Scenario

Mary Ann, a thirty-two-year-old woman, lives in Clinton, Connecticut with her son, Tony, who is eight-years-old, and her boyfriend Jack. Mary Ann also takes care of her mother, Elma, who is elderly and lives with them in their home. Because Jack has trouble holding a job and rarely is employed for more than a few weeks at a time, Mary Ann works as a waitress during the day and as a bartender at night. It is common for her to be gone to work from 5:00 am to midnight. When Mary Ann is home, Jack is generally a decent fellow. He helps around the house, runs the occasional errand and watches a lot of TV.

However, when Mary Ann is at work, Jack behaves quite differently. He drinks most of the time and sits in front of the TV watching baseball. He doesn't care much for Tony or Elma, and he refuses to cook them food so they eat what they can find around the house. As a result, both are very thin and slightly malnourished. When Jack drinks a little too much and his favorite baseball team loses, he gets very angry. Dealing with an eight-year-old boy is the last thing he wants to do, so he sometimes locks Tony in the hall closet to punish him for misbehaving. On a several occasions, Jack has hit Tony when he is angry and Tony regularly has bruises on his arms and legs from the rough way that Jack handles him. Mary Ann notices the bruises, but Jack always explains that Tony is a boy and boys play rough, so the bruises are just from sports or kidding around. On a few occasions, Jack has also hit Elma, but he explains these marks to Mary Ann by saying that Elma is just old and ran into a wall or tripped and fell. He also regularly steals money from Elma’s purse, but Elma can never remember how much money she had so she never tells Mary Ann.

            Tony’s teacher, Miss McKay, has her suspicions that Tony is being abused, but Tony denies that there are any problems at home because he is afraid that his mom will get into trouble. Although Miss McKay is concerned, she decides that Tony is a good kid and she will believe him that there are no problems at home. When Tony is sent to the school nurse because he seems to have gotten very thin, the nurse gives him a cookie and tells him to eat all his meals like a good boy, then sends him back to class with a smile.

            One day, Elma is walking Tony to school, when she trips on a curb and falls down. A neighbor hurries out to help her up, and he notices the bruises on both Elma and Tony. He also notices that they both seem thin and pale. The neighbor asks Elma if everything is okay and Elma tells him about Jack. The neighbor then calls the police and reports the situation.  

Questions  

1) a) Identify any abusive situations in this home.

b) What type of abuse did occur or is occurring?

c) Who is responsible for the abuse?

2) a) Identify who, if anyone, had a responsibility to report an abusive situation in this case.

b) Did the individual(s) you identified in “2 a” meet that responsibility?

c) What information needed to be reported?

d) To whom should this information have been reported?

HPI:

An otherwise healthy nine-year-old boy developed flu-like symptoms (nausea/vomiting, decreased oral intake, lethargy, and weakness). After three days, the boy’s father called the pediatrician’s office at 8:00PM on a Saturday night. The on-call nurse practitioner returned the call (which was recorded). The father relayed the symptoms and said that Gatorade was making the boy nauseous, but he was still drinking some ginger ale. The father expressed concern about how tired his son was—he’d slept for 24 hours straight (from 8:00 p.m. the previous night). The boy woke up only to be carried downstairs to watch some TV for a little while. He felt a little better than the day before, but he also had some rectal bleeding and some bleeding from his mouth.

The NP acknowledged the boy’s symptoms and said that most of it sounded like a viral illness, but that the rectal bleeding could be something different. She asked the father several questions in order to get a better understanding of the boy’s condition, including:  

• Was he alert? (father’s response: yes but very tired)
• Had he passed any urine? (response: yes)
• Did he have a fever or rash? (response: no)

The NP then asked the father whether he thought the child was “OK” tonight or felt he should be seen right away. The father replied that he didn’t think he needed to be seen right now. The NP agreed and made plans for him to be seen in the office the next morning (Sunday) after 8:00AM, and she told him to call back if anything developed during the night. The father asked, “I don’t need to worry about him not taking any food? He is taking some ginger ale.” The NP responded by telling him to push the ginger ale and make sure he’s urinating periodically. The NP documented the call in the medical record, including that the father was offered an ED visit (although that was not specifically said, per the audio recording).

