Introduction Economics for Managers

1. The purpose of economics is to provide a way to think. Economic thinking and decision- making recognize that because of scarcity something cannot be obtained without giving up something else. Consequently, we must make our decisions by comparing the costs and benefits and evaluating the tradeoffs. In doing so, five principles of economic thought come into play: tradeoffs, incentives, opportunity costs, marginal thinking, and voluntary exchange. Explain with a specific example of each how you apply these five principles of economic thought in your everyday life. Table 1-1

2. Refer to Table 11. Farm produces only apples and The table above shows the maximum possible output combinations of the two fruits using all resources and currently available technology.

a. Graph the Fruit Farm’s production possibilities frontier. Put apples on the horizontal axis and pears on the vertical axis. Be sure to identify the output combination points on your diagram.

b. Suppose the Fruit Farm is currently producing at point D. What is the opportunity cost of producing an additional 8,000 kilos of pears?

C. Suppose the Fruit Farm is currently producing at point D. What happens to the opportunity cost of producing more and more pears? Does it increase, decrease or remain constant? Explain your answer.

d. Suppose the Fruit Farm is currently producing at point G. What happens to the opportunity cost of producing more and more apples? Does it increase, decrease or remain constant? Explain your answer.

e. Suppose the Fruit Farm is plagued by a maggot infestation which destroys apple trees but not pears. Show in a graph what happens to its PPF. 16:16 % 87% maggot infestation which destroys apple trees but not pears. Show in a graph what happens to its PPF.3. Suppose you own an outdoor recreation company and you want to purchase all-terrain vehicles (ATVs) for your summer business and snowmobiles for your winter business. Your budget for new vehicles this year is $240,000. ATVs cost $8000 each and snowmobiles cost $12,000 each

a) Draw a budget line for your purchase of new vehicles.

b) What is the opportunity cost of one ATV?

c) What is the opportunity cost of one snowmobile?

Listening, Speaking, and Writing Activities Template

For this assignment, you will complete the “Listening, Speaking, and Writing Activities Template” and “Rational”. You are to use the template and develop three activities – one focused primarily on listening, one focused primarily on speaking, and one focused primarily on writing.There is a lot of additional information about what should be specifically addressed in these activities in the provided rubric; please be sure to read that prior to starting the assignment and design the activities to accommodate the students within the provided “Class Profile.”

Part 1: Listening, Speaking, and Writing Activities Template

Select a 1st grade Common Core State Standard that focuses on listening, writing, and speaking skills to develop a listening, speaking, and writing activities.

Below are examples of possible activities:

  • Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign

Your learning activities should be appropriate for 1st grade students and those within the enclosed “Class Profile” and include the following:

  • Strategies that encourage students to apply personal opinions toward the interpretation of texts
  • Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction
  • Accommodations related to assessment and testing conditions to meet diverse needs of students

 Part 2: Rationale

In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 Class ProfilePart 1: Listening, Speaking, and Writing Activities Template

Listening Example 1

1st Grade ELA Common Core State Standard(s):
Learning Objective(s):


Speaking Example 2

1st Grade ELA Common Core State Standard(s):
Learning Objective(s):

 Writing Example 3

1st Grade ELA Common Core State Standard(s):
Learning Objective(s):

 Part 2: Rationale

TechCo Company Supply Chain Case Study 

Background to the design chainThe case company (TechCo) is a high‐tech electronics manufacturer supplying products to original equipment manufacturers (OEMs), who bundle these products with other products and services for end‐customer supply. Given the structure of this industry, there are very few very large OEMs. We typically refer to this type of supplier (TechCo) as a ‘tier 1 supplier’.

