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  • [Solved] Psychology Psych assignment

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    /////////…. Please submit to your instructor a rough outline and include at least 5 representative references. Submit through the submission link but if it appears unsuccessful, also submit via email (a Word or .rtf file aPaper Assignment: Please submit to your instructor a rough outline and include…

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    /////////….
    Please submit to your instructor a rough outline and include at least 5 representative references. Submit through the submission link but if it appears unsuccessful, also submit via email (a Word or .rtf file aPaper Assignment:
    Please submit to your instructor a rough outline and include at least 5 representative references. Submit through the submission link but if it appears unsuccessful, also submit via email (a Word or .rtf file attached to an email). Please remember to use your name as part of the filename. Just think for a moment, how many files I could receive marked, “outline MHLaw paper.” How much more helpful it will be to have your name on the file already! **Due Day 5.**

  • [Solved] Judaism Discussion #R2

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    In your reading of _Chapter 10 – Encountering Judaism: The Way of God’s People_ as well as the other readings for the week, you have gained a better understanding of the central themes of Judaism. As you learned more about the religion, you may have noticed the many similarities that Judaism shares …

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    In your reading of _Chapter 10 – Encountering Judaism: The Way of God’s People_ as well as the other readings for the week, you have gained a better understanding of the central themes of Judaism. As you learned more about the religion, you may have noticed the many similarities that Judaism shares with Christianity as the relationship between the two religions is rather unique. Christianity is rooted in Judaism historically, scripturally, liturgically, and even theologically. No two major world religions have so much in common. Below are a handful of the common elements shared by these two religions, however, it is important to note that even though these religions share several common elements, they articulate them differently. Last week, we expounded upon how some of these themes are understood in the context of Catholicism and now you will describe how they are understood in Judaism.
    **Note:** Yahveh is the most accurate pronunciation of the holiest name of God. Because of the 2nd Commandment (Exodus-Shemot 20:7), most Jews never say it; instead, they substitute either Adonai or HaShem. [Yahweh & Jehovah are popular but erroneous pronunciations.]
    **Select 2 Themes** from the list below and present the Jewish teaching on the chosen theme.
    – Jewish Understanding of God
    – Salvation (Meaning and How to Achieve it)
    – Creation of the Universe and Humanity
    – Eschatology and Afterlife (Olam haBah)
    – Pain and Suffering (Cause, Purpose, and Solution)
    – Freedom and Free Will
    – Virtues
    – Temptation (Yetzer Ha-Ra), Sin (Khata, Pesha, Avon), and Repentance (Teshuvah)
    **Each selected Theme must:**
    – Be explained in at least 1 dense and cogent paragraph.
    – Incorporate at least 2 direct quotations with accompanying citations from either the required CH 2 of the weekly Robert Van Voorst textbook readings or a resource found on the “Judaism Study Resources” page linked here [ [Judaism Study Resources.pdf](https://stu.instructure.com/courses/46166/files/3680632?wrap=1 "Link") [Download Judaism Study Resources.pdf](https://stu.instructure.com/courses/46166/files/3680632/download?download_frd=1)] or the Tanakh (the Old Testament of the Bible).
    **Ins:**
    Your post should be comprised of at least 200 words, incorporate different sources, formatted, and cited as the instructor indicated in the announcements.
    turnitinreport, rubric attached
    \
    Rubric-JudaismDiscussion.pdf](https://www.sweetstudy.com/files/rubric-judaismdiscussion-pdf-10342717 "Rubric-JudaismDiscussion.pdf")

  • [Solved] ANOVA

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    NEED IT TODAY BY 10PM EST – ## spss.pdf – classs_survey-3.sav **## spss.pdf** First, a note about this assignment: I created a new race variables called (Recode_Race) that only has 3 categories (located at the bo>om of the variable view screen). This new race variable combines those who indicated …

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    NEED IT TODAY BY 10PM EST

    – ## spss.pdf

    – classs_survey-3.sav

    **## spss.pdf**

    First, a note about this assignment: I created a new race variables called (Recode_Race) that
    only has 3 categories (located at the bo>om of the variable view screen). This new race variable
    combines those who indicated their race as Asian, Hawaiian/Pacific Islander, and Other into a
    single "Other" category. This was done because the ANOVA will not compute if you have low cell
    counts in a certain category.
    Please download the new dataset here: class_survey Download class_survey.
    Part 1: TesNng Differences between Means: T-Tests

    Using the class_survey dataset, you are going to address the following research quesNons:
    A. Are there differences in scores on the ICU total (ICUTotal) between males and females
    (Gender)?
    B. Are there differences in the number of alcoholic beverages (Alcohol) between LaNnos and
    non-LaNnos (Ethnicity)?
    C. Are those who report having intenNonally stolen something (TheZ) more or less callous and
    unemoNonal based on scores from the ICU total (ICUTotal) compared to those who have not
    intenNonally stolen something?

