Which of the following statements BEST describes the relationship between weak institutions and a country’s distribution of wealth?

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1. Why are some development organizations made up of multiple member-nations?

because development projects are always a massive undertaking

because some of the problems facing the world are too large in scope to be handled by a single country

because it takes a lot of countries to oppose the United States

because the United Nations was the world’s first development organization and it’s made up of nearly 200 member-nations

2. Which of the following statements about purchasing power parity (PPP) is true?

Purchasing power parity is an attempt to compare exchange rates on a country’s black market with official, government-backed exchange rates.

To adjust for purchasing power parity, prices in a country are compared against Spanish pesos.

If we say that someone “lives on less than a dollar a day,” what we mean is that the person lives on an amount of his local currency whose total value is less than a U.S. dollar.

Purchasing power parity means that a steak in Russia will be the exact same price as a steak in Thailand.

3. Generally speaking, which of the following BEST describes the objective of nongovernmental organizations (NGOs)?

to maximize corporate profits

to advance various social causes (education, clean water, political reform, etc.)

to enforce the policies of the government the NGO is hired by

to combat governments in the developed world on behalf of developing countries

4. The World Bank considers a country “developing” if which of the following is true?

The country has little or no industrial diversification.

The country has a low rate of literacy.

The country has a high rate of inflation.

The country has a low- or middle-income economy.

5. Which of the following statements BEST expresses the beliefs of social-conflict theory?

There is a smaller risk of social conflict in North America than in other areas of the world.

The history of the world is the history of the powerful dominating the weak.

The Soviet Union is the world’s model for successful development.

The best way for countries to develop is to follow the model of wealthy developed countries

6.  To opponents of lending to poor countries, which of the following is a typical result of providing loans?

The countries taking out the loans are likely to become “addicted” to credit.

The countries taking out the loans are likely to become financially empowered.

The countries taking out the loans are likely to embezzle all of the money.

The countries taking out the loans are likely to improve their economy, but very slowly

7. Which of the following describes “dependency theory”?

the notion that developed nations are obligated to provide for poor nations

the notion that poor nations should become dependent on one another

the notion that developing nations are kept poor because of their reliance on wealthier nations

the notion that international financial institutions are dependent on their member states for legitimacy

8. Countries in need of economic reform are often advised to devalue their currencies. This measure, however, is usually strongly opposed. Why?

Devaluation often leads to dependence on other countries.

Devaluation often makes imports much cheaper.

Devaluation often leads to a cycle of inflation.

Devaluation often increases labor costs.

9. Countries that take on IMF loans typically use the money to do which of the following?

develop new weapons systems

increase their foreign influence

invest in high-risk, high-reward stocks

make up for budget shortages

10. Which of the following actions is likely to fall under the responsibility of the World Bank, as opposed to the International Monetary Fund (IMF)?

helping the Cambodian treasury to avoid default

publishing an analysis of the labor market in the Philippines

financing a dam in Argentina

advising the Liberian government on tax reform

11. Which of the following is the strongest safeguard against civil war?

the presence of multiple strong militias

steady economic growth

strong executive leadership in the government

the dominance of a particular ethnic group

12. Which of the following factors is LEAST likely to increase chances of civil war in a developing country?

a low national income

slow growth, stagnation, or decline in the country’s economy

an economy centered on exporting valuable natural resources

large income inequality among the country’s citizens

13.  Which of the following BEST predicts that a country will have a civil war?

The country is repressive.

The country has a large amount of ethnic diversity.

The country has had a civil war within the past ten years.

The culture of the country is based in violence and war is not seen as undesirable

14. During a civil war, which of the following groups typically suffer the most casualties?

peacekeepers

civilians

rebels

government soldiers

15. Why does the presence of valuable natural resources in a developing country often wind up hindering the development of the country’s economy?

Natural resources from poor nations are worth less on the international market.

Complicated tax policies often make the resources too expensive to be worth developing.

The country’s natural resources are targeted by just a few powerful people in the country, who keep the majority of their profits for themselves.

Countries with valuable resources are often forced by multinational corporations to sign predatory deals, leaving the countries with only a pittance.

