Explain students’ needs and abilities through the stages of development. Explain multiple intelligences, learning style preferences, and the influences these theories have on the ways teachers plan and deliver concepts to elementary school-age children. Explain teaching strategies that can be effective in working with students of different abilities and disabilities. Describe the main types of curricula and provide examples of each.

/in /by

Standards in Teaching Diverse Student Populations

Imagine you’ve been asked to present at a conference on teaching strategies for addressing individual learner needs and curriculum assessments. Many new teachers will be attending, and your insight will be valuable to them for teaching in today’s diverse classroom.

Create a 12- to 14-slide presentation, with detailed speaker notes, that addresses the following:

Explain students’ needs and abilities through the stages of development. Reference models put forth by Piaget, Erikson, Kohlberg, and Maslow in your explanation.
Explain multiple intelligences, learning style preferences, and the influences these theories have on the ways teachers plan and deliver concepts to elementary school-age children.
Explain teaching strategies that can be effective in working with students of different abilities and disabilities.
Describe the main types of curricula and provide examples of each.
Connect the ideas you have presented on cognitive and psychosocial development, individual learner needs, and learning styles to curriculum planning strategies based on these factors.
Discuss the role of assessment. What are some challenges in assessing students’ learning? What might be solutions to some of those challenges?
Examine how technology and current teaching tools fit into and can potentially help support teaching based on professional, philosophical, ethical, and core state standards for diverse student populations.
Recommend strategies for teaching diversity as a part of the curriculum for students in different stages of cognitive development.

Use one of the following tools to develop your presentation:

Google Slides
Microsoft PowerPoint

You may use other applications to create your presentation as long as your submission is in .pptx (Microsoft PowerPoint) format.

Write a brief paragraph on a separate document that explains why you chose your tool(s) of choice in creating your presentation. Describe what you liked and/or did not like about the tool.

What is swear words, what is audiovisual: subtitling, dubbing. What is the influence of the conservative societies on the way translators translate swear words especially Islam.

/in /by

Translating English Swear Words in Scorseses’s Film Casino.

How translators translate English Swear words in Casino (1995), I mean the strategies that applied according to According to Gottlieb (1992: 166), the subtitling strategies are expansion, paraphrase, transfer, imitation, transcription, dislocation, condensation, decimation, deletion, and resignation.
And what are the types of swear words that appear on the screen in the film according to Timothy Jay’s book Cursing in America (1992).

What is swear words, what is audiovisual: subtitling, dubbing. What is the influence of the conservative societies on the way translators translate swear words especially Islam.

Although not the only skill necessary to fluent reading, easy word recognition remains a central aspect. So how should that inform instruction—through the grades? What does it mean that fluency is not, as many people have conceived, simply a stage of early reading development, but is an ongoing process? What are the implications for teaching youngsters of different ages and within different subject areas?

/in /by

Fluency

Main Idea Application/Details/Questions Fluency has a stronghold in reading due to its high correlation with comprehension (.91). This paired with the 4 part processing system explains that fluency is a necessary but NOT sufficient element for successful reading comprehension.

Answer the following questions below:
Although not the only skill necessary to fluent reading, easy word recognition remains a central aspect. So how should that inform instruction—through the grades?
Also, what does it mean that fluency is not, as many people have conceived, simply a stage of early reading development, but is an ongoing process?
What are the implications for teaching youngsters of different ages and within different subject areas?

Introduce the problem you wish to research and analyze. Place the issue in historical context by describing how the problem arose and outlining previous efforts, if any, to address the problem. Identify a set of policy options the government might take to resolve the issue. Compare the policy alternatives outlined in the previous step, applying the specified criteria.

/in /by

Policy Analysis Paper

1. Introduce the problem you wish to research and analyze. Whether the issue is universal health care, improved educational achievement, or campaign-finance reform, you should identify a specific issue and articulate why it is important. Establish a set of criteria for resolving the problem in question. For example, an increase in the number of people covered by health insurance represents a criterion for resolving the issue of the uninsured. Improved scores on standardized academic assessments and higher graduation rates from high schools would be criteria for improved achievement in education.