At about 4:00AM, the father checked his son and noted that his son was sleeping but also noted that his son's respiratory rate had increased significantly. Since his son was sleeping, the father didn't touch him to check for fever because he didn't want to wake his son. But, the father couldn't rest worrying about why his son was breathing so much faster than normal, almost like he had just been exercising even though his son had been asleep. At about 8:30AM, when the father again checked on his son, his son was not breathing at all.   The father called 911 and started CPR. The ambulance and EMTs arrived within minutes and found the child apneic, pulseless, with fixed and dilated pupils, and his corneas cloudy.   At 9:30AM, the child was pronounced dead.
An autopsy found the cause of death to be diabetic ketoacidosis (the child had undiagnosed diabetes mellitus). His blood sugar was 1,165 (nl 50–80); potassium was 7.1 (nl 3.5–5.3); and his HgA1C was 15.3% (nl 4–5.9%).

The parents sued the nurse practitioner, alleging wrongful death of their son due to negligent delay in diagnosis and treatment of diabetic ketoacidosis.

QUESTION: Provide a brief list of diagnostics that would be required for each of your 5 possible diagnoses.

An otherwise healthy nine-year-old boy developed flu-like symptoms (nausea/vomiting, decreased oral intake, lethargy, and weakness). After three days, the boy’s father called the pediatrician’s office at 8:00PM on a Saturday night. The on-call nurse practitioner returned the call (which was recorded). The father relayed the symptoms and said that Gatorade was making the boy nauseous, but he was still drinking some ginger ale. The father expressed concern about how tired his son was—he’d slept for 24 hours straight (from 8:00 p.m. the previous night). The boy woke up only to be carried downstairs to watch some TV for a little while. He felt a little better than the day before, but he also had some rectal bleeding and some bleeding from his mouth.

The NP acknowledged the boy’s symptoms and said that most of it sounded like a viral illness, but that the rectal bleeding could be something different. She asked the father several questions in order to get a better understanding of the boy’s condition, including:  

• Was he alert? (father’s response: yes but very tired)
• Had he passed any urine? (response: yes)
• Did he have a fever or rash? (response: no)

The NP then asked the father whether he thought the child was “OK” tonight or felt he should be seen right away. The father replied that he didn’t think he needed to be seen right now. The NP agreed and made plans for him to be seen in the office the next morning (Sunday) after 8:00AM, and she told him to call back if anything developed during the night. The father asked, “I don’t need to worry about him not taking any food? He is taking some ginger ale.” The NP responded by telling him to push the ginger ale and make sure he’s urinating periodically. The NP documented the call in the medical record, including that the father was offered an ED visit (although that was not specifically said, per the audio recording).

At about 4:00AM, the father checked his son and noted that his son was sleeping but also noted that his son's respiratory rate had increased significantly. Since his son was sleeping, the father didn't touch him to check for fever because he didn't want to wake his son. But, the father couldn't rest worrying about why his son was breathing so much faster than normal, almost like he had just been exercising even though his son had been asleep. At about 8:30AM, when the father again checked on his son, his son was not breathing at all.   The father called 911 and started CPR. The ambulance and EMTs arrived within minutes and found the child apneic, pulseless, with fixed and dilated pupils, and his corneas cloudy.   At 9:30AM, the child was pronounced dead.

An autopsy found the cause of death to be diabetic ketoacidosis (the child had undiagnosed diabetes mellitus). His blood sugar was 1,165 (nl 50–80); potassium was 7.1 (nl 3.5–5.3); and his HgA1C was 15.3% (nl 4–5.9%).

The parents sued the nurse practitioner, alleging wrongful death of their son due to negligent delay in diagnosis and treatment of diabetic ketoacidosis.

QUESTION: Identify at least 5 questions you would ask the patient's father to elicit more information to make your decision?

