Posted on

Why (2 aspects – estimates of economic loss including new prevention measures and the believed motive)

Finish short essay with A++ WORK

In early 2015 during tax season, the Internal Revenue Service (IRS) database was hacked. At the time, It was unclear how large the data breach truly was. The numbers continued to grow as time went on going from 114,000 people effected with personal information stolen to 724,000 vitcims last stated in early 2016 (CBS). Information stolen includes items such as full names, birth dates, and social security numbers. It was Hackers were utilizing this information to file tax resturns early before the actual person would and claim the fraudulant return. The IRS did a poor job communicating the risks and extent of the breach, which could have led to potentially more problems and fraud than if the issue was handled properly.
When/Where –
How-

Who –
Why (2 aspects – estimates of economic loss including new prevention measures and the believed motive)-
https://www.usatoday.com/story/money/2016/02/26/cyber-hack-gained-access-more-than-700000-irs-accounts/80992822/
https://www.cbsnews.com/news/irs-identity-theft-online-hackers-social-security-number-get-transcript/
https://qz.com/445233/inside-the-irss-massive-data-breach/
Posted on

Relationship to Concentration and Administration-Unacceptable Marginal Adequate Excellent

rubric and writing tips

Unacceptable Marginal Adequate Excellent
Assessment
Relationship to Concentration and Administration
This paper reflects an administrative approach to examining an issue directly related to the student’s concentration. Specify the student’s concentration in the feedback box.
0 (0%) – 2 (2%) 3 (3%) – 5 (5%) 7 (7%)
6 (6%) – 8 (8%)
9 (9%) – 10 (10%)
Core Course Objectives
Does the paper reflect current strategic planning theory and
0 (0%) – 4 (4%) 5 (5%) – 10 (10%) 13
(13%)
11 (11%) – 15 (15%)
16 (16%) – 20 (20%)
Rubric DetailRubric Detail A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.
Name: Rubric for MSA 603 Paper Exit
Grid View List View

theory and protocols?
Does the paper apply analytical models and decision- making methods to evaluate and solve administrative problems and enhance organizational performance?
Does the paper demonstrate an ability to incorporate into practice exemplary ethical principles leading to sound personal decisions and socially responsible organizational values and practices?
Does the paper demonstrate a solid understanding of the objectives of MSA 603
Paper Introduction
Does the introduction adequately support the contents of the paper?
Body of the
0 (0%) – 10 (10%)
11 (11%) – 25 (25%) 31
(31%)
26 (26%) – 35 (35%)
36 (36%) – 45 (45%)
Body of the Paper
Is there a natural progression from the introduction through to the conclusion of the paper?
Does the paper explain how this core course fits in with the other core courses?
Does the paper use strategic planning in the proper context?
Conclusion
Does the conclusion fully summarize the contents of the paper?
References
Are the references in compliance with the latest APA style manual?
Are references scholarly and sufficient in number to support the paper. There should be at least 6 scholarly references.
Are sources in the text properly listed on the
0 (0%) – 2 (2%) 3 (3%) – 5 (5%) 7 (7%)
6 (6%) – 8 (8%)
9 (9%) – 10 (10%)
on the reference pages, and vice-versa?
Writing Format
Executive summary is not over one page.
Demonstrates proper English usage, spelling, and context
Proofread for spelling, typing, and grammatical errors.
References in text and on reference page follow current APA style, Proper citation
All elements conform to the latest edition of the APA Style Manual Writing reflects graduate work.
3 (3%)
0 (0%) – 6 (6%)
7 (7%) – 10 (10%)
11 (11%) – 13 (13%)
14 (14%) – 15 (15%)
Raw Total: 61.00 (of 100.0)
Name:Rubric for MSA 603 Paper Exit
Posted on

Taking Sides Position Paper-Your position on the issue. What is your position? Why do you take this position? What information supports your position? Be sure to be clear about your position. Go in-depth as to why you take it, and what is out there to support it.