2. Place the issue in historical context by describing how the problem arose and outlining previous efforts, if any, to address the problem. To detail the issue and any prior policy responses, you can use a range of sources, including books, articles from scholarly journals, previous policy analyses, 2 government reports, legislative materials, and news articles. Summarize the results of prior policy efforts and identify the major stakeholders. These are the individuals and groups likely to affect or be affected by new government policies are taken in response to the issue under discussion.

3. Identify a set of policy options the government might take to resolve the issue. Be sure the options involve substantive policy measures aimed at the issue in question. This is a policy analysis, not a manifesto outlining broader social, economic, or political changes. Your research on the issue and past policy actions will help you identify policy proposals and create new approaches for addressing the identified problem.

4. Compare the policy alternatives outlined in the previous step, applying the specified criteria. This forms the main body of your policy analysis research paper. Discuss how each alternative would meet the criteria for issue resolution identified in your introduction. Depending on the specific issue and the available data, compare policy alternatives with qualitative and quantitative methods of analysis. Quantitative methods are especially effective in weighing the anticipated costs and benefits of a policy proposal. Consider political factors as well; describe how the stakeholders would be affected by the various policy alternatives.

5. Recommend a policy action, based on your analysis of a set of alternatives. Articulate reasons, supported by facts and evidence, why the policy proposal you have chosen would be the best avenue for addressing the issue in question.

What is your experience with collecting data and entering it into a database? What challenges have you experienced? How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results? What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

/in /by

Informatics and nursing, sensitive quality educators: instruction

Prepare an 8-10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

Introduction

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

Preparation

This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

  • Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system. Choose from the following list:
    • Staffing measures.
      • Nursing hours per patient day.
      • RN education/certification.
      • Skill mix.
      • Nurse turnover.
      • Nursing care hours in emergency departments, perioperative units, and perinatal units.
      • Skill mix in emergency departments, perioperative units, and perinatal units.
    • Quality measures.
      • Patient falls.
      • Patient falls with injury.
      • Pressure ulcer prevalence.
      • Health care-associated infections.
        • Catheter-associated urinary tract infection.
        • Central line catheter associated blood stream infection.
        • Ventilator-associated pneumonia.
        • Ventilator- associated events.
      • Psychiatric physical/sexual assault rate.
      • Restraint prevalence.
      • Pediatric peripheral intravenous infiltration rate.
      • Pediatric pain assessment, intervention, reassessment (air) cycle.
      • Falls in ambulatory settings.
      • Pressure ulcer incidence rates from electronic health records.
      • Hospital readmission rates.
      • RN satisfaction survey options.
        • Job satisfaction scales.
        • Job satisfaction scales – short form.
        • Practice environment scale.
  • Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
  • Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
    • What is your experience with collecting data and entering it into a database?
    • What challenges have you experienced?
    • How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
    • What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?
  • Watch the Informatics and Nursing-Sensitive Quality Indicators Video Exemplar.

Recording Your Presentation

To prepare to record the audio for your presentation, complete the following:

  • Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio quality is sufficient.
  • Review the for Kaltura to record your presentation.
  • View Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

Instructions

For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.

As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your audio tutorial script:

Introduction: Nursing-Sensitive Quality Indicator

  • What is the National Database of Nursing-Sensitive Quality Indicators?
  • What are nursing-sensitive quality indicators?
  • Which particular quality indicator did you select to address in your tutorial?
  • Why is this quality indicator important to monitor?
    • Be sure to address the impact of this indicator on the quality of care and patient safety.
  • Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

  • According to your interview and other resources, how does your organization collect data on this quality indicator?
  • How does the organization disseminate aggregate data?
  • What role do nurses play in supporting accurate reporting and high-quality results?
    • As an example, consider the importance of accurately entering data regarding nursing interventions.

After completing your script, practice delivering your tutorial several times before recording it.

Additional Requirements

  • Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
  • Length: 8–10 minute audio recording. provide a working link your instructor can access.
  • Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
  • References: Cite a minimum of three scholarly and/or authoritative sources.
  • APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
    • Follow APA style and formatting guidelines for citations and references.

Consider the nursing action or intervention you are thinking that would make a difference?  From your search for evidence, what is the evidence indicating that nurses can do to help improve the problem or issue you have chosen? Reflect upon what would be the measurable, relatable indicator that would demonstrate the intervention is making a difference or not?  What would be the needed outcome that you could observe/check/measure?

