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December 6, 2023

Final Law Economics

In this module you will complete the Final Exam. This exam covers materials from the second half of the course. For this exam, you will download the exam word document from the course menu. The questions should be written succinctly, using the proper terminology, while showing and explaining all work.

According to your readings, and from what you have learned in Module 5, how could war stimulate the economy? Explain in detail, making sure to mention the impact government purchases have on Gross Domestic Product (GDP). Also, make sure you make mention of how government purchases affect the private sector. Finally, describe how government purchases, in your opinion, have helped to stimulate or hinder the U.S. economy. You must provide sound economic analysis in your answer.

Final Law Economics

Do you think the government, using both fiscal policy and monetary policy, faces any trade-offs in trying to control for inflation vs. unemployment. What do you believe is more of a problem towards long-term economic growth: persistent inflation or unemployment? Make sure to use your readings and what you learned in the modules to justify your arguments.

According to your readings, it will always make economic sense for you to start a business if your business can make economic profit. How does economic profit differ from accounting profit? Have you ever considered starting a business? If you were to start your own business someday, describe the revenues and costs you would consider (make sure you are describing economic profit in your analysis).

Final Law Economics

Suppose you wanted to open a new business in your hometown. Based on what you learned about the different market structures:
Describe your business (the product or service, the ideal size of your firm, the requirements needed to enter this market, etc.).
Describe the market you would operate in making sure to detail the characteristics of the market structure and also the opportunities and challenges you might face.

As noted in the video Stalag 17 and in your readings, many things have been used as money over time: cigarettes, gold, paper currency (like the U.S. dollar), etc. Describe the functions of money and consider the U.S. dollar as an example. Although the U.S. dollar has little or no intrinsic value, why do people want it so much? Can you think of other examples of things that act as “money” in our society? Use APA referencing style.

December 6, 2023

Response to Survivors Discussion

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Response to Survivors Discussion

Imagine you are having a conversation with a friend who makes one of two comments:

“I just don’t understand why women stay in an abusive relationship.” OR “I don’t understand why someone would not report being sexually assaulted/raped.”

Select one scenario and discuss how you would explain the victim/survivor experience to this friend based on what you have learned in this unit in order to help your friend better understand the dynamics which occur after an individual has been victimized. Your answer may include a discussion of the symptoms of trauma, lack of social support, beliefs/stereotypes of victims, the criminal justice system, child welfare involvement, etc.

Response to Survivors Discussion

“Imagine you are having a conversation with a friend who makes one of two comments:

I just don’t understand why women stay in an abusive relationship.” OR “I don’t understand why someone would not report being sexually assaulted/raped.”

Response to Survivors Discussion

Imagine you are having a conversation with a friend who makes one of two comments:

“I just don’t understand why women stay in an abusive relationship.” OR “I don’t understand why someone would not report being sexually assaulted/raped.”

Response to Survivors Discussion

Imagine you are having a conversation with a friend who makes one of two comments:

“I just don’t understand why women stay in an abusive relationship.” OR “I don’t understand why someone would not report being sexually assaulted/raped.”

December 6, 2023

Trend Analysis-Business Finance

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Trend Analysis-Business Finance

In a 4–5-page paper, use the Financial Trend Monitoring System to identify financial factors affecting the financial solvency of a state, a local, or a nonprofit agency. You may choose a new agency to analyze or use one of the agencies you looked at in a previous assignment. (A federal agency or department should not be used for this assignment.) Using the financial factors from Table 7.1, pick 2–3 factors and conduct a trend analysis.

Evaluate selected financial factors by analyzing financial data over at least the last five years. Title this section Trend Analysis.
See Table 7.1 Factors Affecting Financial Condition for a list of financial factors.
Create a table or chart with each factor indicating the direction of the trend. Title this section Data Analysis. (Note: This section should only consist of at least two or three tables or charts.)
Justify your table or chart for each factor by writing a brief evaluation of the trend. Title this section Trend Evaluation.
Develop and explain a policy statement based on your findings to manage areas of concern. Title this section Policy Statement.
Your assignment must follow these formatting requirements:

Include an Introduction and Conclusion in the 4–5-page count. Your cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, the date, and the reference page are not included in the required assignment page length.
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the L

Trend Analysis-Business Finance

Your assignment must follow these formatting requirements:

Evaluate financial trends for a selected agency and propose fiscal recommendations.

library site for all support. Check with your professor for any additional instructions. Use APA referencing style.