TechCo had a significant engineering team who were responsible for product design. Engineering worked closely with these OEM customers in product design and qualification and also with tier 2 and tier 3 suppliers upstream, who manufactured various components or parts and sub‐assemblies that made up the product. Initial prototypes were made in the engineering laboratories with materials procured by Engineering. The next stage was small‐scale production managed by a new product introduction (NPI) group within Operations. There were a number of resources in this NPI team, mainly Project Management and Buying. The NPI group was responsible for ensuring the product could be produced in volume and produced initial volumes for OEM customers. The process of getting information from Engineering was difficult – one of those scenarios where the ‘paperwork’ lagged behind the activity of design and supply. Different information systems used by each team did not help since Engineering used ‘Agile’ as their system of record; this held detailed specifications, but Operations needed the information on its Oracle Enterprise Resource Planning (ERP) system in order to drive demand through the supply chain.

Thus, product design (i.e. new product development; NPD) was largely the remit of Engineering, and product launch (i.e. NPI) was largely the remit of the NPI team in Operations. Operations had established Advanced Manufacturing Operations (AMO) to introduce new products. This unit had a capacity to assemble about 50 units/day. Once customer demand ramped up, manufacture was then transferred to the large‐scale production organisation (capacity to assemble hundreds of units/day). (Excerpt)QUESTIONS 

● Identify and discuss the fundamental issues that this case highlights.
● What actions would you take to address these issues? Consider both short‐term actions and long‐term learning and reconfiguration of product design and supply processes.

Supply Chain Planning Control

Question 1

Outline the main features of 3 production scheduling strategies and explain the advantages and disadvantages of each along with the industry type each is likely to be used in. (10 marks)Question 2

  • CBE Equipment is deciding whether to build a small or a large facility at a new location in Carlow. Demand for their product will either be low or high, with probabilities of 0.3 and 0.7 respectively.   If CBE Equipment builds a small facility and demand proves to be high, he then has the option of expanding the facility.   If a small facility is built and demand proves to be high, and then the retailer expands the facility, the payoff is €570,000.   If a small facility is built and demand proves to be high but Jones decides not to expand the facility, the payoff will be €353,000.   If a small facility is built and demand proves to be low, then there is no option to expand and the payoff is €200,000.   If a large facility is built and demand proves to be low, JJ Jones then has the option of stimulating demand through local advertising.   If he does not exercise this option, the payoff is €60,000.  If he does exercise this advertising option, then the response to advertising will either be modest or sizable, with probabilities of 0.4 and 0.6, respectively.   If the response is modest, the payoff is €40,000.   If the advertising response is sizable, the payoff is €320,000.   Finally if a large facility is built and demand proves to be high, then no advertising is needed and the payoff is €800,000.
  • Construct a decision tree for this situation. (20 marks)
  • Evaluate the decision tree. (8 marks)
  • What do you recommend CBE Equipment does? Explain your reasoning. (6 marks)

Question 3The first four (4) units of product A took a total of 40 hours to produce. If the learning curve rate is 88%, how long did it take to produce the first (1st) unit and the eight (8th) unit?(6 Marks)

English Mathematics Lesson Plan

Design a lesson plan and presentation on Congruence and Similarity with Constructions, provided in the list of topics from your instructor. You will also need to create and give a presentation on your lesson plan. Include the following: Overview:Write an introduction to the class activity. Include the purpose of the activity and desired outcome. Objectives:The objectives should be specific and measurable. Time: How long will the activity take when implemented in the classroom? Materials: Describe any materials that are needed to conduct the lesson. Activity: Provide a detailed description of the activity. Write all the steps from the instruction of the assessment. Presentation: Complete a PowerPoint presentation to be used in class to teach the lesson plan. LESSON PLAN TEMPLATE

Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

  • Who is the audience
  • What action verb will be measured during instruction/assessment
  • What tools or conditions are being used to meet the learning

  What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Australians at War Major Project

Lest we forget: memorialization and local service histories
This project will utilise a war memorial in your local community. How should we read a war  memorial and what does it say about the local community and the war service of its citizens? There are two aspects to the project, a consideration of place of the memorial in the local community, and an analysis of local representation in armed conflicts drawing on the names  of the service personal who are listed on the memorial.1) Your first task is to go to your local war memorial and take some digital images.

