Nikki Davis After the reading the Issues & Applications in your etext: Interpreting Employment Data as the Gig Economy Grows and researching online how Social Security, Medicare, and unemployment insurance are more specifically funded, please answer the following questions: a. Why might the U.S. government, which funds Social Security, Medicare, and unemployment insurance programs by taxing wages, desire to find a way to reduce self-employment and inhibit the growth of the gig economy? b. Do you see the growth of the gig economy as a positive or negative trend in the economy?  Explain. The government might desire to reduce self-employment and inhibit the gig economy due to its impact on full time employees. The gig economy can make it harder for employees to develop fully in their career when there are temporary employees that are cheaper and more flexible. This can disrupt the traditional work settings like stability and security. The gig economy can also negatively affect building long-term relationships due to lack of familiarity and trust. I personally am not for or against the growth of the gig economy. In our generation, I see the growth in independent individual companies and entrepreneurs and the idea of flexibility makes sense. I also understand the need for stability and security with full time employment opportunities. Manuel Garza Question A The government wants to have a gig economy because the employee pays the taxes at whatever the rate is while the self-employed person pays the taxes and can still deduct that tax rate in the itemization section. Question B I see the gig economy as both, and it depends on the worker and if they want to assume the liability. A self-employed person assumes all the liabilities including the taxes where a gig worker doesn't because they are employed by a company. I don't know where it's at now but when I was growing up, there was a surge of people doing the self-employed jobs because it gave more freedom and allowed them to do as they pleased. You can turn down work or take work as it fits your schedule. So I would say the gig is a safe bet but not negative or positive. Chapter Fourteen: Violent Behavior in Institutions Precipitating Factors Substance Abuse Deinstitutionalization Mental Illness Gender Gangs Required Reporting Elderly Institutional Culpability Readily accessible to clientele Easy prey for people looking for money or drugs Minimal security system Institutional Culpability Cont. Universities and their Counseling Centers Counseling offices are isolated Seung-hui Cho (Virginia Tech) Rehabilitation Act of 1973 and the Americans With Disabilities Act of 1990 Denial Do not want bad publicity Crime Awareness and Campus Security Act of 1990 (Clery Act) Staff Culpability Believe they are immune from the threat because they are supportive and caring Client may act aggressively if they feel they have little control over thei.

1. Nikki Davis
After the reading the Issues & Applications in your etext:
Interpreting Employment Data as the Gig Economy
Grows and researching online how Social Security, Medicare,
and unemployment insurance are more specifically funded,
please answer the following questions:
a. Why might the U.S. government, which funds Social
Security, Medicare, and unemployment insurance programs by
taxing wages, desire to find a way to reduce self-employment
and inhibit the growth of the gig economy?
b. Do you see the growth of the gig economy as a positive or
negative trend in the economy? Explain.
The government might desire to reduce self-employment and
inhibit the gig economy due to its impact on full time
employees. The gig economy can make it harder for employees
to develop fully in their career when there are temporary
employees that are cheaper and more flexible. This can disrupt
the traditional work settings like stability and security. The gig
economy can also negatively affect building long-term
relationships due to lack of familiarity and trust. I personally
am not for or against the growth of the gig economy. In our
generation, I see the growth in independent individual
companies and entrepreneurs and the idea of flexibility makes
sense. I also understand the need for stability and security with
full time employment opportunities.
Manuel Garza
Question A
The government wants to have a gig economy because the
employee pays the taxes at whatever the rate is while the self-

2. employed person pays the taxes and can still deduct that tax rate
in the itemization section.
Question B
I see the gig economy as both, and it depends on the worker and
if they want to assume the liability. A self-employed person
assumes all the liabilities including the taxes where a gig
worker doesn't because they are employed by a company. I don't
know where it's at now but when I was growing up, there was a
surge of people doing the self-employed jobs because it gave
more freedom and allowed them to do as they pleased. You can
turn down work or take work as it fits your schedule. So I
would say the gig is a safe bet but not negative or positive.
Chapter Fourteen: Violent Behavior in Institutions

3. Precipitating Factors
Substance Abuse
Deinstitutionalization
Mental Illness
Gender
Gangs
Required Reporting
Elderly
Institutional Culpability
Readily accessible to clientele
Easy prey for people looking for money or drugs
Minimal security system

4. Institutional Culpability Cont.
Universities and their Counseling Centers
Counseling offices are isolated
Seung-hui Cho (Virginia Tech)
Rehabilitation Act of 1973 and the Americans With Disabilities
Act of 1990
Denial
Do not want bad publicity
Crime Awareness and Campus Security Act of 1990 (Clery Act)
Staff Culpability
Believe they are immune from the threat because they are
supportive and caring
Client may act aggressively if they feel they have little control
over their treatment
Staff also need to set limits in a positive, firm, fair, and
empathic manner

5. Staff Culpability Cont.
Staff members who are burned out are more likely to be
assaulted than those who are not
46% of all assaults involved students or trainees and the
incidence of assaults decreased as the workers gained
experience
Legal Liability
Health-care providers may be the victims of assaults but they
may also become legally liable for their actions
Liability extends to the institutions and directors of those
institutions
Failure to properly diagnose, treat, and control violent clients or
protect third parties from assaultive behavior