/in /by

NR 439 PICOT Question Guide

The following contains PICOT question guides/templates to use to help write questions using all of the PICOT elements.  Each template contains a guide that you can use to write a complete PICOT question, examples of PICOT elements, and illustrations[i].  Review some tips and hints below to think about for each of the PICOT elements that can help create a sound clinical nursing PICOT question:

P=Population of patients:     Think about a group of patients you are interested in studying—identify the group by age ranges, diagnosis/disease of interest, history or length of time with the diagnosis/disease of interest, location, unit, or setting, gender type (if applicable), race (if applicable), or other identifiable characteristics such as Medicare, Medicaid, immobile, ventilated, inpatient, outpatient, etc.

I=Intervention:                     Consider the nursing action or intervention you are thinking that would make a difference?  From your search for evidence, what is the evidence indicating that nurses can do to help improve the problem or issue you have chosen?

 

C=Comparison:                     Think about comparing to the intervention of interest or the alternative such as routine/standard care.  If no comparison, state not implementing the intervention or no comparison group.

 

O=Outcome:                           Reflect upon what would be the measurable, relatable indicator that would demonstrate the intervention is making a difference or not?  What would be the needed outcome that you could observe/check/measure? For example, “the pain is okay” would not be a measurable outcome.  Rates pain level less than 3 on pain scale would be measurable.

 

T=Timeframe:           For this element, reflect on how long it would take to implement your study by collecting data or the time needed to observe to see if any changes occurred or will occur. Think about 1 month, 3 months, 6 months etc… Use a timeframe that is realistic.

[i] Adapted from Houser (2018) and the American Academy of Ambulatory Care Nursing (AAACN). (2018). AAACN research toolkit:  Template for asking PICOT questions.

Provide a description of the application, stating the main data components, their sources and their relationships. Justify the data components included. Amend the diagram given above to include the data components of your application. Explain how big data techniques might be used to harness and process the data within your application.

/in /by

Practical Data Analytics

Task 1: Data Architecture Analysis (25 Marks)

            (Write in third person  – academic style)

The set text provides an end state architecture to which organisations should aspire. It is shown below.

 

Snapshot : from: Inmon, W. and Linstedt, D. (2019) Data Architecture: A Primer for the Data Scientist, Academic Press; 2nd edition, pp 48

Devise a big-data-oriented application relevant to your organisation (or organisation like your own) and consider how that application could be represented using the given architecture as a foundation.

Provide a description of the application, stating the main data components, their sources and their relationships. Justify the data components included.

Amend the diagram given above to include the data components of your application.

Explain how big data techniques might be used to harness and process the data within your application.

 

Task 2: Data Analysis (40 marks)

            (Write in third person – academic style)

You will carry out a data analysis and produce visualisations. You will need a data set which can be analysed.  You will also need a research question.

  • Research question and hypotheses (10 marks)

Identify a research question that might be usefully answered using your analytics record. Develop hypotheses.

Evaluate the potential impact of insights that might occur following exploration of the research question.

  • Dataset Generation (10 marks)

Identify data from your application that might be analysed to provide business insights and in particular to answer your research question in (a) above. Based on your selection, create a data set with at least 1000 rows. You can create the data set either using real data (suitably anonymised) or, if this is not possible, you will need to generate a realistic data set. You will need to specify realistic shape and relationships within the data in order to generate realistic data. If you use real data make sure you have permission from your organisation and that your use complies with your organisation’s data governance policy.

Briefly explain why the data chosen has been selected and the reasoning behind your design of the data shape and relationships. The data set will form your analytics record.

Include an appendix that describes the meta-data of your data set together with a sample of some rows.

  • Hypothesis Testing (10 marks)

Analyse the data against the hypothesis.

Carry out suitable statistical significance testing.

Evaluate results and justify statistical significance testing method selected.

  • Analysis and Visualisation (10 marks)

Using Power BI or another suitable visualisation tool, create at least three visualisations from your data set. Provide a discussion of the visualisations selected, explaining how they were created and what additional insight they bring.