2) Your next task is to make a list of the names on the memorial. Some memorials only list those killed in a community while others will list all from the community who served. (Some  will also list people outside of the community – you can discuss this in your analysis). Some  memorials will cover a range of conflicts; some will be devoted to a single war.

3) You will need to research a sample of names from the memorial. Note, you cannot just choose any names you like. These must b a representative sample. You will need to have a  sample of 50-70 names. If there are hundreds of names on the memorial and it convers a  number of conflicts, choose just one conflict to reduce the size of your list. If you still have  more than 70 names, contact your convenor to discuss how best to take a sub-sample of your  name list using systematic sampling or another method.

With the names taken from the memorial you will then consult the various conflict nominal roles or the ADFA AIF database to get more information about the basic war service of the members of your community.,

4) Create a spreadsheet to collate your data. Make a row for each name in your sample. Include a column for each category of service information you obtain. You should try and obtain a complete record for each name. Note, there may be some names that prove impossible to track down, but look to exhaust all possibilities before giving up. Any names that you cannot find information on must still be included in your list, and any data analysis or graphs you produce should include them as ‘Unknown’.

5) Compile a report of 2000 words.
Reading to get you started: Ken Inglis and Jan Brazier, Sacred Places: War Memorials in the Australian Landscape (Melbourne, 2008), available as an eBook through MQ LibraryThe report should consist of the following sections. (The questions within each section should
be taken as suggestions. You do not need sub-headings for all of these):

Introduction/ Overview
What is the project?
What are the key findings?

Did you use a sampling method? If so, what was it?
What sources (eg websites, academic scholarship, books etc.) did you use?
What sources revealed what kinds of information? Were there gaps in the sources?
How did you seek to overcome these?
Are there limitations with the research methodology?

What are the design principles of the monument?
What is the position of the monument vis-à-vis other public edifices in the community?
Does it play a role today in formal commemoration activities?

Service records in the community
You might consider some or all of the following questions for analysis:
What was the average age of those who served?
What was there religion?
What types of units did your community tend to serve in?
What percentage of those who served were killed?
Were any POWs?
What was the pattern of enlistment?
What was the rank profile of your community?
Where did they serve?
What parts of town did they reside in?

What do the memorial and service records tell us about the intersection between foreign armed conflict and local communities?
How do your findings relate to material discussed in the unit?                                                                                        Integrate and contextualise your findings with secondary literature such as Inglis and other sources discussed in the unit.

Supreme Court Confirmation Process

Supreme Court JusticesThe president of the United States selects nominees to become United States Supreme Court Justices, subject to the “advice and consent” of the U.S. Senate.  Pursuant to this duty, the Senate conducts hearings to assess the qualifications and character of the nominees.  Until relatively recently, the nomination and confirmation processes were usually courteous and civil, which is unsurprising considering that Supreme Court nominees are generally among the most capable and distinguished members of the legal profession.

Things have changed.  Politics grows increasingly partisan (and nasty) seemingly every day.  The 24-hour news cycle and social media (think CNN, Fox News, Twitter, talk radio, etc., etc.) seem only to fuel the fire.

Where once the process sought mainly to ensure that only the best and brightest became Supreme Court justices, now it is mainly about whether the nominee shares your political agenda and can be counted on to rule in favor of your “team.”  Regardless of your political persuasion, it is hard to deny that the nomination and confirmation process has deteriorated into a sad and pathetic circus.

Many say that our system of government is broken, fractured beyond repair. 

For the discussion board, offer your thoughts on the Supreme Court confirmation process and, if you wish, the current situation of our government.

Review the following videos:

AND Supreme Court Confirmation Process

Supreme Court confirmations in the United States have become increasingly controversial in the past few decades. The confirmation process has risen to be just another typical political process rather a solemn state occasion. Currently, a higher percentage of the American population can confirm that Supreme Court Justices are indeed confirmed or rejected on a partisan basis. The state of the Supreme Court Confirmations reveals how the government systems in the United States have deteriorated to being faulty and dysfunctional. The elected leaders even after elections, hardly go past political campaigns. Their entire terms are dedicated toward advancing their political interests at the expense of their duty.