HPI: An otherwise healthy nine-year-old boy developed flu-like symptoms (nausea/vomiting, decreased oral intake, lethargy, and weakness). After three days, the boy’s father called the pediatrician’s office at 8:00PM on a Saturday night. The on-call nurse practitioner returned the call (which was recorded). The father relayed the symptoms and said that Gatorade was making the boy nauseous, but he was still drinking some ginger ale. The father expressed concern about how tired his son was—he’d slept for 24 hours straight (from 8:00 p.m. the previous night). The boy woke up only to be carried downstairs to watch some TV for a little while. He felt a little better than the day before, but he also had some rectal bleeding and some bleeding from his mouth. The NP acknowledged the boy’s symptoms and said that most of it sounded like a viral illness, but that the rectal bleeding could be something different. She asked the father several questions in order to get a better understanding of the boy’s condition, including: Was he alert? (father’s response: yes but very tired) Had he passed any urine? (response: yes) Did he have a fever or rash? (response: no) The NP then asked the father whether he thought the child was “OK” tonight or felt he should be seen right away. The father replied that he didn’t think he needed to be seen right now. The NP agreed and made plans for him to be seen in the office the next morning (Sunday) after 8:00AM, and she told him to call back if anything developed during the night. The father asked, “I don’t need to worry about him not taking any food? He is taking some ginger ale.” The NP responded by telling him to push the ginger ale and make sure he’s urinating periodically. The NP documented the call in the medical record, including that the father was offered an ED visit (although that was not specifically said, per the audio recording). At about 4:00AM, the father checked his son and noted that his son was sleeping but also noted that his son's respiratory rate had increased significantly. Since his son was sleeping, the father didn't touch him to check for fever because he didn't want to wake his son. But, the father couldn't rest worrying about why his son was breathing so much faster than normal, almost like he had just been exercising even though his son had been asleep. At about 8:30AM, when the father again checked on his son, his son was not breathing at all. The father called 911 and started CPR. The ambulance and EMTs arrived within minutes and found the child apneic, pulseless, with fixed and dilated pupils, and his corneas cloudy. At 9:30AM, the child was pronounced dead. An autopsy found the cause of death to be diabetic ketoacidosis (the child had undiagnosed diabetes mellitus). His blood sugar was 1,165 (nl 50–80); potassium was 7.1 (nl 3.5–5.3); and his HgA1C was 15.3% (nl 4–5.9%). The parents sued the nurse practitioner, alleging wrongful death of their son due to negligent delay in diagnosis and treatment of diabetic ketoacidosis.

Question: WHAT 10 QUESTION WOULD YOU ASK TO HELP YOU MAKE A DIFFERENTIAL DIAGNOSIS?

An otherwise healthy nine-year-old boy developed flu-like symptoms (nausea/vomiting, decreased oral intake, lethargy, and weakness). After three days, the boy’s father called the pediatrician’s office at 8:00PM on a Saturday night. The on-call nurse practitioner returned the call (which was recorded). The father relayed the symptoms and said that Gatorade was making the boy nauseous, but he was still drinking some ginger ale. The father expressed concern about how tired his son was—he’d slept for 24 hours straight (from 8:00 p.m. the previous night). The boy woke up only to be carried downstairs to watch some TV for a little while. He felt a little better than the day before, but he also had some rectal bleeding and some bleeding from his mouth.

The NP acknowledged the boy’s symptoms and said that most of it sounded like a viral illness, but that the rectal bleeding could be something different. She asked the father several questions in order to get a better understanding of the boy’s condition, including:  

• Was he alert? (father’s response: yes but very tired)
• Had he passed any urine? (response: yes)
• Did he have a fever or rash? (response: no)

The NP then asked the father whether he thought the child was “OK” tonight or felt he should be seen right away. The father replied that he didn’t think he needed to be seen right now. The NP agreed and made plans for him to be seen in the office the next morning (Sunday) after 8:00AM, and she told him to call back if anything developed during the night. The father asked, “I don’t need to worry about him not taking any food? He is taking some ginger ale.” The NP responded by telling him to push the ginger ale and make sure he’s urinating periodically. The NP documented the call in the medical record, including that the father was offered an ED visit (although that was not specifically said, per the audio recording).