16. When a country’s government is controlled by a small group of people who also control most of the country’s businesses, the ruling class is likely to do which of the following?

create laws that benefit everyone in the country equally

reduce the size and power of the government

use the power of government to reduce concentrations of wealth

utilize payoffs and contributions in exchange for political favors and vice versa

17. How can developed countries assist developing countries in reforming weak institutions? Choose the BEST answer.

by paying for the campaigns of pro-Western politicians in developing countries

by helping developing countries adopt good government policies

by suing extractive governments at the International Criminal Court

by financing rebel groups that claim to share the philosophy of wealthy countries

18.  Which of the following are the actions of an extractive state?

awarding government contracts to the winners of transparent auctions

steering lucrative government contracts to political loyalists

forcing members of Congress to disclose their business ties

ensuring police force compliance with anti-bribe laws

19.  Which of the following statements BEST describes the relationship between weak institutions and a country’s distribution of wealth?

In countries with weak institutions, the economy is freer, so anyone is able to get rich whether lower or upper class.

In countries with weak institutions, the majority of wealth usually winds up in the hands of a few elites.

In countries with weak institutions, most of the wealth is extracted out by wealthy nations such as Japan and France.

In countries with weak institutions, there is almost always total anarchy, so nobody has any chance to amass wealth

20. Which of the following is a sign that a country has weak institutions? Choose the BEST answer.

It has frequent political protests.

Rents in its cities are very high.

Its inflation rate is strongly controlled.

Its economy is controlled by the politically connected.

 
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When a nation is ruled by one large party, there is a tendency to see which of the following outcomes?

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1. Why there is so little formal work in Peña Blanca?

It is a resort town that exists mostly to provide seasonal service to tourists.

The town’s political problems have spilled over to its economy.

Town residents prefer to freelance.

It is a poor, rural town whose economy and infrastructure are not strong enough to support regular jobs.

2. What was the goal of the Bretton Woods conference in 1944?

to finance agricultural projects in Latin America

to draft a defense pact against the Soviet Union

to craft a new environmental treaty

to prevent a future economic collapse through international cooperation

3.  Approximately what percentage of the world is impoverished?

50 percent

15 percent

25 percent

75 percent

4. When numbers are adjusted for purchasing power parity it means that which of the following is true?

What you can buy for $10 in the U.S. is equivalent to what citizens of another country can buy for $10 U.S. in their country.

Every country in the world uses U.S. dollars in their economies.

A Big Mac in two different countries will cost exactly the same.

15 units of local currency (such as kwachas) are equal to 15 U.S. dollars.

5. What does the term Global South refer to?

sub-Saharan Africa

the geographic area of the world where most developing countries are located

the poorest areas of the developing world

the Southern Hemisphere

6. According to Moustafa Bassiouny, the economist interviewed in the clip, what effect do subsidies have on the Egyptian government’s finances?

They have had a negligible effect on the country’s finances.

They have helped raise the government’s revenue.

They are a major cause of the country’s deficit.

They have forced the resignation of the Minister of Finance.

7. What does it mean if a country has a “fixed” exchange rate?

the value of the country’s currency is tied to the value of another currency

the value of the country’s currency is “fixed” to an arbitrary value that is adjusted every year

the value of the country’s currency is “fixed” by the IMF

the value of the country’s currency is tied to the New York Stock exchange

8. How much of the Egyptian budget goes toward subsidies?

one half

one third

one quarter

three quarters

9. What measure have developing countries been taking to make up for the money they lost due to the recession?

creating new and improved trade partnerships

boycotting the United Nations

waging war with their neighbors in order to gain new assets

borrowing even more money

10. Which of the following was a consequence of poor countries’ “monetization” of their deficits?

national budgets were balanced

inflation decreased rapidly

citizens’ purchasing power decreased

the divide between government revenue and expenditures narrowed

11. Which of the following BEST explains why uneducated and poor young men may be attracted to rebel groups?

They are seeking some sort of leadership figure.

They see no value in ordinary methods of climbing out of poverty.

They are seeking to avenge injustices done to their communities.

They are captivated by the chance for power that a rebel group offers.

12. Civil war impacts a nation’s economy. On average, a seven-year war will have what effect on a country’s income per person?

