3. The labor supply and demand equations in Mexico and the US are Ndmex = 140 – 2 Wmex and Nsmex = 80 NdUS = 600 – 4 WUS and NsUS = 260 (Notice: To make the exercise simple, we are assuming that the labor supply curves are perfectly vertical at 80 in México and at 260 in the US). where Ndmex and NdUS are the number of workers demanded in Mexico and the US (in millions of workers). Wmex and WUS are the yearly wage rates in Mexico and the US (in thousands of dollars). Nsmex and NsUS are the number of workers supplied in Mexico and the US (in millions of workers).

a. What are the equilibrium wages in Mexico and the US.

b. Due to the higher US wages (see your answer to part a), millions of Mexican workers want to emigrate to the US. However, the US inmigration authorities issue work permits for only 10 million Mexican workers. How will this limited flow of Mexican workers affect wages both in Mexico and the US (hint: if these flows take place, how many workers will there be left in México, how many workers will there be in the US, i.e., how do the labor supply curves shift?).

c. If an unlimited flow of Mexican workers is allowed (free movement of labor across borders), at the end, wages will be equal in both countries (basically, in practice, there will be just one unified labor market). What would be this wage? How many Mexican workers will emigrate to the US? How many Mexican workers will be demanded in the US? At the end, how many workers will there be in México and the US? (Hint: Find the total labor supply and demand equations).

d. With the creation of a Free Trade Zone in North America between the US, Mexico and Canada (the NAFTA agreement), the demand for Mexican food (produced mainly using labor intensive techniques) will increase. This in turn, will increase the demand for labor in Mexico. Asume that the new demand for labor in Mexico is: Ndmex = 240 – 2 Wmex Suppose that at the same time, the Mexican government sets a minimum wage of 80. Discuss the effects of these two simultaneous events on the Mexican labor market.

e. The US authorities know that wages for unskilled labor in the US will go down with the immigration of Mexican workers to the US. Suppose that the US authorities want to keep US wages at 69. How many Mexican workers should be allowed to enter to the US (i.e., how many work permits should the US government issue)?

The labor supply and demand equations in Mexico and the US are

Ndmex = 140 – 2 Wmex and Nsmex = 80

NdUS = 600 – 4 WUS and NsUS = 260

(Notice: To make the exercise simple, we are assuming that the labor supply curves are perfectly vertical at 60 in México and at 260 in the US).

where Nd^mex and Nd^US are the number of workers demanded in Mexico and the US (in millions of workers). W^mex and W^US are the yearly wage rates in Mexico and the US (in thousands of dollars). Ns^mex and Ns^US are the number of workers supplied in Mexico and the US (in millions of workers).

a. What are the equilibrium wages in Mexico and the US.

b. Due to the higher US wages (see your answer to part a), millions of Mexican workers want to emigrate to the US. However, the US inmigration authorities issue work permits for only 10 million Mexican workers. How will this limited flow of Mexican workers affect wages both in Mexico and the US (hint: if these flows take place, how many workers will there be left in México, how many workers will there be in the US, i.e., how do the labor supply curves shift?).

c. If an unlimited flow of Mexican workers is allowed (free movement of labor across borders), at the end, wages will be equal in both countries (basically, in practice, there will be just one unified labor market). What would be this wage? How many Mexican workers will emigrate to the US? How many Mexican workers will be demanded in the US? At the end, how many workers will there be in México and the US? (Hint: Find the total labor supply and demand equations).

d. With the creation of a Free Trade Zone in North America between the US, Mexico and Canada (the NAFTA agreement), the demand for Mexican food (produced mainly using labor intensive techniques) will increase. This in turn, will increase the demand for labor in Mexico. Asume that the new demand for labor in Mexico is:

Nd^mex = 240 – 2 W^mex

Suppose that at the same time, the Mexican government sets a minimum wage of 90.

Discuss the effects of these two simultaneous events on the Mexican labor market.

e. The US authorities know that wages for unskilled labor in the US will go down with the immigration of Mexican workers to the US. Suppose that the US authorities want to keep US wages at 69. How many Mexican workers should be allowed to enter to the US (i.e., how many work permits should the US government issue)?

Which of the following scenario is related to Florence Nightingale?

a)A public health nurse facilitated adaptive abilities to the teenage pregnant woman in the community.

b)Nursing care becomes necessary when client is unable to fulfill biological, psychological, development, or social needs.

c)An ICU nurse insuring a sterile suction tube for his patient.