At about 4:00AM, the father checked his son and noted that his son was sleeping but also noted that his son's respiratory rate had increased significantly. Since his son was sleeping, the father didn't touch him to check for fever because he didn't want to wake his son. But, the father couldn't rest worrying about why his son was breathing so much faster than normal, almost like he had just been exercising even though his son had been asleep. At about 8:30AM, when the father again checked on his son, his son was not breathing at all.   The father called 911 and started CPR. The ambulance and EMTs arrived within minutes and found the child apneic, pulseless, with fixed and dilated pupils, and his corneas cloudy.   At 9:30AM, the child was pronounced dead.

An autopsy found the cause of death to be diabetic ketoacidosis (the child had undiagnosed diabetes mellitus). His blood sugar was 1,165 (nl 50–80); potassium was 7.1 (nl 3.5–5.3); and his HgA1C was 15.3% (nl 4–5.9%).

The parents sued the nurse practitioner, alleging wrongful death of their son due to negligent delay in diagnosis and treatment of diabetic ketoacidosis.

1. Identify at least 5 questions you would ask the patient's father to elicit more information to make your decision.

Tony and Suzie are ready to expand Great Adventures even further in 2019. Tony believes that many groups in the community (for example, Boy Scouts, church groups, civic groups, and local businesses) would like to hold one-day outings for their members. Groups would engage in outdoor activities such as rock climbing, fishing, capture the flag, paintball, treasure hunts, scavenger hunts, nature hikes, and so on. The purpose of these one-day events would be for each member of the group to learn the importance of TEAM (Together Everyone Achieves More).

Tony knows that most people are not familiar with these types of activities, so to encourage business he allows groups to participate in the event before paying. He offers a 4% quick-payment discount to those that pay within 10 days after the event. He also guarantees that at least eight hours of outdoor activities will be provided or the customer will receive a 20% discount. For the first six months of the year, the following activities occur for TEAM operations.

Jan. 24   Great Adventures purchases outdoor gear such as ropes, helmets, harnesses, compasses, and other miscellaneous equipment for $4,700 cash.
Feb. 25   Mr. Kendall’s Boy Scout troop participates in a one-day TEAM adventure. Normally, Tony would charge a group of this size $3,200, but he wants to encourage kids to exercise more and enjoy the outdoors so he charges the group only $2,700. Great Adventures provides these services on account.
Feb. 28   The Boy Scout troop pays the full amount owed, less the 4% quick-payment discount.
Mar. 19   Reynold’s Management has its employees participate in a one-day TEAM adventure. Great Adventures provides services on account for $3,700, and Reynold’s agrees to pay within 30 days
Mar. 27   Reynold’s pays the full amount owed, less the 4% quick-payment discount.
Apr. 7   Several men from the Elks Lodge decide to participate in a TEAM adventure. They pay $7,200, and the event is scheduled for the following week.
Apr. 14   The TEAM adventure is held for members of the Elks Lodge.
May. 9   Myers Manufacturing participates in a TEAM adventure. Great Adventures provides services on account for $5,700, and Myers agrees to pay within 30 days.
Jun. 1?30   Several MBA groups participate in TEAM adventures during June. Great Adventures provides services on account for $22,500 to these groups, with payment due in July.
Jun. 30   Myers Manufacturing fails to pay the amount owed within the specified period and agrees to sign a three-month, 7% note receivable to replace the existing account receivable.

1. Record TEAM adventure transactions occurring during the first six months of 2019.

2. As of June 30, 2019, Great Adventures finishes its first 12 months of operations. If Suzie wants to prepare financial statements, part of the process would involve allowing for uncollectible accounts receivable.

a. Suppose Suzie estimates uncollectible accounts to be 8% of accounts receivable (which does not include the $5,700 note receivable from Myers Manufacturing). Record the adjustment for uncollectible accounts on June 30, 2019.

b. Prepare a partial balance sheet showing the net accounts receivable section.