It will be one-third of the level it would have been in peacetime.

It will be half of what it would have been in peacetime.

It will be 15 percent lower than it would have been in peacetime.

It will be higher than it would have been in peacetime.

13. How does modern civil war differ from war in the early 20th century?

In modern civil wars rebel movements almost never have leaders, but in early 20th-century wars rebel movements were highly organized.

In modern civil wars around 90 percent of casualties are usually civilians, but in early 20th-century wars less than ten percent were civilians.

In modern civil wars most fighters use knives, but in early 20th-century wars firearms were much more common.

In modern civil wars rebels enjoy large popular support, but in early 20th-century wars rebels had almost no popular support.

14. Which of the following statements about the relationship between countries’ incomes and their prospects for sustained peace is TRUE?

The prospect for sustained peace after civil war is the same for high-income and low-income countries.

High-income countries are more likely to relapse into civil war than countries with low incomes.

Low-income countries are more likely to relapse into civil war than countries with high incomes.

There is no relationship between a country’s income and its likelihood of relapsing into civil war.

15. According to the video, why have Radio Mogadishu journalists been living at the broadcasting company’s headquarters?

The Al-Shabaab militia has repeatedly threatened to kill them.

They are fleeing famine.

They cannot afford to live elsewhere.

They want to be in the heart of the city as new political events unfold.

16. Which of the following is true about Sierra Leone?

(under “People and Society”) It has one of the world’s lowest maternal mortality rates.

(under “Introduction”) Around a third of its population was displaced during the civil war that ended in 2002.

(under “People and Society”) Less than 10 percent of its population lives in urban areas.

(under “Economy”) Automobile manufacturing is one of its primary industries.

17. When a nation is ruled by one large party, there is a tendency to see which of the following outcomes?

an alliance between the incumbents and election officials to ensure incumbents are reelected

mutually beneficial compromises to keep real challenges from emerging

a complete inability to develop widespread dissatisfaction with the status quo

regulation and legislation intended to reward opposition and punish supporters

18. Extractive institutions tend to arise in which kinds of nations?

nations that have political power concentrated in the hands of a small group

nations that have political instability

nations that have laissez-faire economic policies

nations that are poor

19. Which of the following is true about North Korea?

(under “Economy”) Its GDP per capita (PPP) puts it among the richest third of all countries.

(under “Government”) It is a democracy.

(under “People and Society”) Its life expectancy is higher than the life expectancy in South Korea (~80 years).

(under “Economy”) One of its most important industries is military products.

20. Historically speaking, when a country has been unable or unwilling to reform its extractive institutions, how have its citizens reacted, according to Acemoglu?

by peacefully protesting

by rebelling

by leaving the country

by appealing to religious authorities

 

 
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Is this the type of reflection that Arendt and Socrates intended? Please explain.

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IPhilosopher, Hannah Arendt.ntroduction

Virtue ethicists Socrates and Hannah Arendt contend that we achieve moral behavior by reflectively thinking about our beliefs and actions, and not simply conforming with the crowd mentality. In “Flatulence and Philosophy: A Lot of Hot Air, or the Corruption of Youth?” William Young proposes that the television comedy South Park offers us the same opportunity:

Through its different characters, and even in its apparently mindless vulgarity, South Park shows the need for engaging in dialogue, and thinking from others’ perspectives, in order to pursue wisdom, examine life, and make it worth living (p. 5).

This activity aligns with module outcome 3.

Discussion Question

Prepare for your discussion by studying the William Young and Sean McAleer articles and listening to one episode, compilation, or clip of The Office. Then respond to the following:

  • To what extent might you concur with William Young that vulgar comedies such as South Park, or even The Simpsons, encourage such a deep reflection on ethics and ultimately encourage virtuous behavior? Is this the type of reflection that Arendt and Socrates intended? Please explain.
  • To what extent is author Sean McAleer right when he proclaims, “The Office has much to teach us about Aristotle’s ethics, for its major male characters illustrate the structure of a character virtue as a mean between extremes” (162)? Reference your chosen episode of The Office (the British version) and offer examples.