    1. For each research quesNon (a – c), compose a null and research hypothesis.

    2. Conduct an independent sample t-test in SPSS for A, B, and C to determine if the data
    fail to reject or reject the null hypothesis at the alpha = .05 level.

    3. For each set of hypotheses report your findings by describing and discussing the output

    provided by SPSS. Also, explain why a t-test was used in each case. Remember to report
    the appropriate staNsNcs along with the effect size (note. follow APA format when
    reporNng any staNsNcs in text; make sure to properly interpret the effect size [Cohen’s d]
    with regard to the strength of the effect). Make sure to discuss the findings in terms of
    the null hypothesis.

    Note. Only turn in your write up from #s 1 through 3. Do NOT turn in your SPSS output but make
    sure the proper staNsNcs are reported in your write-up of findings.

    Part 2: TesNng Differences between Means: ANOVAs

    Using the class_survey dataset, you are going to address the following research quesNons:
    A. Is level of support for the death penalty (DPSupport) dependent on poliNcal party affiliaNon
    (PoliNcal)?
    B. Are there mean differences in sensaNon seeking (BSSS total) across educaNon
    level (EducaNon)?
    C. Are there differences in callous and unemoNonal traits (ICUTotal) across race (use the
    Recode_Race variable – see descripNon above)?

    1. For each research quesNon (a – c), compose a null and research hypothesis.

    2. Conduct a one-way ANOVA in SPSS for A, B, and C to determine if the data fail to reject
    or reject the null hypothesis. If a significant difference does exist, determine between
    which “group” or “groups” the significant difference lies using either Bonferroni's test or
    Games-Howell test depending on whether the assumpNon of variance is met (this
    means you must conduct a Levene's test).

    3. For each set of hypotheses (null and research) write a paragraph describing and

    discussing the findings from the SPSS output. Remember to report the appropriate
    staNsNcs along with the effect size (note. follow APA format when reporNng any staNsNcs
    in text; make sure to properly interpret the effect size [Eta Squared] with regard to the
    strength of the effect). Make sure to discuss the findings in terms of the hypotheses.

    Note. Only turn in your wri>en report in a word document – you do not need to turn in your
    SPSS output.

    **classs_survey-3.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classs-survey-3-sav)

    **classs_survey-3.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classs-survey-3-sav)

    **## spss.pdf**

    First, a note about this assignment: I created a new race variables called (Recode_Race) that
    only has 3 categories (located at the bo>om of the variable view screen). This new race variable
    combines those who indicated their race as Asian, Hawaiian/Pacific Islander, and Other into a
    single "Other" category. This was done because the ANOVA will not compute if you have low cell
    counts in a certain category.
    Please download the new dataset here: class_survey Download class_survey.
    Part 1: TesNng Differences between Means: T-Tests

    Using the class_survey dataset, you are going to address the following research quesNons:
    A. Are there differences in scores on the ICU total (ICUTotal) between males and females
    (Gender)?
    B. Are there differences in the number of alcoholic beverages (Alcohol) between LaNnos and
    non-LaNnos (Ethnicity)?
    C. Are those who report having intenNonally stolen something (TheZ) more or less callous and
    unemoNonal based on scores from the ICU total (ICUTotal) compared to those who have not
    intenNonally stolen something?

    1. For each research quesNon (a – c), compose a null and research hypothesis.

    2. Conduct an independent sample t-test in SPSS for A, B, and C to determine if the data
    fail to reject or reject the null hypothesis at the alpha = .05 level.

    3. For each set of hypotheses report your findings by describing and discussing the output

    provided by SPSS. Also, explain why a t-test was used in each case. Remember to report
    the appropriate staNsNcs along with the effect size (note. follow APA format when
    reporNng any staNsNcs in text; make sure to properly interpret the effect size [Cohen’s d]
    with regard to the strength of the effect). Make sure to discuss the findings in terms of
    the null hypothesis.