1
Adapted from COE 102 (J. Ervin, 2013).
Taking Sides Position Paper Instructions1
(a) Position Paper (Final): You will write a 4-6 page formal position paper on the issue
examined in the Taking Sides text. Your position must be informed by the “Yes” and
“No” sides of this issue presented in this text.
1. You will submit a 2-3 page draft of your paper for in-class revision and feedback.
The content of your Final Paper will include the following:
1. An overall introduction to the issue. What exactly is the issue at hand? What is
your paper going to be about? What are we looking at here?
2. Your position on the issue. What is your position? Why do you take this
position? What information supports your position? Be sure to be clear about
your position. Go in-depth as to why you take it, and what is out there to support
it.
3. The opposing side of the issue. What does the other side say? What are the
objections to your position? How would someone who takes a different position
make their case? What information supports the opposing side?
4. The refutation of the opposing side. Why are the objections raised by the
opposing side incorrect and/or not persuasive? Why is the information supporting
the opposing side not persuasive in comparison to your own position?
5. Bring it back to your position and summarize it for the reader. Briefly state why
you still maintain your personal position, even though there are objections.
6. Response to Feedback. How have you responded in your final paper to the
feedback given you in class about your draft (i.e., both peer and teacher
feedback)?
Your final paper will include these headings (corresponding with the grading rubric):
Introduction
My Position
Opposing Position
Refutation of Opposing Position
Position Summary
Response to Feedback
References
*Any and all information (e.g., idea, statement, fact, figure, etc.) that comes from a
source must be appropriately cited within the content of your paper and referenced in
either APA 6th edition or MLA formatting.
1
Adapted from COE 102 (J. Ervin, 2013).
Taking Sides Final Position Paper Rubric
Criteria Criteria Explanation Possible
Points
Points
Given
Introduction of
Topic Introduces the issue overall
Describes what the paper is going to be about and what is being examined
5
Your Position
Gives a clear description of your position on the issue
Gives a detailed and thorough description of why you take such a position
Gives a thorough account of what information is out there to support your
position
Informed by the Taking Sides reading
25
Opposing Position
Shows the other side of the issue
Gives an account of the objections to your position
Shows information that supports the opposing side
Informed by the Taking Sides reading
25
Refutation of
Opposing Position Explains why the objections to your position raised by the opposing side
are incorrect and/or not persuasive
Explains why the information supporting the opposing side is not
persuasive in comparison to your own position
Informed by the Taking Sides reading
15
Summary of Your
Position Provides a final summary of your position
Briefly states why you still hold your position in relation to the opposing
position
Informed by the Taking Sides reading
10
Response to
Feedback Gives a clear explanation of specific changes made to the paper in
response to peer and teacher feedback provided in class
5
Citations/
References Resources are cited appropriately throughout the paper
Resources are cited in-text using APA or MLA standards
A reference list is provided using APA or MLA standards
5
Writing
Organization of paper is logical and easy to follow. Writing is clear and
legible, with proper use of grammar. Paper has been edited and includes
appropriate citations/references.
10
Total
Possible
Points:
100
Total
Points
Given:
Paper is to be typed, double spaced, with 12-point Times New Roman font and 1 inch margins all around
1
Adapted from COE 102 (J. Ervin, 2013).
(b) Position Paper Draft and Peer Editing – 60 Points
For your draft, submit a 2-3 page paper with the following:
1. Issue/introduce the topic
2. Discuss your position, why you take that position, and what information you have so far
to support your position
3. Discuss the opposing position/objections
4. Discuss refutations of the opposing position
5. Summarize and briefly discuss your position and why you still maintain your position,
even though there are objections
Your draft will include these headings (corresponding with the grading rubric):
Introduction
My Position
Opposing Position
Refutation of Opposing Position
Position Summary
References
Position Paper Draft and Peer Editing Rubric:
Criteria Criteria Explanation Possible
Points
Points
Given
Introduction Provide thoughtful and clear introduction to draft. 3
Your Position Gives thoughtful first draft of your position on this issue
that is informed by the Taking Sides reading.
12
Opposing Position Provide main objections and first draft of opposing
position that is informed by the Taking Sides reading.
12
Refutation of
Opposing Position
Explain why the opposing position’s objections are
incorrect and/or not persuasive in relation to Taking Sides
reading.
10
Summary Explain why you still hold your position in relation to
opposing position
3
Format and
Writing
Organization of paper is logical and easy to follow. Writing
is clear and legible, with proper use of grammar. Paper has
been edited and includes appropriate
citations/references.
10
Peer Editing Provide thoughtful and thorough in-class revisions. 10
Total
Possible
Points:
60
Total
Given
Points:
Paper is to be typed, double spaced, with 12-point Times New Roman font and 1 inch margins all around