Tony and Suzie are ready to expand Great Adventures even further in 2022. Tony believes that many groups in the community (for example, Boy Scouts, church groups, civic groups, and local businesses) would like to hold one-day outings for their members. Groups would engage in outdoor activities such as rock climbing, fishing, capture the flag, paintball, treasure hunts, scavenger hunts, nature hikes, and so on. The purpose of these one-day events would be for each member of the group to learn the importance of TEAM (Together Everyone Achieves More).

Tony knows that most people are not familiar with these types of activities, so to encourage business he allows groups to participate in the event before paying. He offers a 5% quick-payment discount to those that pay within 10 days after the event. He also guarantees that at least eight hours of outdoor activities will be provided or the customer will receive a 20% discount. For the first six months of the year, the following activities occur for TEAM operations.

Consider the following information as of June 30, 2022.

• Suzie estimates uncollectible accounts to be 10% of accounts receivable (which does not include the $60,000 note receivable from Myers Manufacturing). Prepare the adjusting entry for uncollectible accounts.
• Accrue one month of interest on the note receivable from Myers Manufacturing

1. Record each of the transactions listed above in the 'General Journal' tab. Review the 'General Ledger' and the 'Trial Balance' tabs to see the effect of the transactions on the account balances.
2. Record the adjusting entries in the 'General Journal' tab.
3. Review the adjusted 'Trial Balance' as of June 30, 2022, in the 'Trial Balance' tab.
4. Prepare an income statement for the period ended June 30, 2022, in the 'Income Statement' tab.
5. Prepare a classified balance sheet as of June 30, 2022 in the 'Balance Sheet' tab.
6. Record the closing entries in the 'General Journal' tab.

A study was performed among 40 boys in a school in Edinburgh to look at the presence of spermatozoa in urine samples according to age [15]. The boys entered the study at 8−11 years of age and left the study at 12−18 years of age. A 24-hour urine sample was supplied every 3 months by each boy. Table 10.28 gives the presence or absence of sperm cells in the urine samples for each boy together with the ages at entrance and exit of the study and the age at the first sperm-positive urine sample. For all parts of this question, exclude boys who exited this study without 1 sperm-positive urine sample (i.e., boys 8, 9, 14, 25, 28, 29, 30). 10.47 Provide a stem-and-leaf plot of the age at first sperm-positive urine specimen. *10.48 If we assume that all boys have no sperm cells at age 11 (11.0 years) and all have sperm cells at age 18, then estimate the probability of first developing sperm cells at ages 12 (i.e., between 12.0 and 12.9 years), 13, 14, 15, 16, and 17. *10.49 Suppose mean age at spermatogenesis = 13.67 years, with standard deviation = 0.89 years and we assume that the age at spermatogenesis follows a normal distribution. The pediatrician would like to know what is the earliest age (in months) before which 95% of boys experience spermatogenesis because he or she would like to refer boys who haven’t experienced spermatogenesis by this age to a specialist for further follow-up. Can you estimate this age from the information provided in this part of the problem? *10.50 Suppose we are uncertain whether a normal distribution provides a good fit to the distribution of age at spermatogenesis. Answer this question using the results from Problems 10.47−10.49. (Assume that the large-sample method discussed in this chapter is applicable to these data.)