    Note. Only turn in your write up from #s 1 through 3. Do NOT turn in your SPSS output but make
    sure the proper staNsNcs are reported in your write-up of findings.

    Part 2: TesNng Differences between Means: ANOVAs

    Using the class_survey dataset, you are going to address the following research quesNons:
    A. Is level of support for the death penalty (DPSupport) dependent on poliNcal party affiliaNon
    (PoliNcal)?
    B. Are there mean differences in sensaNon seeking (BSSS total) across educaNon
    level (EducaNon)?
    C. Are there differences in callous and unemoNonal traits (ICUTotal) across race (use the
    Recode_Race variable – see descripNon above)?

    1. For each research quesNon (a – c), compose a null and research hypothesis.

    2. Conduct a one-way ANOVA in SPSS for A, B, and C to determine if the data fail to reject
    or reject the null hypothesis. If a significant difference does exist, determine between
    which “group” or “groups” the significant difference lies using either Bonferroni's test or
    Games-Howell test depending on whether the assumpNon of variance is met (this
    means you must conduct a Levene's test).

    3. For each set of hypotheses (null and research) write a paragraph describing and

    discussing the findings from the SPSS output. Remember to report the appropriate
    staNsNcs along with the effect size (note. follow APA format when reporNng any staNsNcs
    in text; make sure to properly interpret the effect size [Eta Squared] with regard to the
    strength of the effect). Make sure to discuss the findings in terms of the hypotheses.

    Note. Only turn in your wri>en report in a word document – you do not need to turn in your
    SPSS output.

    **classs_survey-3.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classs-survey-3-sav)

    **## spss.pdf**

    First, a note about this assignment: I created a new race variables called (Recode_Race) that
    only has 3 categories (located at the bo>om of the variable view screen). This new race variable
    combines those who indicated their race as Asian, Hawaiian/Pacific Islander, and Other into a
    single "Other" category. This was done because the ANOVA will not compute if you have low cell
    counts in a certain category.
    Please download the new dataset here: class_survey Download class_survey.
    Part 1: TesNng Differences between Means: T-Tests

    Using the class_survey dataset, you are going to address the following research quesNons:
    A. Are there differences in scores on the ICU total (ICUTotal) between males and females
    (Gender)?
    B. Are there differences in the number of alcoholic beverages (Alcohol) between LaNnos and
    non-LaNnos (Ethnicity)?
    C. Are those who report having intenNonally stolen something (TheZ) more or less callous and
    unemoNonal based on scores from the ICU total (ICUTotal) compared to those who have not
    intenNonally stolen something?

    1. For each research quesNon (a – c), compose a null and research hypothesis.

    2. Conduct an independent sample t-test in SPSS for A, B, and C to determine if the data
    fail to reject or reject the null hypothesis at the alpha = .05 level.

    3. For each set of hypotheses report your findings by describing and discussing the output

    provided by SPSS. Also, explain why a t-test was used in each case. Remember to report
    the appropriate staNsNcs along with the effect size (note. follow APA format when
    reporNng any staNsNcs in text; make sure to properly interpret the effect size [Cohen’s d]
    with regard to the strength of the effect). Make sure to discuss the findings in terms of
    the null hypothesis.

    Note. Only turn in your write up from #s 1 through 3. Do NOT turn in your SPSS output but make
    sure the proper staNsNcs are reported in your write-up of findings.

    Part 2: TesNng Differences between Means: ANOVAs

    Using the class_survey dataset, you are going to address the following research quesNons:
    A. Is level of support for the death penalty (DPSupport) dependent on poliNcal party affiliaNon
    (PoliNcal)?
    B. Are there mean differences in sensaNon seeking (BSSS total) across educaNon
    level (EducaNon)?
    C. Are there differences in callous and unemoNonal traits (ICUTotal) across race (use the
    Recode_Race variable – see descripNon above)?

    1. For each research quesNon (a – c), compose a null and research hypothesis.

    2. Conduct a one-way ANOVA in SPSS for A, B, and C to determine if the data fail to reject
    or reject the null hypothesis. If a significant difference does exist, determine between
    which “group” or “groups” the significant difference lies using either Bonferroni's test or
    Games-Howell test depending on whether the assumpNon of variance is met (this
    means you must conduct a Levene's test).