The confirmation of Brett Kavanaugh as a Supreme Court Justice was an unusual event in history that has proved how the Senate is divided into political lines. He was accused by Christine Blasey Ford of sexual assault a move that some senators viewed as a political calculation to bar Kavanaugh from being a Supreme Court Justice while others upheld it as a sincere confession worth a consideration (CBC News, 2018). The Senate voted even before the investigations on this case were concluded and Kavanaugh managed a confirmation of 50-48 (Huebner, 2018). This figure implies that the legislature no longer votes on merit but in political alignments. Kavanaugh, being a nominee by a Republican president won favor from the Republicans in the Senate. Three decades ago Sandra Day O’Connor got a confirmation of 99-0 (Abramson, 2018).

The politicized nature of the current confirmations leads to almost equal votes from the two voting sides. Whether one has been nominated by a Republican or a Democrat president is a determinant whether they will qualify for the top seat or not. Democrats are bound to vote for a nominee by their president whether qualified or not and vice versa.

EDU702 Creating a Culture for Learning

Assignment 1: Acknowledging tangata whenua and te Tiriti o Waitangi within educational settingsInstructions
This assignment requires you to demonstrate your understanding of te Tiriti o Waitangi partnerships within educational settings and implications for:
• you as a teacher
• learning organisations
• the education system (or your sector of it) as a whole.

Your work for this assignment should be evidence based. Use research to inform your answers, and provide accurate citations and a reference list in APA referencing style.

The assignment is in two parts.
• Part 1: Te Tiriti o Waitangi and the status of tangata whenua in Aotearoa New Zealand.
• Part 2: Applying the principles of te Tiriti o Waitangi.

Read through all of the assignment instructions and the marking schedule to make sure you understand what is being asked of you and how your marks will be allocated. You will be given a mark out of 100 for this assignment, which will be converted to a total of 40% of your final grade.Your tasks
Part 1: Te Tiriti o Waitangi and the status of tangata whenua in Aotearoa New Zealand

a. Explain why tangata whenua have a unique status in Aotearoa New Zealand. Your answer should refer to concepts of indigeneity and to te Tiriti o Waitangi.

b. Explain the three principles of te Tiriti o Waitangi as outlined in this course. Discuss how these principles are relevant to, and reflected in, the education sector in Aotearoa New Zealand. Give two examples.

Remember, your work for this assignment should be evidence based. Use research to inform your answers and include at least three references in your essay. Provide accurate citations and a reference list (use APA referencing
style). Word guide: 800–1000 words

Part 2: Applying the principles of te Tiriti o Waitangi

a. Critically analyse one specific strategy/approach that has been shown to improve outcomes for Māori learners.
I. Briefly outline the strategy/approach and analyse its benefits and challenges.
II. Give two examples of ways that the strategy/approach can be applied within your teaching practice or a learning organisation. Explain the potential benefits of each example.

b. Discuss how your chosen strategy/approach is an example of applying one or more principles of te Tiriit o Waitangi.

Support your responses by referring to at least three relevant sources.

Global Human Resource Management

In no more than 2.000 words, you are required to develop an academic essay consolidating your knowledge

and understanding of issues and challenges facing your target profession/industry/sector. This will be achieved through the completion of the following tasks:1. Using a range of relevant literature (both academic and professional sources), identify and critically evaluate contemporary issues and challenges facing your target profession/industry/sector. This is worth 40% of the overall marks- 1,500 words.

Please note you must:

  • Provide a clear introduction to your target profession/industry/sector (e.g., a graduate development scheme, self-employment, working for your family’s business, a promotion with your current employer, etc). You should highlight if this will be in the UK, your home country or elsewhere.
  • Identify key challenges and issues relating to your chosen profession/industry/sector. This may include professional body viewpoints, recent organisation case studies and published academic studies. You may also include a combination of challenges and issues facing the wider profession/industry/sector as well as those facing postgraduates.
  • You are not required to identify a specific number of issues and challenges, these will differ depending on the profession/industry/sector in question. We are looking for evidence of critical evaluation of these issues and challenges, supported with credible academic and professional sources.
  • Provide a succinct conclusion, indicating the impact of these challenges and difficulties for your target profession/industry/sector moving forward.
  • You must identify a specific role/industry/sector. ‘I would like to work in marketing’ is too broad.