Age at
Boy Entrance First positive Exit Observations
1 10.3 13.4 16.7 − − − − − − − − − − + + − − − − + + + − − 2 10.0 12.1 17.0 − − − − − − − − + − − + + − + − − + − + − − − − − + + 3 9.8 12.1 16.4 − − − − − − − − + − + + − + + + + + + − − + + − + 4 10.6 13.5 17.7 − − − − − − − − − − − + + − − − + − − − − 5 9.3 12.5 16.3 − − − − − − − − − − − − + + − − − − + − − − − − − − − 6 9.2 13.9 16.2 − − − − − − − − − − − − − − − − − + − − − − − − − 7 9.6 15.1 16.7 − − − − − − − − − − − − − − − − − − − + − − − + 8 9.2 — 12.2 − − − − − − − − − − − − 9 9.7 — 12.1 − − − − − − − − − 10 9.6 12.7 16.4 − − − − − − − − − − − − + − + + + + + − − + + − + 11 9.6 12.5 16.7 − − − − − − − − − − + − − + − + − − + + + 12 9.3 15.7 16.0 − − − − − −− − − − − − − − − − − − − − − − − + + 14 9.6 — 12.0 − − − − − − − − − 16 9.4 12.6 13.1 − − − − − − − − − − + + + + 17 10.5 12.6 17.5 − − − − − − − + − + + + + + + + + − − + − − + + 18 10.5 13.5 14.1 − − − − − − − − − − + − − 19 9.9 14.3 16.8 − − − − − − − − − − − − − − − + − − − − − + − + 20 9.3 15.3 16.2 − − − − − − − − − − − − − − − − − − − − − + + + 21 10.4 13.5 17.3 − − − − − − − − + + − + − + + − + − + + + 22 9.8 12.9 16.7 − − − − − − − − − − − + + + + − + + + + − + + − + − − 23 10.8 14.2 17.3 − − − − − − − − − − − − + − − + + + − + 24 10.9 13.3 17.8 − − − − − − − − + + + + − + + + + + − + + − − 25 10.6 — 13.8 − − − − − − − − − − − 26 10.6 14.3 16.3 − − − − − − − − − − − − − + − − − + − − − 27 10.5 12.9 17.4 − − − − − − − − + − + + + + − − − + + − − + + + + 28 11.0 — 12.4 − − − − − − 29 8.7 — 12.3 − − − − − − − − − − − − − − 30 10.9 — 14.5 − − − − − − − − − − − − − 31 11.0 14.6 17.5 − − − − − − − − − − − − + + + + + + + + + + − + 32 10.8 14.1 17.6 − − − − − − − − − − − + + − − + − − − − − − 33 11.3 14.4 18.2 − − − − − − − − − − − + + − + + − − + − − − − − 34 11.4 13.8 18.3 − − − − − − − + − − − + − − − + + + − − + − + 35 11.3 13.7 17.8 − − − − − − − + + + − + − − − + + + − + + 36 11.2 13.5 15.7 − − − − − − − − − + − − − − − − − − 37 11.3 14.5 16.3 − − − − − − − − − − − + − + + − − − 38 11.2 14.3 17.2 − − − − − − − − − − − + − − + − + + + + + + − 39 11.6 13.9 14.7 − − − − − + − − − 40 11.8 14.1 17.9 − − − − + − + − + − + + + + − − − − 41 11.4 13.3 18.2 − − − − + + + − + − − − − − + + + + + − − 42 11.5 14.0 17.9 − − − − − − − + + − − − − − − − + + − + −

Subject- ( App Development for Web) ( language C#, software -visual studio)

I have created a 'Calculator' named program in visual studio. This is the main console program(Program.cs) shown below. Then i have created a "CaculatorLibrary" named project by adding the project from FILE--->ADD--->NEW PROJECT. Then i selected library and selected classLibrary(.NETcore). The programs for both are given below. There are no errors in the program. Now the requirement is to build unit test project within this project that will perform atleast 10 tests.The tests must be like add rwo positive numbers,multiply two positive numbers and so on ... . This test project will also be created by FILE--->ADD--->NEW PROJECT.But here instead of library select test .