December 6, 2023

Pain and Suffering Case Study

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Pain and Suffering Case Study

Madeline S. is a 66-year-old German woman admitted to a home care agency for care related to end-stage cardiac disease and renal failure. She has complained of chronic generalized chest pain, frequent cramps in her legs, and worsening arthritis pain related to her immobility. The home care nurse has been in contact with Madeline’s physician almost daily for the past week and her analgesics have been steadily increased with little pain relief but an increase in nausea, constipation and sedation. The nurse feels frustrated as she observes Madeline declining rapidly with worsening depression, withdrawal and weeping. Madeline’s neighbor has noticed that her lights are left on 24 hours a day and the nurse has noticed that Madeline has several rosaries and prayer books now at her bedside. Madeline has refused referral to hospice, but the home care nurse has requested a team conference with assistance from the local hospice affiliated with the home care agency.

Discussion Questions:

1. What disciplines should be included in the case conference? 2. What additional assessment might the nurse obtain? 3. How can this patient’s pain and suffering best be treated?

Pain and Suffering Case Study

Discussion Questions:

1. What disciplines should be included in the case conference? 2. What additional assessment might the nurse obtain? 3. How can this patient’s pain and suffering best be treated? Use APA referencing style.

December 6, 2023

Nursing Symptomology

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Nursing Symptomology

Ms. Smith: Anorexia/Depression/Anxiety

Ms. Smith is an 85-year-old woman with end-stage cardiac disease in a home hospice program. She has been very comfortable, not experiencing any other symptoms, and has been quite functional until the last two weeks. Her family contacts the home hospice nurse concerning her lack of appetite, “continual sadness,” and anxiety which they feel is affecting her ability to function.

During a routine home visit by the hospice nurse, the patient relates she has no appetite and is quite comfortable just having occasional “snacks” when she pleases. However, her family remains adamant that she requires better nutrition, and they request an IV be inserted. In addition, the family believes Ms. Smith is depressed and “too antsy,” and these contribute to her lack of appetite. Mrs. Smith states that she has had trouble with depression for many years but has always tried to find “the brighter side” to fight off the sadness. She also acknowledges that she becomes anxious when her children come to visit, as they “don’t want to admit I am dying,” she says. She reports that she does not always sleep well at night, because she is afraid to die and leave her family behind. She says, “I wish I had raised my children better. If I had, there might not be all of this fighting going on about my care. I wish they would leave me alone, so I can die the way I want to.”

Discussion Questions:

How might the hospice nurse incorporate interdisciplinary care for this patient?
What additional assessments would be needed?
What interventions might be considered?

Nursing Symptomology

Ms. Smith: Anorexia/Depression/Anxiety

Nursing Symptomology

Discussion Questions:

How might the hospice nurse incorporate interdisciplinary care for this patient?
What additional assessments would be needed?
What interventions might be considered? Use APA referencing style.

December 4, 2023

Literacy Skills Usage

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Literacy Skills Usage

Let the following questions guide you in preparation of a 5-page paper.

Introduction
What is the controversy?
In what professional context is it being discussed?
What are the two sides of the argument?
Who is on each side?
What is your opinion?
Body Paragraph 1 | Point of Argument 1
What is your first reason for holding the opinion you stated at the end of paragraph one?
What do professionals in the field say about this?
What do courses that you have taken say about this?
What does your professional experience say about this?

Body Paragraph 2 | Point of Argument 2
What is your second reason for holding the opinion you stated at the end of paragraph one?
What do professionals in the field say about this?
What do courses that you have taken say about this?
What does your professional experience say about this?
Body Paragraph 3 | Point of Argument 3
What is your third reason for holding the opinion you stated at the end of paragraph one?
What do professionals in the field say about this?
What do courses that you have taken say about this?
What does your professional experience say about this?
Counterargument
Who are your opponents?
What do they think?
Why are they right?
Why are they wrong?
Conclusion
Ultimately, what do English language learners need in the Early Childhood Education classroom?
What must be done to ensure that English language learners get what they need?

