50/hr plus 3 maintenance workers paid $14.50/hr. The plant operates day and afternoon shifts five days each week; maintenance workers are assigned to the afternoon shift only. Maintenance expenses have been running at $5,000 annually; the cost of electricity has been $26,600 per year. The production process is not only labor intensive, but also physically demanding. Workplace injuries are not uncommon and lately medical claims have increased. The new machine will have a total cost that includes shipping, installation and testing of $1.5 million. The plant will also need $350,000 in modifications to accommodate the new machine. These costs will be capitalized and depreciated over the six-year estimated life of the machine. The new machine would require only two skilled operators (one per shift) who would earn $20/hr. Maintenance will be outsourced and cost $90,000 per year. The annual cost of electricity is estimated to be $50,000. Certain aspects of the decision are difficult to quantify. Managements relationship with the union hasnt always been a smooth one and union leadership may not agree to the layoff of the redundant workers. Reassigning them to positions in other divisions might be easier but there are currently only a handful of suitable openings, some of which are not in the collective bargaining unit. The specs on the new machine indicate that even higher levels of product quality and lower scrap rates are possible. In light of ever-increasing competition, this might prove to be of enormous competitive advantage. The new machine has a maximum capacity 27% higher than the old semi-automated machines which are currently operating at 90% capacity.
Assignment Parts: a. Calculate the firms Weighted Average Cost of Capital. b. Identify and analyze the relevant cash flows for the two alternatives buying the new machine vs. continuing to use the old ones. c. List and describe briefly any areas of uncertainty or concern for this project beyond the obvious ones described in the narrative. What effect might they have? Bullet points are just fine. d. Based on your results in parts b c, explain why you would or would not proceed with the new machine.
Week 8 ha tickets
Week 8 HA ticketsOn completion of this course you are hired by the company Tickets R Us. Part of your first project is to develop an application to assist with the selling of tickets. After discussing with your client, you identify that each ticket requires two attributes: a serial number and a price. You also identify that three types of tickets are sold: counter tickets, Web tickets, and discount tickets. Following are the specifications: 1. Counter tickets are sold on the day of the event at a ticket counter. They cost £50. 2. Web tickets are purchased on the internet. Web tickets purchased a week in advance of the event are £30 and those purchased less than a week in advance are £40. 3. Discount tickets are a type of Web tickets. They are available for students and senior citizens. They are 50 percent off normal Web ticket prices, i.e. if purchased a week or more in advance they are £15 and if purchased less than a week in advance they are £20. To purchase a discount ticket you either need to be a student or a senior citizen. Proper identification will be needed at the time the ticket is collected. The reason for the discount (student or senior) will be printed on the ticket. For this assignment implement the following:a. A class called Ticket which will be the superclass of both types of tickets (CounterTicket and WebTicket). All common fields and operations (methods) need to be implemented for this class. Following are additional specifications for this class 1. each time a ticket is made, a serial number is incremented. 2. A constructor Ticket() 3. a method public int getPrice() to return the tickets price 4. a method public String toString() returns a String. This return value can be used to print a ticket b. The class WebTicket inherits from Ticket. o A constructor WebTicket(int days) c. The class DiscountTicket inherits from WebTicket. o A constructor DiscountTicket(int days, String type) o Since discount tickets indicate the type of discount (i.e. student or senior), you will need to override the toString() method. d. Pricing information about the various tickets need to be given in the form of static variables as shown below: public static int COUNTER_TICKET_PRICE = 50;public static int WEB_TICKET_PRICE = 30;public static int WEB_TICKET_LT_WEEK_PRICE = 40;public static double DISCOUNT = 0.5;Please note that you have to place the static variables mentioned above in the appropriate classes (for example, Web ticket pricing information would be in WebTicket).To guide your development efforts as part of this assignment description you are provided a TicketsTst class and a test method. Include this class in your BlueJ project (easiest way would be to create a new TicketsTst class within BlueJ and then cut and paste the code you have been provided). For convenience, the test method is static. Hence, you do not need to create an instance of TicketsTst. Just right click on Ticketstst and run the test method. On running the test method your output should look like the following:Ticket: [ serial#: 0 Price: 30]Ticket: [ serial#: 1 Price: 40]Ticket: [ serial#: 2 Price: 50]Ticket: [ serial#: 3 Price: 20 Type: Student]Ticket: [ serial#: 4 Price: 15 Type: Senior]Total sales: 155Create a new project in BlueJ by clicking on the menu option Project New project. This will create a folder with the project name (see below). All BlueJ project related files for this project will be stored in this folder. Create new classes by clicking on the [New Class] button. All Java class files that you create (.java files) will be stored in the BlueJ project folder. The project folder will contain other files as well. After completing and testing your assignment, zip the entire BlueJ folder and submit it. Since your instructor will need all files in the project folder, make sure you zip the entire folder. For this assignment the names of the BlueJ project, Java class files, and the zip file you submit are given below: 1. BlueJ project: tickets 2. Java classes: Ticket.java, CounterTicket.java, WebTicket.java, DiscountTicket.java 3. Submit: tickets.zip
Interpersonal process recording | Nursing homework help
This assignment will help prepare you for conversations with clients with a mental health condition.
Course Competency
Describe the foundations of mental health nursing.
Transferable Skill
Communication: Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.
Instructions
It will be carried out with two students working together. This is a role play exercise, in which one student is the student nurse, and the other will role play as a client. In this assignment, the nursing student will be demonstrating the therapeutic nurse-client relationship and analyzing the therapeutic and nontherapeutic techniques used. You will take turns in the roles.