 

Task 3: Data Governance (15 marks)

            (Write in third person – academic style)

Outline a data governance framework suitable for the organisation. Justify the components included and outline the responsibilities of the data governance function.

 

Task 4: Evaluation (10 marks)

            (Write in first person – reflective style)

Evaluate your experience in carrying out the assignment. What went well and what was your response to any challenges? Briefly discuss your main points of learning.

 

Academic Conventions (10 marks)

The standard of academic writing will be considered as well as the report presentation and structure.  Roehampton Harvard (https://library.roehampton.ac.uk/ld.php?content_id=32542499) referencing style is expected.  Sections should be numbered.  Figures and tables should be numbered and should have captions. Pages should be numbered.  Appropriate front pages should be used.

Spearheaded legal support activities in the fields of case-law and statute research, including legal research, documentation, and trial preparation. Compiled information regarding laws, rules, court decisions, and other research materials. Prepared for hearings by reviewing evidence, researching relevant case law, and delivering hearing analysis.

/in /by

Cover letter writing

PROFESSIONAL SUMMARY
Global citizen with a diverse record of academic and professional success in international relations, human rights, and legal operations. Dedicated and motivated professional with a global perspective and extensive knowledge of international relations, diplomacy, legal operations, and UN frameworks. A self-starter with a history of strong professionalism and multifaceted credentials, including a Master of Arts (M.A.) in International Studies and Diplomacy, a Bachelor of Arts (B.A.) in International Relations, and multilingual communication skills. Human rights-focused thought leader with a passion for global issues, team collaboration, research, and dynamic projects. Demonstrated success in cultivating a culture of diversity, open communication, and innovation across organizations while fostering interpersonal relationships and maintaining a strategic focus on organization objectives.

PROFESSIONAL EXPERIENCE LAW FIRM AVV. DE JORIO, ROME, ITALY, SEPTEMBER 2015 TO JULY 2017
PARALEGAL
● Spearheaded legal support activities in the fields of case-law and statute research, including legal research, documentation, and trial preparation.
● Compiled information regarding laws, rules, court decisions, and other research materials.
● Prepared for hearings by reviewing evidence, researching relevant case law, and delivering hearing analysis.

G7: THE GROUP OF THE SEVEN AND THE EUROPEAN UNION, TAORMINA, SICILY, ITALY, MARCH 2017 TO MAY 2017

LIAISON OFFICER
● Cultivated positive relationships with other delegates and political figures.
● Strategized and recommended opportunities to maximize international collaboration.
● Analyzed the results of previous initiatives to compile reports that informed future decision making.
● Maintained up-to-date knowledge of organizational functions, trending issues, statutes, etc.

UNIVERSITY OF SWANSEA/WELSH NATIONAL PARLIAMENT, CARDIFF, WALES, OCTOBER 2014 TO DECEMBER 2014
INTERN
● Performed analysis on a white paper focused on health care, which has not yet been voted on.
● Researched “the European Union Fundings on infrastructure in Wales,” a housing policy within the constituency of Aberavon, to write a comprehensive policy report.

SELECTED PROJECTS

EUROZONE IN CRISIS, OCTOBER 2014 TO APRIL 2015
PROJECT LEADER
● Formulated the research question and analyzed “What are the biggest threats of the survival of the Euro?”
● Combined each member’s individual reports.

NATIONAL ASSEMBLY OF WALES, OCTOBER 2014 TO DECEMBER 2014
PROJECT LEADER
● Explored questions like, “How has Wales engaged with EU resources such as the EIB and the Ten-t project in developing Welsh policy?” and “What lessons can be learned from this engagement?”

Reviews and summarizes the existing literature around the topic, findings from this literature revie, methodology -details about the case study – how you collected data? Whom you interviewed? What kind of data you collected? and Details about data analysis, and preliminary findings.

/in /by

Managerial issues at the American Conservation Coalition

You will submit a paper that

  • 1. Reviews and summarizes the existing literature around the topic (at least 10 citations from journal articles or books),
  • 2. Findings from this literature revie,
  • 3. Methodology -Details about the case study – how you collected data? Whom you interviewed? What kind of data you collected? and Details about data analysis, and
  • 4. Preliminary findings.