Which of the following roles was not identified in the theory of Peplau as a primary role played by the nurse at same point within the nurse-patient relationship?

a)Leader

b)Mediator

c)Friend

According to Joyce Travelbee, patient and nurse perceiving each other as unique individuals. What link of relationships begin to form.

a)Emerging identities

b)Original encounters

c)Sympathy

The eight-subsystem of behavior that is concerned with rest, sleep, comfort and freedom from pain.

a)Sexual subsystem

b)Achievement subsystem

c)Aggressive subsystem

Margaret Newman emphasized that nursing is

a)Involved with human beings who have reached choice points and found that their old ways are no longer effective.

b)Is to assist individual, family in preventing or coping with illness, regaining health, c)finding meaning in illness or maintaining maximal degree of health.

Is an existential experience.

It is achieved through the frugal, economic, contained and controlled use of the environment resources by the individual in his or her best interest.

a)Wholeness

b)Adaptation

c)Integrity

Focuses on strengthening the flexible line of defense through preventing stress and reducing risk factor.

a)None

b)Tertiary

c)Secondary

The nursing students is studying the question “what do nurses do?” which nursing theorist focused on answering this questions?

a)Dorothy Johnson

b)Imogene King

c)Dorothea Orem

Bea, a 24 years old sales lady is confined in the hospital because of depression by the break-up of her boyfriend. Actions that lessen the Maria’s distress have been implemented by Nurse Maria, thus, gaining a trusting relationship. According to Travelbee’s Human to Human Relationship Theory, the nurse established____.

1. Sympathy
2. Meeting
3. rapport

Pat is nurse who is caring for Mary who is recovering from a recent hysterectomy. Which of the following is an example of a way in which Pat may support her client’s interdependence adaptation according to Roy’s Model?

1. By listening to marry about her grand daughter
2. By giving marry the number of a local support group
3. By offering to find some new magazines for mary

Deliberate nursing theory explained by:

1. Hidelgard Ppelau
2. Patricia benner
3. Dorethea orem

Bea, a 24 years old sales lady is confined in the hospital because of depression by the break-up of her boyfriend. Actions that lessen the Maria’s distress have been implemented by Nurse Maria, thus, gaining a trusting relationship. According to Travelbee’s Human to Human Relationship Theory, the nurse established____.

1. Sympathy
2. Meeting
3. rapport

Pat is nurse who is caring for Mary who is recovering from a recent hysterectomy. Which of the following is an example of a way in which Pat may support her client’s interdependence adaptation according to Roy’s Model?

1. By listening to marry about her grand daughter
2. By giving marry the number of a local support group
3. By offering to find some new magazines for mary

Deliberate nursing theory explained by:

1. Hidelgard Ppelau
2. Patricia benner
3. Dorethea orem

According to Watson, this begins developmentally at an early age with values shared with the parents but can be influenced by healthy educators.

1. Cultivation of sensitivity to one’s self and to others
2. Formation of humanistic-altruistic human care relationship
3. Promotion of acceptance of the expression of positive and negative feelings

All are example of structural integrity except:

1. Provide range of motion
2. Availability of adequate rest and sleep
3. Change of diaper and good parenial care

what is the main point of this article please towards vocation details

Early on in the COVID-19 outbreak, after an entire day spent reading anxiety-inducing articles and watching real-time maps of the spread, after loading up on quarantine supplies, and unable to banish a storm of doomsday hypothetical scenarios from my head, a passage from a C.S. Lewis’ sermon, “Learning in Wartime,” flashed through my mind:

The war creates no absolutely new situation: it simply aggravates the permanent human situation so that we can no longer ignore it. Human life has always been lived on the edge of a precipice… We are mistaken when we compare war with “normal life.” Life has never been normal… We think of the streets of Warsaw and contrast the deaths there suffered with an abstraction called Life. But there is no question of death or life for any of us; only a question of this death or of that—of a machine gun bullet now or a cancer forty years later. What does war do to death? It certainly does not make it more frequent; 100 per cent of us die, and the percentage cannot be increased… Yet war does do something to death. It forces us to remember it. The only reason why the cancer at sixty or the paralysis at seventy-five do not bother us is that we forget them. War makes death real to us: and that would have been regarded as one of its blessings by most of the great Christians of the past. They thought it good for us to be always aware of our mortality. I am inclined to think they were right.