Evaluation Criteria

Initial Discussion Post

Your initial post should be at least 250 words and must substantively integrate the assigned readings from the module with proper APA style formatting.
 
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explain the consequences of this phenomenon for both the human services professional and his or her clients in this setting. Be specific.

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Countertransference, Secondary Traumatic Stress Disorder, and Vicarious Traumatization

In previous weeks of this course, you explored many major aspects of crisis and intervention including the scope of crisis; skills, strategies, and models of intervention; the characteristics and nuances of crises affecting individuals, couples, families, and systems; and the collaborative nature of crisis intervention. Until now, your primary focus has been on the intricacies of how to help others experiencing a crisis. All too often, however, this unwavering focus on helping others cope with crises can lead human services professionals to their own personal and professional crises. In some cases, this can take the form of countertransference, in which human services professionals attribute their own personal experiences, feelings, or behaviors to the client they are treating. For example, a human services professional who felt guilty and inadequate for not being able to spend more time with a terminally ill family member in the past might find these feelings of guilt and inadequacy resurfacing during therapy sessions with a terminally ill client. Countertransference is especially common when human services professionals engage in intense therapy sessions with clients about highly sensitive topics such as abuse and suicide ideation.

In other cases, human services professionals may find themselves struggling with secondary traumatic stress disorder (STSD), also referred to as compassion fatigue. Secondary traumatic stress disorder is similar to post-traumatic stress disorder (PTSD). Like a sufferer of PTSD, a human services professional afflicted with STSD might experience recurrent nightmares of traumatic events, flashbacks, intense physical reactions to external cues reminiscent of the events, and feelings of numbness or detachment in their everyday lives. The difference is that these symptoms are due not to the direct experience of the traumatic events, but rather to secondary exposure to these events via conversations and interactions with clients who have experienced them.

Related to STSD is the phenomenon of vicarious traumatization. With vicarious traumatization, human services professionals experience fundamental, long-term, potentially permanent changes in their psyches and worldview as a result of working with survivors of crisis. Human services professionals may display the symptoms of an individual who has experienced a trauma although they, in fact, have been exposed to it only through the relating of these traumatic events to them by clients.

It is not difficult to understand why human services professionals working with crisis and intervention may be especially vulnerable to countertransference, STSD, and vicarious traumatization. Professionals who choose these specialties tend to be (and in fact need to be) extremely empathic, compassionate, and caring individuals. At the same time, these qualities can make human services professionals extremely susceptible to and overwhelmed by the profound emotions inevitably provoked by the tragic and heartbreaking situations they encounter.

To prepare for this Discussion:

 

 

 

  • Review Chapter 16 in your course text, Crisis Intervention Strategies, focusing on how and why countertransference, secondary traumatic stress disorder, and vicarious traumatization occur. Also take note of the characteristics of each phenomenon, as well as the consequences that can occur when human services professionals experience them. 
  • Review the article, “Emotional Exhaustion and Turnover Intention in Human Service Occupations: The Protective Role of Coworker Support,” paying particular attention to the factors and situations that lead to emotional exhaustion. 
  • Reflect on the different settings in which human services professionals who specialize in crisis and intervention might work: domestic violence shelters, homeless shelters, rape crisis centers, natural/human-made disaster aid centers, crisis/suicide hotlines, substance abuse rehabilitation facilities, or any other specific setting you have studied throughout this course. Choose one setting and consider the types of events and client interactions that might occur over time that could lead a human services professional within this setting to experience one of the following: countertransference, secondary traumatic stress disorder, or vicarious traumatization. 
  • Consider the characteristics that a human services professional experiencing countertransference, secondary traumatic stress disorder, or vicarious traumatization within this setting might display. In addition, think about the consequences of this for both the human services professional and his or her clients. 

    With these thoughts in mind:

    Post by Wednesday 5/17/17 a 300-word response to the following: a brief description of the setting you selected and the various events and/or client interactions that might cause a human services professional within this setting to experience one of the following: countertransference, secondary traumatic stress disorder, or vicarious traumatization. Then describe at least three specific characteristics the human services professional might display when experiencing the associated phenomenon (countertransference, STSD, or vicarious traumatization) in this setting. Finally, explain the consequences of this phenomenon for both the human services professional and his or her clients in this setting. Be specific.