    3. For each set of hypotheses (null and research) write a paragraph describing and

    discussing the findings from the SPSS output. Remember to report the appropriate
    staNsNcs along with the effect size (note. follow APA format when reporNng any staNsNcs
    in text; make sure to properly interpret the effect size [Eta Squared] with regard to the
    strength of the effect). Make sure to discuss the findings in terms of the hypotheses.

    Note. Only turn in your wri>en report in a word document – you do not need to turn in your
    SPSS output.

    **classs_survey-3.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/classs-survey-3-sav)

    – 1
    – 2

  • [Solved] 7

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    need it today by 10pm est – ## Summary7.docx **## Summary7.docx** You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the materi…

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    Assignment Prompt & Instructions

    need it today by 10pm est

    – ## Summary7.docx

    **## Summary7.docx**

    You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summarize it. In other words, do not make your own argument in the summary papers (you will do that on your exam answers), instead summarize the study or key arguments the author(s) is making.

    **Reading:**

    Weisburd, D., Majmundar, M. K., Aden, H., Braga, A., Bueermann, J., Cook, P. J., … & Tyler, T. (2019). Proactive policing: A summary of the report of the National Academies of Sciences, Engineering, and Medicine. Asian Journal of Criminology, 14, 145-177.

    Kraska, P. B. (2007). Militarization and policing—Its relevance to 21st century police. Policing: a journal of policy and practice, 1(4), 501-513.

    Velazquez, E., & Hernandez, M. (2019). Effects of police officer exposure to traumatic experiences and recognizing the stigma associated with police officer mental health: A state-of-the-art review. Policing: An International Journal, 42, 711-724.

    Moskos, P. (2008). Cop in the hood: My year policing Baltimore's eastern district. Princeton University Press.

    **## Summary7.docx**

    You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summarize it. In other words, do not make your own argument in the summary papers (you will do that on your exam answers), instead summarize the study or key arguments the author(s) is making.

    **Reading:**

    Weisburd, D., Majmundar, M. K., Aden, H., Braga, A., Bueermann, J., Cook, P. J., … & Tyler, T. (2019). Proactive policing: A summary of the report of the National Academies of Sciences, Engineering, and Medicine. Asian Journal of Criminology, 14, 145-177.

    Kraska, P. B. (2007). Militarization and policing—Its relevance to 21st century police. Policing: a journal of policy and practice, 1(4), 501-513.

    Velazquez, E., & Hernandez, M. (2019). Effects of police officer exposure to traumatic experiences and recognizing the stigma associated with police officer mental health: A state-of-the-art review. Policing: An International Journal, 42, 711-724.

    Moskos, P. (2008). Cop in the hood: My year policing Baltimore's eastern district. Princeton University Press.

  • [Solved] Microeconomics 2

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    Assignment in attachment – ## unit2.pdf **## unit2.pdf** 1. The graph below represents the market for flank steak in a specific town. Calculate the value of consumer surplus: A. When the market price is allowed to prevail, and B. When the town passes a law setting a price ceiling for flank steak of…

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    Assignment in attachment

    – ## unit2.pdf

    **## unit2.pdf**

    1. The graph below represents the market for flank steak in a specific town. Calculate
    the value of consumer surplus:

    A. When the market price is allowed to prevail, and
    B. When the town passes a law setting a price ceiling for flank steak of $13

    per pound, what is the value of the deadweight loss after the town passes
    that law?

    2. The demand and supply equations listed below describe the market for high-quality,
    one-hour impressions of Elvis Presley. Graph this market, and determine

    A. the market clearing price (P),
    B. the market clearing quantity, and
    C. total economic surplus when the market clearing price is charged.

    • QD = 5000 – 100P
    • QS = -1000 + 50P
    3. The figure below represents the market's demand and supply for packs of cigarettes.

    Use the diagram to answer the following questions.

    A. How much is the government tax on each pack?
    B. What portion of the unit tax is paid by consumers?
    C. What portion of the unit tax is paid by producers?
    D. What is the quantity sold after the imposition of the tax?
    E. What is the after-tax revenue per pack received by producers?
    F. What is the total tax revenue collected by the government?
    G. What is the value of the deadweight loss of the tax?