C.S. Lewis, “Learning in Wartime” (1939).

That night I read the entire piece and found myself greatly fortified by it’s cool reason in the face of fear and anxiety—it reminded me of Wendell Berry’s remark that when you’re scared the best thing to do is try to make sense out of what’s scaring you—and the perspective it gave me on life and vocation in times of crisis, fear, and danger. Within a week, all on-campus classes and activities were canceled, we converted to an online format, and, when I had to assign the first reading for my senior Humanities and Vocation seminar, I chose “Learning in Wartime.” The response from my seniors was astounding. It was, in fact, the single best response I have ever gotten from students to a reading on the topic of vocation. They seemed in particular to resonate with three aspects of the sermon.

First, as a largely Christian group of students, they were braced by Lewis’ observation that every human life is always lived under the prior and more pressing reality of eternity:

[Every] Christian who comes to a university must at all times face a question compared with which the questions raised by the war are relatively unimportant. He must ask himself how it is right, or even psychologically possible, for creatures who are every moment advancing either to heaven or to hell, to spend any fraction of the little time allowed them in this world on such comparative trivialities as literature or art, mathematics or biology… If human culture can stand up to that, it can stand up to anything. To admit that we can retain our interest in learning under the shadow of these eternal issues, but not under the shadow of a European war, would be to admit that our ears are closed to the voice of reason and very wide open to the voice of our nerves and our mass emotions.

C.S. Lewis, “Learning in Wartime” (1939).

That every life is lived every moment on the brink of death and eternity is something that my students “know” conceptually, of course, but the current circumstances have made that knowledge much more real to them (the ever present possibility of death is, of course, a reality for those who are not people of faith). Unless they’ve had some kind of prior experience with it, death is a difficulty reality for most healthy, active 18-22-year olds to truly grasp. Facing circumstances that make mortality and privation very real possibilities for themselves and loved ones brought home the wartime wisdom of Lewis’ piece in a way that wouldn’t have happened otherwise.

And this was good for them, vocationally speaking. Reading “Learning in Wartime” helped them see that times of crisis, danger, and fear, and threats to life are a kind of vocational refiner’s fire that burns away impure motivations, skewed priorities, and false vocations. Such times also call forth courage and fortitude, and in responses about the effect of the piece on their understanding of vocation, my students expressed greater resolve than ever in their chosen paths.

Along with this clear-eyed wisdom about mortality and the human condition, my students responded powerfully to Lewis’ argument for the validity of pursuing vocations in times of crisis. Lewis sets out to respond to the view “that human culture is an inexcusable frivolity.” In addition to theological arguments, Lewis simply points out that, historically, humanity has always carried on the work of culture, even in the worst of circumstances:

If men had postponed the search for knowledge and beauty until they were secure the search would never have begun… Even those periods which we think most tranquil, like the nineteenth century, turn out, on closer inspection, to be full of cries, alarms, difficulties, emergencies. Plausible reasons have never been lacking for putting off all merely cultural activities until some imminent danger has been averted or some crying injustice put right. But humanity long ago chose to neglect those plausible reasons. They wanted knowledge and beauty now, and would not wait for the suitable moment that never come. Periclean Athens leaves us not only the Parthenon but, significantly, the Funeral Oration. The insects have chosen a different line: they have sought first the material welfare and security of the hive, and presumable they have their reward. Men are different. They propound mathematical theorems in beleaguered cities, conduct metaphysical arguments in condemned cells, make jokes on scaffolds, discuss the last new poem while advancing to the walls of Quebec, and comb their hair at Thermopylae. This is not panache; it is our nature.

C.S. Lewis, “Learning in Wartime” (1939).

Most of my students have never experienced anything close to the disruptions caused by COVID-19. Neither have I, to be honest. So, for many of them, this is the first time they have had to carry on in the face of such difficult, anxiety-inducing cultural and global circumstances. And, for many students, it’s not just the economic difficulties or fear of sickness. They are stuck at home in circumstances that are unusual and difficult. Many have never done online courses, and now they are taking five or six. They might have other siblings at home, perhaps many siblings, making for cramped quarters and aggravations. They might have parents out of work, or parents and siblings who are sick. Many of my students are now themselves out of work. Some have probably never heard of wartime rationing, but now they have to start to think about how to go without, which is not something most Americans have a lot of experience with. They spoke openly of aimlessness, depression, loss of resolve. And yet they spoke with courage and resolution about keeping going and staying focused.