     

    Answer all components in the post as there are usually several. These can serve as your headings in APA format. Using these headings will help keep your paper organized, ensure you cover all objectives, and enhance readability. You may find that if you bullet-point these requirements and refer to them as you write, you will address all of the portions of the question.

 
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Discuss why biological scientists now feel that our current racial categories/classifications are inherently flawed.  Provide at least one example of supporting evidence used in the film. (1 pt)

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In order to complete this assignment, it will be necessary to first read ch. 8 of the textbook, and view the 3-part research series on race titled “Race: The Power of an Illusion.”

Download the attached transcripts here:

Please submit your paper to this Dropbox. Your assignment is due by 11:55 PM on June 3.

 

Race Research Reaction Exercise (10 pts)

 

*In order to complete this assignment, it will be necessary to first read ch. 8 of the textbook, and read the research transcripts to  “Race: The Power of an Illusion.”  There are three transcripts files, about 8 pages each:

 

 

Assignment instructions:

 

This is a 3-part reaction paper assignment.  Each research segment has its own separate requirements. 

 

Series I

  • Briefly describe the American Eugenics Movement. (1 pt)
  • Briefly summarize Hoffman’s extinction thesis. (1 pt)
  • Discuss why biological scientists now feel that our current racial categories/classifications are inherently flawed.  Provide at least one example of supporting evidence used in the film. (1 pt)

Series II

  • Summarize the significant roles of both Thomas Jefferson and Louis Agassiz in the creating of scientific race. (2 pts)
  • What did you find to be the most interesting and/or surprising detail from this episode, and why? (1 pt)
  • What term or concept from chapter 8 do you see as most relevant to this episode, and why? (1 pt)

Series III

  • What arguments were brought before the courts both the Ozawa and Thind cases? What was the court’s ruling? (2 pts)
  • Discussing the Natl. appraisal system and redlining. (1 pt)
 
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Explain whether the administrator might have prevented the problem outlined in the Roundtable Discussion and why or why not.

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Assignment: Preventing and Addressing Problems

Problems in human services organizations do not arrive in labeled packages with clear instructions on how to solve them. It is up to human services administrators to identify problems and strategies to address them. It is important to consider the steps or actions those human services administrators can take to address problems. It is also important to consider what an administrator can do to prevent problems from occurring initially.

For this Assignment, view the “Structural Framework: Authority and Supervision” video and select a problem in human services articulated by one of the human services administrators. As you listen to the video, think about the responsibilities of human services administrators in solving problems. Consider how the administrators used supervision and/or authority to address the problem. Finally, consider whether the administrator might have prevented the problem.

The assignment (2–3 pages):

  • Briefly identify the human services administrator you selected from this week’s video.
  • Describe the problems associated with the administrator you selected.
  • Describe the responsibilities of the human services administrator related to the problem he or she outlined in the Roundtable Discussion.
  • Explain how the administrator used authority and/or supervision to address problems in his or her organization.
  • Explain whether the administrator might have prevented the problem outlined in the Roundtable Discussion and why or why not.
  • Share an insight about the role of human services administrators in preventing and addressing problems in human services organizations.

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. You should include in your references at least two resources included in this week’s resources and at least one outside scholarly resource.

 
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Identify the name of each specific JIT technology      solution  Identify URLs or locations where each solution might be      purchased 

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Comparing JIT Solutions
Conducting a cost analysis is a useful way of representing the benefits and risks associated with purchasing a particular product or service. For example, if your organization was considering switching from a Windows platform to a Mac, the IT department would need to conduct a cost analysis prior to implementation. Items to be addressed would include potential benefits (greater efficiency of network, fewer outages, improved user functionality, etc.) along with possible risks (e.g., high cost of new hardware/software, teacher training costs, teacher resistance, etc.).
Using your needs analysis from Week One and your survey results from Week Two, conduct a cost analysis for the technologies you identified as potential solutions. Your cost analysis can take the form of a spreadsheet or a chart, and should include the following:

  • Identify the name of each specific JIT technology      solution
  • Identify URLs or locations where each solution might be      purchased
  • An estimated cost for each solution
  • A description of the challenges associated with using      each solution (e.g., extensive training)
  • Describe the benefits anticipated for each solution
  • Any additional notes or comments on each solution (if      applicable)

Note: Your final spreadsheet or chart should be submitted in a Word document.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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Develop a scenario that your classmates can consider to demonstrate how instructional design principles and theory influence the ethical practices of technology usage.