This is not about always having therapeutic responses. It is about learning from practice and review. It is expected that you will think of other ways to respond or interact with the client that may be more therapeutic after the interaction is terminated. After the conversation is over, you will complete in IPR form.
The client roles are:
Mr. Jones is a 69-year-old retired engineer. He was admitted to the in-patient psychiatric unit the previous day. His daughter had called the police when he locked himself in his bathroom and refused to come out. She thought he was suicidal. He was brought to the hospital by the police and was admitted on involuntary status. He has been reticent since admission but told his daughter he had no reason to live since his wife died.Diagnosis: MajorDepressive DisorderNursing Diagnosis: Risk for suicide.
Mrs. Alvarez is a 34-year-old female who has lived in this country for the past 10 yrs. She is a stay at home mom with three small children. Her husband works two jobs to support the family. Lately, she has been extremely anxious and fears that her children will become ill or injured. This seems to be an unrealistic concern, but she has been unable to sleep well and has lost 15 lbs. in the past month. She is a voluntary admission and states she knows she needs help.Diagnosis: Generalized Anxiety DisorderNursing Diagnosis: Ineffective coping
You will select the role you wish as a client and take turns switching roles. After the conversation, you will document the interactions using the form provided and following the guidelines instructions for each column.
IPR Form Explanation
The IPR is completed with the form to guide you, and the rubric to explain the grading process for content.
The IPR Form is linked here.
The first column is for you, the nursing students, comments/ questions, and responses. You may want to include the introduction process. It is understandable if the initial conversation is more superficial to establish rapport. You may not want to include all of this but move on to the more focused interaction. Your nonverbal communication is included here.
Then, the conversation will move to a focus on the clients feelings, concerns, issues as he/she has identified them. After the introduction, it may be beneficial to establish with the client a short- term goal for the interaction.
The second column is for the clients comments, questions, responses. Also, the nonverbal reactions of the client are included in this column.
The middle column is for you to write what you are thinking or feeling.
The last two columns are for you to document the technique that you used in that portion of the conversation. If it is a nontherapeutic response, you are to write the response and think of how you could revise to more therapeutic response. You can change any response if you think of how you could have responded differently but, identify and change all nontherapeutic responses.
Remember, this is an assignment that will assist you in all communication with others.
Explanation of the Rubric Criteria for Interpersonal Process Recording (IPR)
Communication (20 verbal entries, ten nonverbal, ten techniques)
Criteria 1 Nursing Interaction (verbal and nonverbal)Nursing statements and questions demonstrate a positive, caring approach and show insight into the client needs. These interchanges will include the introduction process, but not the more superficial interchanges. Nonverbal communication techniques are also recognized. Thoughts and feelings are identified and documented.
Criteria 2The client verbal statements and questions are documented. Nonverbal communication is also observed and interpreted. You may also identify defense mechanism(s) used by the client.
Criteria 3All communication techniques used are identified (using titles previously reviewed).
Criteria 4All non-therapeutic techniques to be identified and changed to a therapeutic method. If in the review of the interaction, a more appropriate or therapeutic approach (verbal or nonverbal) is identified, document how this response/ statement would be changed
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 weeks 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.
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 masters 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 todays and tomorrows 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 weeks 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 Masters 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 weeks 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), 214222. 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 todays and tomorrows 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.
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 enterprisesas well as the inexpensive products and services they providecan 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 Administrationinstituted 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 interventionharming 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 Administrations 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 utilitiessuch as electricity or water. The expensive upfront investments that lead to monopolies in these industries dont 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 theres good news. The new FCC chairman has taken a hard stance on the issuevowing 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.
Absenteeism for Poor Students Sociology Project Paper
Week 15 – Final Project OverviewFor the final project, students will have the choice of either writing a final paper using the five approved peer-reviewed journal articles as sources on the topic or creating a PowerPoint with video presentation on the topic using the five approved peer-reviewed journal articles as sources. The paper would be a minimum of three full pages in length and the presentation would be approximately ten minutes in length. The in-text citations and references should be in ASA format for either option.After completing this module, students should be able to: Interpret sociological research about poverty presented in peer-reviewed academic journals Synthesize sociological research about poverty presented in peer-reviewed journals into a cohesive understanding of their topic Produce a presentation or paper that effectively communicates the sociological research on their topic to others Develop confidence and self-efficacy based on having completed rigorous academic workInstructionsIn the second week of Module 2, you will schedule a virtual meeting with your instructor for a mutually-agreeable time during the first week of Module 3. You should come to that meeting with some ideas about topics related to poverty that interest you and that you would want to complete the final project on. During the meeting, we will work together to flesh out your idea and you will be approved to start the second part of the project.I recommend that you begin searching for peer-reviewed journal articles to use as sources during Module 6. Do not leave this until the last minute. You want to find good articles that you can use to build your work, not to struggle to shoehorn in five random articles that were the first ones you found. Be sure to download the full PDF of each article you want to use from JSTOR as you will have to submit the full PDF for my review in Module 9. I will then approve or disapprove each article. An approved article can be used for the final project. If one of your articles is not approved, the problems with the article will be explained and you will need to find a different article to replace it. Finally, you will use your approved peer-reviewed journal articles to craft either a paper or PowerPoint with presentation about the topic you were approved to research.Once you have submitted your Final Project, you will be able to post in the Final Project Discussion, the End-of-Semester Thoughts Discussion and the Learning AFTER This Semester Discussion. If you post in all three Discussions, you will get extra points towards your final Discussions grade!ic)