    **## unit2.pdf**

    1. The graph below represents the market for flank steak in a specific town. Calculate
    the value of consumer surplus:

    A. When the market price is allowed to prevail, and
    B. When the town passes a law setting a price ceiling for flank steak of $13

    per pound, what is the value of the deadweight loss after the town passes
    that law?

    2. The demand and supply equations listed below describe the market for high-quality,
    one-hour impressions of Elvis Presley. Graph this market, and determine

    A. the market clearing price (P),
    B. the market clearing quantity, and
    C. total economic surplus when the market clearing price is charged.

    • QD = 5000 – 100P
    • QS = -1000 + 50P
    3. The figure below represents the market's demand and supply for packs of cigarettes.

    Use the diagram to answer the following questions.

    A. How much is the government tax on each pack?
    B. What portion of the unit tax is paid by consumers?
    C. What portion of the unit tax is paid by producers?
    D. What is the quantity sold after the imposition of the tax?
    E. What is the after-tax revenue per pack received by producers?
    F. What is the total tax revenue collected by the government?
    G. What is the value of the deadweight loss of the tax?

  • [Solved] Microeconomics 6

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    Executive Solution Overview

    Assignment in attachment – ## unit61.pdf **## unit61.pdf** 1. The following graph shows a firm operating in a monopolistically competitive market. How many haircuts will the firm perform in the short term, and at what price? At this point, what will its total revenue, total cost, and total profit b…

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    Assignment Prompt & Instructions

    Assignment in attachment

    – ## unit61.pdf

    **## unit61.pdf**

    1. The following graph shows a firm operating in a monopolistically competitive
    market. How many haircuts will the firm perform in the short term, and at what
    price? At this point, what will its total revenue, total cost, and total profit be?
    Given your answers, what would we expect to happen in the long term in this
    market (i.e., are we at long-term equilibrium, or will we see further changes)?

    2. Central Grocery in New Orleans is famous for its muffuletta, a large round
    sandwich filled with deli meats and topped with a tangy olive salad. Suppose the
    following table represents cost and revenue data for Central Grocery.

    cost and revenue data for Central Grocery

    Muffaletta
    Sold per Day

    Pric
    e (P)

    Total
    Revenue

    (TR)

    Marginal
    Revenue

    (MR)

    Total
    Cost
    (TC)

    Marginal
    Cost (MC)

    Average
    Total Cost

    (ATC)

    P
    r
    o
    fi
    t

    0 $15 $12

    1 14 18

    2 13 20

    3 12 21

    4 11 23

    5 10 26

    6 9 30

    7 8 35

    8 7 42

    9 6 52

    10 5 78

    Fill in the table. What is the profit-maximizing price and quantity, and what profit will be
    earned at that production level?

    3. Consider two beer producers, POTUS Pilsner and Supreme Court Stout. If they
    advertise, they can sell more beer and increase their revenue. However, advertising
    costs offset the increased revenue so that each producer ends up with a lower profit

    than if they do not advertise. On the other hand, if only one advertises, that producer
    increases its market share and profit.

    A. Construct a payoff matrix using the following hypothetical information: If neither
    producer advertises, each earns a profit of $35 million per year. If both promote,
    each will make a profit of $20 million per year. If one advertises and the other does
    not, the producer who advertises earns a profit of $50 million, and the producer who
    does not make a profit of $9 million.

    B. If POTUS Pilsner wants to maximize profit, will it advertise? Briefly explain.
    C. If Supreme Court Stout wants to maximize profit, will it advertise? Briefly explain.
    D. Is there a dominant strategy for each producer? Briefly explain.

    **## unit61.pdf**

    1. The following graph shows a firm operating in a monopolistically competitive
    market. How many haircuts will the firm perform in the short term, and at what
    price? At this point, what will its total revenue, total cost, and total profit be?
    Given your answers, what would we expect to happen in the long term in this
    market (i.e., are we at long-term equilibrium, or will we see further changes)?

    2. Central Grocery in New Orleans is famous for its muffuletta, a large round
    sandwich filled with deli meats and topped with a tangy olive salad. Suppose the
    following table represents cost and revenue data for Central Grocery.

    cost and revenue data for Central Grocery

    Muffaletta
    Sold per Day

    Pric
    e (P)

    Total
    Revenue

    (TR)

    Marginal
    Revenue

    (MR)

    Total
    Cost
    (TC)

    Marginal
    Cost (MC)

    Average
    Total Cost

    (ATC)

    P
    r
    o
    fi
    t

    0 $15 $12

    1 14 18

    2 13 20

    3 12 21

    4 11 23

    5 10 26

    6 9 30

    7 8 35

    8 7 42

    9 6 52

    10 5 78

    Fill in the table. What is the profit-maximizing price and quantity, and what profit will be
    earned at that production level?