Literacy Skills Usage

Let the following questions guide you in preparation of a 5-page paper.

Literacy Skills Usage

What do professionals in the field say about this?
What do courses that you have taken say about this?
What does your professional experience say about this?
Body Paragraph 3 | Point of Argument 3
What is your third reason for holding the opinion you stated at the end of paragraph one?
What do professionals in the field say about this?
What do courses that you have taken say about this?
What does your professional experience say about this?
Counterargument
Who are your opponents?
What do they think?
Why are they right?
Why are they wrong?
Conclusion
Ultimately, what do English language learners need in the Early Childhood Education classroom? Use APA referencing style.

December 4, 2023

Working-out Simultaneous Linear Equations

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Working-out Simultaneous Linear Equations

For the identified standard address each of the following prompts.
Analyze and solve pairs of simultaneous linear equations.

Solve systems of two linear equations in two variables algebraically and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. (8.EE.8)

Working-out Simultaneous Linear Equations

Student-Friendly Format
How might you display the standard for your students?
The student will: demonstrate an understanding of how to solve linear equations in two variables algebraically and estimate their solutions by graphing the equations and solve simple cases by inspection.
Appropriate Parts
Knowledge and Skill Objectives
How you might explain the standard, and its parts, to a colleague?
Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.
Analyze graph systems of linear equations whose solutions do not have integer coordinates. (Knowledge)
Use elimination and substitution to solve systems of linear equations. (Skill)
Demonstrate understanding that a system can have a unique solution, no solution, or infinitely. (Skill)
Solve problems in real-world contexts, including converting temperatures from Celsius to Fahrenheit. (Skill)

Working-out Simultaneous Linear Equations

Sequence Justification
This sequence begins with simple concept knowledge of analyzing graphs of linear equations whose solutions do not have integer coordinates. They will begin looking at these graphs to analyze what these graphs look like for a linear system. After understanding these estimations, they will begin solving systems of linear equations using substitution and elimination. They will use their estimations of the solution from a graph to verify their algebraic solution is correct. Once they demonstrate an understanding that a system can have a unique solution, no solution, or infinitely many solutions they will begin solving problems in real-world context by doing things like converting temperature from Celsius to Fahrenheit.
Prerequisite Knowledge and Skills
How might you explain prerequisite objectives to a colleague?
Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.
Explain the concepts to solving multistep equations. (Knowledge)
Demonstrate how to solve multistep equations. (Skill)
Analyzing the shape of the graph of a linear equation. (Knowledge)
Use the method of elimination to solve a system of equations (Skill)

Predict that the graph of a linear equation is a line and select points on and off the line to verify their claim. (Skill)

Use APA referencing style.

December 4, 2023

Solving Simultaneous Linear Equations

By Assignment Expert Blog

Solving Simultaneous Linear Equations

For the identified standard address each of the following prompts.

Analyze and solve pairs of simultaneous linear equations.
Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. (8.EE.8)

Solving Simultaneous Linear Equations

Student-Friendly Format
How might you display the standard for your students?

The student will: demonstrate an understanding that solutions of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
Appropriate Parts
Knowledge and Skill Objectives
How you might explain the standard, and its parts, to a colleague?
Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.

Solving Simultaneous Linear Equations

Analyze the shape of the graph of a linear equation. (Knowledge)
Use the method of elimination to solve a system of equations (Skill)

Predict that the graph of a linear equation is a line and select points on and off the line to verify their claim. (Skill)

Sequence Justification
This sequence begins with simple concept knowledge of looking at systems graph to analyze what the shape of a linear graph should look like. They will begin describing what these graphs look like for linear equations. After understanding the shape of a linear graph, they will begin selecting linear equations to solve by the process of linear equations. Once these systems are solved students then will begin to predict if the graph of a linear equation is a line and selecting points both on and off that line to argue their claim.
Prerequisite Knowledge and Skills
How might you explain prerequisite objectives to a colleague?
Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.
Explain the concepts of the distributive property. (Knowledge)
Explain the concepts to solving a linear equation in one variable with one solution. (Knowledge)
Demonstrate how to solve linear equations in one variable with one solution. (Skill). Use APA referencing style.