2. Through a short reflective statement, consider the implications of these challenges and issues for you and your subsequent career in this industry/sector. This is worth 20% of the overall marks- approx. 500 words

  • In light of the challenges and difficulties you have identified, what personal implications can you discern which will need to be addressed moving forward?
  • We are looking for evidence of your awareness and understanding of the theory/cases/literature you have discussed in your essay.
  • You may wish to focus your reflections on challenges and issues you have discussed in your essay which you feel will have significant implications for your career in this industry/sector (in comparison with others). You should explain why these particular challenges/issues are of key concern for you, supported with evidence.

Community Health Practice Manager

For this assignment, you will prepare a PowerPoint presentation. Preview the document with detailed speaker’s notes that is written from the perspective of being a practice manager for a community health center within a safety net hospital. Recall from HCA205 that a safety net hospital is one that provides care for patients regardless of their insurance status or ability to pay. The federal government provides subsidies to safety net hospitals to help care for non-paying patients.The goal of this presentation is to prepare an in-service training for clinic staff members to fully understand the challenges faced by cancer or HIV/AIDS patients as they near the end-stage of their disease along with support options for patients and caregivers.

You may choose to create this assignment covering patients with end-stage cancer or end-stage HIV/AIDS. Once you have chosen the disease focus, choose the patient’s age range from one of the following:

End-Stage Cancer
Elderly: 65+ years


Begin your presentation by including a title slide that includes the following:

Title of the presentation
Student name
Course name and number
Instructor name
Date submitted

Next, create an overview slide that briefly describes the required components covered within the presentation. Add bulleted points for each of the topics covered. Briefly describe each bulleted point in the speaker’s notes section. It is also recommended that you review the PowerPoint Instructions HandoutPreview the document as guidance for properly building this presentation. See the bullet points and speaker’s notes information below. The remaining slides will address the content of the presentation and the references.The content must address the following required components:

Identify the disease you chose. Include a brief description of the disease itself.
What is the disease (e.g., lung cancer, colon cancer, breast cancer, prostate cancer, leukemia, HIV, AIDS, etc.)?
Explain the following changes that can occur due to the disease:
Explain Western Medicine and Complementary and Alternative Medicine (CAM) treatment options available for the patient.
Explain the way treatment options affect the patient and caregivers based on the following factors:
Physical toll
Emotional toll
Social toll (changes in social interactions)
Financial toll (socioeconomic status)
Based on the age-range chosen, discuss the patient’s perception related to the disease on the following factors:
Thoughts, beliefs, and fears that may be held by the patient.
The role culture (race/ethnicity, religion/spirituality) plays in quality of life as the disease progresses.
Why is it important for health care workers to understand these perspectives?
Discuss biases and stigmas associated with the disease.
Identify where those biases and stigmas may present within micro- and meso-level interactions (e.g., family, friends, colleagues, medical providers, etc.).
Analyze the needs of a person and their caregivers facing the end-stage of the disease.
What changes need to occur in the home to support the patient and the caregiver(s)?
What services are needed to assist in the care and management of the home?
What are the emotional needs of the people within the micro level? How will they be addressed?
What other types of health care providers may be enlisted to support the patient’s quality of life?
Research community-based programs that can possibly meet the needs of those receiving palliative, Hospice, and/or end-of-life care.
Discuss the availability of the services you identified within your community.
Identify costs and payment methods for the services.
How will the family/caregivers be burdened by enlisting additional services?
Discuss the rationale behind collaborative efforts in health care.
Explain your rationale as to why the information in this presentation is important for the staff to know.
Explain why this information is important to the patient, caregivers, and family to know as they navigate the health care system and community resources.