    3. Consider two beer producers, POTUS Pilsner and Supreme Court Stout. If they
    advertise, they can sell more beer and increase their revenue. However, advertising
    costs offset the increased revenue so that each producer ends up with a lower profit

    than if they do not advertise. On the other hand, if only one advertises, that producer
    increases its market share and profit.

    A. Construct a payoff matrix using the following hypothetical information: If neither
    producer advertises, each earns a profit of $35 million per year. If both promote,
    each will make a profit of $20 million per year. If one advertises and the other does
    not, the producer who advertises earns a profit of $50 million, and the producer who
    does not make a profit of $9 million.

    B. If POTUS Pilsner wants to maximize profit, will it advertise? Briefly explain.
    C. If Supreme Court Stout wants to maximize profit, will it advertise? Briefly explain.
    D. Is there a dominant strategy for each producer? Briefly explain.

  • [Solved] Microeconomics 7

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    Assignment in attachment – ## unit7.pdf **## unit7.pdf** 1. What are the four most important ways a firm becomes a monopoly? Will a monopoly that maximizes profit also be maximizing revenue? Will it be maximizing output? Explain. 2. Assume the graph below represents the market for a monopolist. Wh…

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    Assignment Prompt & Instructions

    Assignment in attachment

    – ## unit7.pdf

    **## unit7.pdf**

    1. What are the four most important ways a firm becomes a monopoly? Will a
    monopoly that maximizes profit also be maximizing revenue? Will it be maximizing
    output? Explain.

    2. Assume the graph below represents the market for a monopolist. What quantity will
    the monopolist produce, and what price will she charge? What will her total revenue,
    costs, and profit be at this production level? What will the deadweight loss for
    society be at this level of production? (Assume the MC curve is a straight line
    between the relevant points for this calculation.)

    **## unit7.pdf**

    1. What are the four most important ways a firm becomes a monopoly? Will a
    monopoly that maximizes profit also be maximizing revenue? Will it be maximizing
    output? Explain.

    2. Assume the graph below represents the market for a monopolist. What quantity will
    the monopolist produce, and what price will she charge? What will her total revenue,
    costs, and profit be at this production level? What will the deadweight loss for
    society be at this level of production? (Assume the MC curve is a straight line
    between the relevant points for this calculation.)

  • [Solved] Assessment 3 Diversity Project Kickoff Presentation

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    Create a 6–8 slide PowerPoint presentation in response to a situation presented in a scenario. Outline the goals of a project to address diversity issues and describe the desired characteristics of team members who will work on the project. Explain your own role and collaboration process. introducti…

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    Assignment Prompt & Instructions