Some of that resolve and courage came from Lewis’ argument that all vocations are worthy and sacred if done in the right sprit:

The work of a Beethoven, and the work of a charwoman, become spiritual on precisely the same condition, that of being offered to God, of being done humbly “as to the Lord.” This does not, of course, mean that it is for anyone a mere toss-up whether he should sweep rooms or compose symphonies. A mole must dig to the glory of God and a cock must crow. We are members of one body, but differentiated members, each with his own vocation. A man’s upbringing, his talents, his circumstances, are usually a tolerable index of his vocation. If our parents have sent us to Oxford, if our country allows us to remain there, this is prima facie evidence that the life which we, at any rate, can best lead to the glory of God at present is the learned life… An appetite for [beauty and knowledge] exists in the human mind, and God makes no appetite in vain. We can therefore pursue knowledge as such, and beauty, as such, in the sure confidence that by so doing we are either advancing to the vision of God ourselves or indirectly helping others to do so. Humility, no less than the appetite, encourages us to concentrate simply on the knowledge or the beauty, not too much concerning ourselves with their ultimate relevance to the vision of God.

C.S. Lewis, “Learning in Wartime” (1939).

Several students felt fortified by this passage because it never really occurred to them that God didn’t make their appetite for, say, fiction writing, in vain. That the humble pursuit of genuine desire can be undertaken with confidence in this time or in anytime, was eye-opening for many of them. What was especially moving to me was that, since Lewis also speaks of wartime duties, of obligations to neighbor and country, many students wrote of a recognition that responding courageously to the needs of others is its own kind of vocation.

Many students also expressed gratitude for Lewis’ discussion of the “three enemies” that the scholar encounters during wartime—excitement, frustration, and fear.

“The first enemy is excitement—the tendency to think and feel about the war when we had intended to think about our work. The best defense,” Lewis argues, “is a recognition that in this, as in everything else, the war has not really raised up a new enemy but only aggravated an old one. There are always plenty of rivals to our work.” The second enemy is frustration, “the feeling that we shall not have time to finish.” The last enemy is fear, which I’ve touched on in my opening quotation, wherein Lewis reminds students remembering our mortality can be good for us.

Paul Anderson, “The Enduring Legacy of C.S. Lewis.” Relevant Magazine. November 2013.

All in all, the response by my students to “Learning in Wartime” was an outpouring of mature, courageous insights about the need to persist in vocational pursuits, to rise above fear to help others, and to keep their minds focused, all combined, I believe, with an unexpected recognition that comparatively unimportant things like creative writing, philosophy, history, linguistics, can and should be pursued and valued in times of crisis. Students also expressed that the piece helped them see that responding courageously to the needs of others in these times and all times is also a vocation. Students often disagreed with Lewis, and some had trouble with the density of the argument at a few points, but, by and large, I think “Learning in Wartime” is a good thinking partner for students as they wrestle with all sorts of direct and indirect questions about employment, purpose, and meaning in these uncertain times.

Consider the performance of two securities, J and K over the five year period from 2000 to 2004. The annual return earned on each one of them is as provided in the table below:

Required:

Compute the following:

1. The appropriate annual average return for both securities over the 5-year holding period; assuming re-investment of all returns for respective years.

[05 Marks]

2. Assume your organization had K100 million to invest on 01st January, 2000. If 60% was invested in security J, what average return would you have earned from a portfolio comprising the two securities?

[05 Marks]

3. What average volatility would the portfolio be exposed to; assuming the correlation coefficient between returns on securities J and K is -0.852?

[05 Marks]

4. Evaluate the performance of the securities individually and the portfolio. Which investment would you advise management to make? Assume a risk-free rate of 6%.

[05 Marks]

Consider the performance of two securities, J and K over the five year period from 2000 to 2004. The annual return earned on each one of them is as provided in the table below:

Required:

Compute the following:

1. The appropriate annual average return for both securities over the 5-year holding period; assuming re-investment of all returns for respective years.

[05 Marks]

2. Assume your organization had K100 million to invest on 01st January, 2000. If 60% was invested in security J, what average return would you have earned from a portfolio comprising the two securities?

[05 Marks]

3. What average volatility would the portfolio be exposed to; assuming the correlation coefficient between returns on securities J and K is -0.852?

[05 Marks]

4. Evaluate the performance of the securities individually and the portfolio. Which investment would you advise management to make? Assume a risk-free rate of 6%.