Program.cs
using CalculatorLibrary;
using System;

namespace CalculatorProgram
{
  

class Program
{
static void Main(string[] args)
{
bool endApp = false;
// Display title as the C# console calculator app.
Console.WriteLine("Console CalculatorProgram in C#\r");
Console.WriteLine("------------------------\n");
Calculator Calculator = new Calculator();
while (!endApp)
{
// Declare variables and set to empty.
string numInput1 = "";
string numInput2 = "";
double result = 0;

// Ask the user to type the first number.
Console.Write("Type a number, and then press Enter: ");
numInput1 = Console.ReadLine();

double cleanNum1 = 0;
while (!double.TryParse(numInput1, out cleanNum1))
{
Console.Write("This is not valid input. Please enter an integer value: ");
numInput1 = Console.ReadLine();
}

// Ask the user to type the second number.
Console.Write("Type another number, and then press Enter: ");
numInput2 = Console.ReadLine();

double cleanNum2 = 0;
while (!double.TryParse(numInput2, out cleanNum2))
{
Console.Write("This is not valid input. Please enter an integer value: ");
numInput2 = Console.ReadLine();
}

// Ask the user to choose an operator.
Console.WriteLine("Choose an operator from the following list:");
Console.WriteLine("\ta - Add");
Console.WriteLine("\ts - Subtract");
Console.WriteLine("\tm - Multiply");
Console.WriteLine("\td - Divide");
Console.Write("Your option? ");

string op = Console.ReadLine();

try
{
result = Calculator.DoOperation(cleanNum1, cleanNum2, op);
if (double.IsNaN(result))
{
Console.WriteLine("This operation will result in a mathematical error.\n");
}
else Console.WriteLine("Your result: {0:0.##}\n", result);
}
catch (Exception e)
{
Console.WriteLine("Oh no! An exception occurred trying to do the math.\n - Details: " + e.Message);
}

Console.WriteLine("------------------------\n");

// Wait for the user to respond before closing.
Console.Write("Press 'n' and Enter to close the app, or press any other key and Enter to continue: ");
if (Console.ReadLine() == "n") endApp = true;

Console.WriteLine("\n"); // Friendly linespacing.
}
return;
}
}
}

CalculatorLibrary.cs

using System.Diagnostics;
using System;
using System.IO;

namespace CalculatorLibrary
{
public class Calculator
{
public Calculator()
{
StreamWriter logFile = File.CreateText("calculator.log");
Trace.Listeners.Add(new TextWriterTraceListener(logFile));
Trace.AutoFlush = true;
Trace.WriteLine("Starting Calculator Log");
Trace.WriteLine(String.Format("Started {0}", System.DateTime.Now.ToString()));
}
public double DoOperation(double num1, double num2, string op)
{
double result = double.NaN; // Default value is "not-a-number" which we use if an operation, such as division, could result in an error.

// Use a switch statement to do the math.
switch (op)
{
case "a":
result = num1 + num2;
Trace.WriteLine(String.Format("{0} + {1} = {2}", num1, num2, result));
break;
case "s":
result = num1 - num2;
Trace.WriteLine(String.Format("{0} - {1} = {2}", num1, num2, result));
break;
case "m":
result = num1 * num2;
Trace.WriteLine(String.Format("{0} * {1} = {2}", num1, num2, result));
break;
case "d":
// Ask the user to enter a non-zero divisor.
if (num2 != 0)
{
result = num1 / num2;
Trace.WriteLine(String.Format("{0} / {1} = {2}", num1, num2, result));
}
break;
// Return text for an incorrect option entry.
default:
break;
}
return result;
}
  
}
}

Covid-19 global economic pandemic has negatively affected economies as a whole at the global, national and regional levels. The novel effects of the fluidity of Covid-19 appears to continue to have negative impacts on the macro business model as the global recession seems to be inevitable. You are working as a macroeconomist in economic affairs in your local country, and you are tasked with analyzing the impact of Covid-19 on the economy and you are required to prepare notes on what specific government policies can be implemented as a stimulus package to jump-start the economy savings and investment market. The team meeting will be held in 3 days from the date of the assignment and because of limitation of time the Chief economist has given you the following guidelines: (a) You are required to identify four (4) key macroeconomic issues from the impact of Covid-19, (b) For each issue in (a) explain in detail what specific government policy would you implement (c) What would be the rationale for your choice of policy and (d) Your answer should be accompanied by relevant diagrams where possible.