    Create a 6–8 slide PowerPoint presentation in response to a situation presented in a scenario. Outline the goals of a project to address diversity issues and describe the desired characteristics of team members who will work on the project. Explain your own role and collaboration process.
    introduction : It's important to be able to present a concise explanation of a project as you seek approval and buy-in from stakeholders. Providing information that others can understand and presenting it in a professional and compelling fashion will go a long way toward gaining acceptance and cooperation.
    scenario :
    Imagine that Lynette follows up with you shortly after reading your views on leadership and collaboration. Her e-mail says the following:
    > _Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select professionals who can help you in this project. Then you need to prepare an introduction to the project for a first meeting with them._
    >
    > I want you to prepare a presentation to serve as a brief (but packed) introduction for your first meeting with a group of 4–5 members that will constitute the committee tasked with addressing the diversity issue. I will review your presentation (where you identify the characteristics that you are looking for in group members) to help recruit them for you. The presentation should use 6–8 slides with detailed speaker's notes so I can understand your approach. There's not a lot of time or space, so keep things pretty high level. Do the following:
    >
    > Briefly outline the project goals as you see them, and highlight a couple of the initial priorities to be addressed by the group and explain why they are important.
    >
    > Explain the composition of the team and why you chose them. Note that you will not know the exact individuals, but assume we will get you the people with the qualities and characteristics you outline in the presentation. Consider the following:They will need to be a group of professionals you believe can help you define the problem and ultimately make recommendations on how to address it.
    >
    > Each member needs to be either trained in, be sensitive to, or have experience with the concept of workplace diversity.
    >
    > Give some thought to having some members from outside the organization.
    >
    > Provide member profiles: diversity, qualifications, experience, internal versus external, et cetera.
    >
    > Explain your role and describe how the group will work together and achieve effective interprofessional collaboration.Describe how the group will communicate. How and when will they meet?
    >
    > How will ideas be shared and how will decisions be made?
    >
    > What are roles, group functions, and structure?
    >
    > Describe the basic characteristics of a diverse workplace.
    >
    > Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.
    instructions: Create a 6–8 slide presentation, using the [PowerPoint Template [PPTX]](https://courseroom.capella.edu/courses/48728/files/8785701?wrap=1 "cf_PowerPoint_template.pptx") [Download PowerPoint Template [PPTX]](https://courseroom.capella.edu/courses/48728/files/8785701/download?download_frd=1) in response to the content defined in the above scenario. Review the [Professional Presentation Guidelines [PPTX]](https://courseroom.capella.edu/courses/48728/files/8785690?wrap=1 "cf_professional_presentation_guidelines.pptx") [Download Professional Presentation Guidelines [PPTX]](https://courseroom.capella.edu/courses/48728/files/8785690/download?download_frd=1) for design guidelines and hints. In addition, the PowerPoint section of the Tools and Resources includes PowerPoint tutorials. In your presentation:
    – Express your main points, arguments, and conclusions coherently. Use correct grammar and mechanics.
    – Support your claims, arguments, and conclusions with credible evidence from 2–3 current scholarly or professional sources.
    – Apply current APA formatting to all in-text citations and references. Include a references slide at the end of the presentation. [Evidence and APAcan help with this.](https://lat.strategiced.com/redirect?linkid=1540)
    – [Proofread your writing.](https://lat.strategiced.com/redirect?linkid=1540)
    [You may use the](https://lat.strategiced.com/redirect?linkid=1540) [Assessment 3 Example [PPTX]](https://courseroom.capella.edu/courses/48728/files/8785681?wrap=1 "cf_Exemplar_MHA-FPX5001_Assessment_3.pptx") [Download Assessment 3 Example [PPTX]](https://courseroom.capella.edu/courses/48728/files/8785681/download?download_frd=1) to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
    presentation requirement :
    – **Length**: 6–8 slides (not including the title slide and references slide).
    – **Notes**: Create detailed speaker's notes that describe items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally.
    – **Visuals**: Use visuals that are easily read and interpreted. Use colors, fonts and formatting, and other design principles that make the slides easy to understand and generally add to the aesthetic of the presentation.
    Refer to the rubric for details on how your assessment will be evaluated
    competencies measured:
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Apply qualities, skills, and practices used by effective healthcare leaders.
    – Outline goals and initial priorities that reasonably reflect a project.
    – Competency 2: Apply practices that facilitate effective interprofessional collaboration.
    – Outline a plan that effectively fosters interprofessional group collaboration.
    – Competency 3: Apply ethical codes and diversity, equity, and inclusion best practices in healthcare organizations.
    – Define the composition of a team with characteristics that could effectively address and apply ethical codes, diversity, and best practices in healthcare organizations.
    – Describe the basic characteristics of a diverse and inclusive workplace.
    – Explain the benefits of promoting and supporting diversity within an organization using scholarly resources.
    – Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in healthcare administration.
    – Convey clear meaning through appropriate word choice and usage.
    \
    cf_PowerPoint_template.pptx](https://www.sweetstudy.com/files/cf-powerpoint-template-pptx-10342771 "cf_PowerPoint_template.pptx")
    \
    cf_professional_presentation_guidelines.pptx](https://www.sweetstudy.com/files/cf-professional-presentation-guidelines-pptx "cf_professional_presentation_guidelines.pptx")
    \
    cf_Exemplar_MHA-FPX5001_Assessment_3.pptx](https://www.sweetstudy.com/files/cf-exemplar-mha-fpx5001-assessment-3-pptx "cf_Exemplar_MHA-FPX5001_Assessment_3.pptx")

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    Assignment Prompt & Instructions

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