[05 Marks]

Tami Tyler opened Tami’s Creations, Inc., a small manufacturing company, at the beginning of the year. Getting the company through its first quarter of operations placed a considerable strain on Ms. Tyler’s personal finances. The following income statement for the first quarter was prepared by a friend who has just completed a course in managerial accounting at State University.

Ms. Tyler is discouraged over the loss shown for the quarter, particularly because she had planned to use the statement as support for a bank loan. Another friend, a CPA, insists that the company should be using absorption costing rather than variable costing and argues that if absorption costing had been used the company probably would have reported at least some profit for the quarter.

At this point, Ms. Tyler is manufacturing only one product—a swimsuit. Production and cost data relating to the swimsuit for the first quarter follow:

Required:

1. Complete the following:

a. Compute the unit product cost under absorption costing.

b. What is the company’s absorption costing net operating income (loss) for the quarter?

c. Reconcile the variable and absorption costing net operating income (loss) figures.

3. During the second quarter of operations, the company again produced 31,600 units but sold 34,600 units. (Assume no change in total fixed costs.)

a. What is the company’s variable costing net operating income (loss) for the second quarter?

b. What is the company’s absorption costing net operating income (loss) for the second quarter?

c. Reconcile the variable costing and absorption costing net operating incomes for the second quarter.

ami Tyler opened Tami’s Creations, Inc., a small manufacturing company, at the beginning of the year. Getting the company through its first quarter of operations placed a considerable strain on Ms. Tyler’s personal finances. The following income statement for the first quarter was prepared by a friend who has just completed a course in managerial accounting at State University.

Ms. Tyler is discouraged over the loss shown for the quarter, particularly because she had planned to use the statement as support for a bank loan. Another friend, a CPA, insists that the company should be using absorption costing rather than variable costing and argues that if absorption costing had been used the company probably would have reported at least some profit for the quarter.

At this point, Ms. Tyler is manufacturing only one product—a swimsuit. Production and cost data relating to the swimsuit for the first quarter follow:

Patriot Co. manufactures and sells three products: red, white, and blue. Their unit selling prices are red, $46; white, $76; and blue, $101. The per unit variable costs to manufacture and sell these products are red, $31; white, $51; and blue, $71. Their sales mix is reflected in a ratio of 2:2:1 (red:white:blue). Annual fixed costs shared by all three products are $141,000. One type of raw material has been used to manufacture all three products. The company has developed a new material of equal quality for less cost. The new material would reduce variable costs per unit as follows: red, by $6; white, by $16; and blue, by $10. However, the new material requires new equipment, which will increase annual fixed costs by $11,000.

Required:

2. Assume if the company uses the new material, determine its new break-even point in both sales units and sales dollars of each individual product. (Round composite units up to next whole number.)

1. Assume if the company continues to use the old material, determine its break-even point in both sales units and sales dollars of each individual product. (Round composite units up to next whole number.)

Sue T. is the nurse manager for medical-surgical units at a community hospital. She is currently enrolled in a nursing master's degree program at the local university. As part of the requirements for a Nursing Management course, Sue proposes to conduct a study linking nursing interventions and nursing outcomes. She returns to her place of employment at night for two weeks to audit patient charts and collect the data she needs for her assignment. She makes copies of the patient records that are particularly helpful and takes them home to write the final paper.

As Sue is developing her paper, she realizes that the information she has collected may be helpful in completing her nursing staff performance evaluations due next month.   She decides to collect further patient outcome data for individual nurses to monitor their performance.

Consider the following

1. Has Sue violated ethical principles by collecting data for a college assignment? Why or Why not?
2. Has Sue violated ethical principles by collecting patient data for employee performance evaluations? Why or Why not?
3. What, if anything, should Sue have done differently in completing her college assignment?
4. What, if anything, should Sue have done differently in completing her employee performance evaluations?

1. Explain why each of the following groups might want financial accounting information. What type of financial information would each group find most useful?

1. The company’s existing shareholders.
2. Prospective investors.
3. Financial analysts who follow the company.
4. Company managers.
5. Current employees.
6. Commercial lenders who have loaned money to the company.
7. Current suppliers.
8. Debt-rating agencies such as Moody’s or Standard and Poor’s.
9. Regulatory agencies such as the Federal Trade Commission.

2. Identify at least one other group that might want financial accounting information about the company, and describe how it would use the information.