December 4, 2023

Unpacking Standards-Education

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Unpacking Standards-Education

Unpacking Standards Template
For the identified standard address each of the following prompts.
Solve linear equations and inequalities with rational number coefficients, including those whose solutions require expanding expressions using the distributive property and collecting like terms.

Solve linear equations in one variable.
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x=a, a=a, or a=b results (where a and b are different numbers). (8.EE.7).
Student-Friendly Format

Unpacking Standards-Education

How might you display the standard for your students?
The student will: demonstrate an understanding of how to solve linear equations in one variable with one solution, infinitely many solutions, or no solution by using the distributive property and collecting like terms to solve for the given variable.
Appropriate Parts
Knowledge and Skill Objectives
How you might explain the standard, and its parts, to a colleague?
Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.
Analyze expressions looking for the distributive property and like terms. (Knowledge)

Formulate expressions from word problems and distinguish their equivalent expressions. (Skill)

Solve the equations created by the expressions. (Skill)

Unpacking Standards-Education

Use the distributive property and collecting like terms to solve a multistep linear equation. (Skill)
Sequence Justification
This sequence begins with simple concept knowledge of the distributive property and collecting like terms, then teaches students how to solve a linear equation in one variable using these skills. They will begin formulating expressions from word problems and distinguish their equivalent expressions. After understanding the relationship between the expressions and using the distributive property they will begin solving multistep linear equations in one variable with one solution, infinitely many solutions, or no solution.
Prerequisite Knowledge and Skills
How might you explain prerequisite objectives to a colleague?
Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.
Explain the concepts of the distributive property. (Knowledge)
Explain the concepts to solving multistep equations. (Knowledge)
Demonstrate how to solve multistep equations. (Skill)

Use APA referencing style.

December 4, 2023

Rational Choice Assignment

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Rational Choice Assignment

Chapter 4: Rational Choice Theory Scenario
What if you are a drug dealer, and you work on the corner of Fifth and Main Street. One morning, you walk to your corner to start work, and someone else is selling drugs there. To make matters worse, he has lower prices than you do. Clearly, he is trying to “steal” your customers, which cuts into your profit. What would you do? Do you think that the use of violence would be rational? What would be the benefits and costs of using violence?

Chapter 4: Rational Choice Theory Class Discussion/Activity
Discuss the underlying assumptions about human decision making espoused by Cesare Beccaria and Becker. What is the importance of these assumptions for classical theory?

Rational Choice Assignment

Chapter 4: Rational Choice Theory Media Tool
Watch the YouTube video “Maryland General Assembly Votes to Repeal Death Penalty” available at Maryland General Assembly Votes to Repeal Death Penalty Links to an external site. https://www.youtube.com/watch?v=eQwCEsmTowk
⦁ NewsPolitics discusses a new bill proposed in Maryland that would repeal the death penalty. The Governor signed it into law, abolishing the death penalty in that state.
Discussion: Maryland only executed very few people. Do you think that the death penalty would have been more of a deterrent if Maryland had executed more people? Why or why not? Do you think this decision will influence other states?

Rational Choice Assignment

DEDUCTIONS: There will be points (15 points each) deducted for no heading on assignments as described in the syllabus, in appropriate font size, no margin or paragraph justification, line spacing, not stating the questions or statements, no work cited page, grammar errors, run on sentences, sentence fragments, etc.
SUBMISSION OF ASSIGNMENTS: All major assignments for this course will be submitted electronically using Canvas. Please use a standard 12-point font such as Times New Roman, Palatino, or Garamond. Use one-inch margins and standard MLA or APA headers, (citation style according to the discipline), and double-space all documents. Make sure that you include your name, title of the course and date on all submissions. Your response (answers) to all assignments must be 300 words or more for each question in order to get full credit for that particular assignment. Do not send assignments to my email address but upload them in CANVAS. Use APA referencing style.

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