Data Collection:
• Contact organizational representatives to get viewpoints/ perspectives/ inputs – they can provide information for your analysis.
• Access organizational websites, IRS database, Guidestar database, and other resources to retrieve information about your chosen organization.

Explain the intent of the taxation policy decisions you made of your seven-year term. What were the macroeconomic principles or models that influenced your decision making? Identify the impact of your changes to the income and corporate tax rates. How were consumption and investment affected by your tax policy decisions? Explain these dynamics using specific macroeconomic principles from the course reading. Compare and contrast the impact of your tax policy decisions with those of current or historical examples in the United States. What do these examples demonstrate about the validity of macroeconomic models? Be sure to cite your research appropriately.

/in /by

Benefit of the incoming administration

Introduction

For the benefit of the incoming administration, I submit this report to document, analyze, and interpret the macroeconomic policy decisions I made as the chief economic policy advisor of Econland. The purpose of this document is to further our national prosperity by deepening our understanding of the relationship between macroeconomic policies and their consequences for our citizens. The report includes a thorough accounting of the major fiscal and monetary policy decisions made over each of the seven years of my term, as well as an explanation of the underlying rationales for those decisions and the resulting impacts of those policies.

[Replace this area with Table 3 from your simulation report.]

Table 1.1

The table above summarizes the macroeconomic climate of Econland over my term. [Add a two- to three-sentence summary specifying which underlying scenario you chose, as well as your overall performance and approval ratings as the chief economic policy advisor of Econland based on your simulation results.]

 

Fiscal Policy: Taxation

 [Replace this area with an image of Table 1 from your simulation results.]

Table 2.1

                [Insert your responses to the following: Explain the intent of the taxation policy decisions you made of your seven-year term. What were the macroeconomic principles or models that influenced your decision making?]

[Identify the impact of your changes to the income and corporate tax rates. How were consumption and investment affected by your tax policy decisions? Explain these dynamics using specific macroeconomic principles from the course reading.]

[Compare and contrast the impact of your tax policy decisions with those of current or historical examples in the United States. What do these examples demonstrate about the validity of macroeconomic models? Be sure to cite your research appropriately.]

Fiscal Policy: Government Expenditure

[Replace this area with an image of the “Real GDP Growth” and “Unemployment Rates” graph from your simulation results.]

Figure 3.1

[Replace this area with an aggregate demand and aggregate supply (AD/AS) model taken from the course reading or a reputable online source.]

Figure 3.2

[Insert your responses to the following: Explain your decision making regarding government expenditure and how it changed based on the macroeconomic conditions. What was the intent of your fiscal policy decisions in response to the given economic climate?]

[Evaluate your fiscal policy decisions, including how they impacted key macroeconomics factors such as real GDP growth and unemployment. To what extent did your policies yield positive or negative outcomes?]

[Refer to the AD/AS model to support your analysis in this section of your report.]

Monetary Policies

[Replace this area with an image of the “Inflation Rate” graph from your simulation results.]

Figure 4.1

[Insert your responses to the following: Explain how you changed the interest rate levels and how these changes impacted other macroeconomic factors such as inflation, consumption, investments, GDP, and foreign trade. Provide specific examples to illustrate.]

[Compare and contrast the impact of your monetary policies with those of current or historical examples in the United States. What do these examples demonstrate about the validity of macroeconomic models? Be sure to cite your research appropriately.]

Global Context

[Insert your responses to the following: Analyze the impacts of openness to trade in general. Why and how are the impacts of monetary and fiscal policies different in a closed economy versus an open economy? Support your claims with specific details from your course reading.]

Conclusions

[Insert your overall conclusions about the relevance and significance of macroeconomics. Assess the effectiveness of your economic policy decisions. Did your economic policy decisions produce the anticipated results? Did your macroeconomic principles and models behave in ways that you expected? Provide specific examples to illustrate.]

[Evaluate how consumer confidence might have impacted the outcomes of your policy decisions for the economy of Econland. Why is consumer confidence a relevant factor for making informed macroeconomic decisions?]

References

Mankiw, N. G. (2021). Principles of economics (9th ed.). Cengage Learning.

[Add other citations as needed in APA format]