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Ashford 4: – Week 3 – Discussion

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

 

Ethical   Practices

Option One: Reflect on the required resources for Week Three and your personal and professional experiences in relation to the points conveyed in the resources. Review the hypothetical below and discuss the issues involved using the example questions as a guide.
Option Two: Develop a scenario that your classmates can consider to demonstrate how instructional design principles and theory influence the ethical practices of technology usage. For example, the scenario might relate to issues of copyright in educational media, accessibility of technology, or specific scenarios for design and instruction with technology. If you’re feeling especially creative and want to practice your eLearning design skills with emerging technologies, try writing your scenario to exemplify ethical usage of technology with Twine. Here is an example Twine story-scenario.
Hypothetical: Some of your learners are struggling with a concept in your class. You decide to use a “Google Hangout” study session and invite students who are struggling to attend for additional synchronous help. During the Hangout some of your students convey personal information about how and why they are struggling in class. Consider the ethical issues that might arise from the design of this synchronous study session. For example, could you record and reuse the Hangout for another class? Could you prevent students from recording and distributing the Hangout? How would you design the synchronous study session to exemplify and ensure ethical usage of the technology?
Guided Response: Reply to two or more classmates. Replies ought to respond to the hypothetical or developed scenarios by offering critical analysis of the ethics involved in the scenario, asking questions for elaboration, or providing additional resources to consider related to the topic of ethics and technology usage. In this and every discussion, for optimal engagement with your learning peers, you are encouraged to reengage in the discussion by replying to posts made in response to you by the instructor and peers

 
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Discuss other professions, aside from health care and      education that could benefit from the application of some of the      technologies discussed in this case.

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Ashford 5: – Week 4 – Assignment

Medicine Through Videoconferencing

Read: Real World Case 3: Brain Saving Technologies, Inc. and the T-Health Institute: Medicine through Videoconferencing (pp. 236-237).

In a three- to five-page paper (not including the title page or reference page), respond to the following:

  1. From the perspective of the patient, explain how you      would feel about being diagnosed by a doctor who could be hundreds or      thousands of miles from you. Describe any expectations or concerns you      would have about that kind of experience.
  2. Discuss other professions, aside from health care and      education that could benefit from the application of some of the      technologies discussed in this case. Explain how they would derive      business value from these projects. Develop two proposals in different      professional settings.
  3. The deployment of IT in health professions is still      very much in its infancy. Discuss other uses of technology that could      potentially improve the quality of health care. Compose a list of at least      three alternatives.

Your paper must be formatted according to APA style as outlined in the Ashford Writing Center, and it must include citations and references for the text and at least two scholarly sources.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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Describe any generalization/specialization      relationships, using Figure 10-4 as an example. 

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Freelance Systems Designer

You are currently working as a freelance systems designer and have been asked to do some of the design work for a case-tracking information system that is being developed for a local law firm that specializes in civil cases. The business objective is to implement a system that tracks a civil case from the time that the law firm begins working on the lawsuit through its final adjudication.
Examine the system from the object-oriented analysis perspective you explored in Chapter 10. Consider some of the main objects and classes you would expect to find in a law firm that specializes in civil filings and respond to the following:

  • Describe each of these classes, including their name      and attributes using Figure 10-2 as an example.
  • Describe any generalization/specialization      relationships, using Figure 10-4 as an example.
  • Identify the object/class associations, and create an      object/class association table, using Figure 10-5 as an example. Make sure      to include the multiplicity for each association.
  • Identify the aggregation relationships, and prepare an      aggregation relationship table, using Figure 10-6 as an example.

Submit your three to five page paper (not including title and reference pages) formatted according to APA style guidelines as outlined in the Ashford Writing Center. You must cite at least two scholarly sources in addition to the textbook.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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