Posted on

fundamental concepts of the economic way of thinking-How can you explain the relationship between the Super Bowl winner and changes in the stock market?

Chapter 1
Introducing the Economic
Way of Thinking
*
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Lecture Slides
Economics for Today
Irvin B. Tucker
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What will you learn in this chapter?

  • You will be introduced to fundamental concepts of the economic way of thinking

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is the economic way of thinking?

  • A logical reasoning process for organizing your thoughts and understanding economics

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What are some examples?

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is the
economic problem?

  • Providing for people’s wants and needs in a world of scarcity

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is meant by scarcity?

  • The condition in which wants are forever greater than the available supply of time, goods, and resources

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What does scarcity force us to do?

  • It forces us to make choices

*
Unlimited wants
Scarcity
Society Chooses

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What are resources?

  • The basic categories of inputs used to produce goods and services

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What are the three categories of resources?
Land
Labor
Capital
*
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
*
Land
Labor
Capital
Entrepreneurship organizes
resources to produce goods
and services
Exhibit 1 Three Categories of Resources
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is a
land resource?

  • A shorthand expression for any natural resource provided by nature

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is labor?

  • The mental and physical capacity of workers to produce goods and services

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is entrepreneurship?

  • Creative ability of individuals to seek profits by taking risks and combining resources to produce innovative products

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is capital?

  • The physical plants, machinery, and equipment used to produce other goods, that do not directly satisfy human wants

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is
financial capital?

  • The money used to purchase capital. Financial capital by itself is not productive, it is a paper claim on capital

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is economics?

  • The study of how society chooses to allocate its scarce resources in order to satisfy unlimited wants and needs

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is macroeconomics?

  • The branch of economics that studies decision-making for the economy as a whole

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is microeconomics?

  • The branch of economics that studies decision-making by a single individual, household, firm, industry, or government

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is an economic model?

  • A simplified description of reality used to understand and predict the relationships between variables

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is the purpose of an economic model?

  • To forecast or predict the results of various changes in variables

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is the
model-building process?

  • Problem identification
  • Model development
  • Testing a theory

*

*
Identify the problem
Develop a model based
on simplified assumptions
Collect data, test the model, and
formulate a conclusion
Exhibit 2 The Steps in the Model-Building Process
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What conclusion can we make?

  • If the evidence supports the model, the conclusion is to accept the model. If not, the model is rejected

*
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What are two common pitfalls in understanding how the economy works?
failing to understand the ceteris paribus assumption
confusing association with causation
*
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is
ceteris paribus?

  • A Latin phrase that means that while certain variables can change, “all other things remain unchanged”

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What assumption is always made when testing a model?

  • ceteris paribus

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What conclusion can we make?

  • a theory cannot be tested legitimately unless its ceteris paribus assumption is satisfied

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is an example of ceteris paribus?

  • If the price of new Ford cars decrease, and everything else stays the same, consumers will buy more, but if other variables change, we cannot make a prediction

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is the difference between association and causation?

  • We cannot always assume that when one event follows another, the first caused the second

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Why can economists disagree?

  • The answer requires understanding the difference between positive and normative economics

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is
positive economics?

  • An analysis limited to statements that are verifiable

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
How can economists disagree using positive analysis?

  • Economists can agree that event A causes event B, but disagree over the assumption that event A will occur

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is
normative economics?

  • An analysis based on value judgment

*

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What conclusion can we make?

  • When opinions or points of view are not based on facts, they are scientifically untestable

*

Exhibit 3 Average Yearly Salary Offers for Selected Majors, 2014
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
*
END