6. One of the better predictors of who will be at risk to become
violent is the collective judgment of clinical workers.
Violence Potential Assessment Instruments
HCR-20
Violence Screening Checklist–Revised (VSC-R)
Broset Violence Checklist (BVC)
Dynamic Appraisal of Situational Aggression (DASA)
Bases for Violence
Age
Substance Abuse

7. Predisposing History of Violence
Psychological Disturbance
Social Stressors
Bases for Violence Cont.
Family History
Time
Presence of Interactive Participants
Motoric Cues
Multiple Indicators

8. Intervention Strategies
Security Planning
Commitment and Involvement
Worksite Analysis
Hazard Prevention and Control
Threat Assessment Teams
Precautions in Dealing with the Physical Setting
Training
Anti-Violence Intervention
Assumptions
Precautions
Outreach Precautions
Intervention Strategies Cont.
Record Keeping and Program Evaluation
Stages of Intervention
Education
Avoidance of Conflict
Appeasement
Deflection
Time-out
Show of Force
Seclusion

9. Restraints
Sedation
The Violent Geriatric Client
Mild Disorientation
Assessment
Eliciting Trust
Reality Orientation
Pacing
Reminiscence Therapy
Anchoring
The Violent Geriatric Client Cont.
Distinguishing between Illusions and Hallucinations
Sundown Syndrome

10. Security Blankets
Remotivation
Severe Disorientation
Follow-up with Staff Members
1
Saint Leo University
ECO 201
Principles of Macroeconomics
Course Description:
An introduction to the study of the determination of income,
output, employment, and prices in the U.S.
economy. Emphasis on fundamental economic concepts, gross
domestic product and its components,

11. monetary and fiscal policy, and contemporary macroeconomic
issues.
Prerequisite:
None
Textbooks:
The textbook information which appears on our Saint Leo
Bookstore ordering site is as follows:
Saint Leo University. Economics Today (Custom). ISBN:
9781323789582
Your custom textbook was created from the following National
text(s):
Economics Today (Complete): Miller, R. L. (2018). Economics
today(19th ed.). New York, NY: Pearson
Education. ISBN: 9780134478777
Learning Outcomes:
1. Explain the concepts of scarcity, opportunity cost, and the
role of incentives in decision making.
2. Explain the primary statistics used to measure income,
output, employment, and prices in the
aggregate economy.
3. Develop the basic Aggregate Supply/Aggregate Demand

12. (AS/AD) Model.
4. Describe Monetary and Fiscal Policy within the context of
the AS/AD model.
5. Relate the concept of deficit to debt by comparing
government expenditures to government revenues.
6. Recognize the importance of specialization by comparative
advantage in the face of globalization.
7. Distinguish between the balance of trade and the balance of
payments.
8. VALUES OUTCOME: Integrate the relevance of Responsible
Stewardship in the context of
macroeconomic analysis.
Core Value:
Responsible Stewardship: Our Creator blesses us with an
abundance of resources. We foster a spirit of
service to employ our resources to university and community
development. We must be resourceful. We
must optimize and apply all of the resources of our community
to fulfill Saint Leo University's mission and
goals.
Evaluation:

13. Chapter Tests (55%)
Homework (10%)
Discussion (10%)
Writing Assignment (10%)
Final Course Assessment (10%)
Peregrine Formative Assessment (5%)
Tests:
2
The graded chapter tests in this class will occur in Modules 2-8,
with practice tests in Module 1. All tests
will be completed online, through MyEconLab which is already
embedded within D2L. Tests will cover the
material in the textbook and AVPs. The online homework
assignments should be completed prior to
taking the tests, as they will help to better prepare you. There
is one test per chapter, regardless of the
number of chapters covered per module.

14. Homework:
All homework assignments will be completed online, through
MyEconLab which is already embedded
within D2L. There is one assignment per chapter, regardless of
the number of chapters covered per
module. You are allowed two attempts per question.
Discussion:
There will be one required discussion question per module. The
discussion questions ask you to apply the
material you have learned in that module at a deeper level.
While there is no specific length requirement,
discussions are graded based on the quality and understanding
of your analysis. You are encouraged to
not only reference your readings, but to also conduct further
research online to enhance your postings. For
full credit, you need a minimum one quality response to the
question AND two quality responses to
classmates’ postings. Responses of “I agree” or “Great post!”
do not count as quality posts.
Writing Assignment:
A written assignment is due in module 3. This assignment asks

15. you to synthesize the concepts learned in
your readings with Saint Leo’s Core Values. The paper will be
automatically run through Turnitin.com for
verification of authenticity. The paper must between 2-3 pages,
double spaced, with size 12 font. Your
sources must be fully cited using the APA formatting style. A
detailed rubric is also provided.
Final Course Assessment:
The Final Course Assessment will be taken in Module 8 in
addition to the module test. It is a
comprehensive multiple-choice assessment of the learning
outcomes from Modules 1-8.
Peregrine Formative Assessment:
At the start of this course you will be required to take a
formative assessment, the Peregrine Formative
Assessment. The exam should take 60 to 90 minutes to
complete, though you have up to three minutes
per question. You are permitted two 15 minute breaks. Once
you click on the exam link inside the course
in D2L, you will be taken directly to the Peregrine login screen
to enter your name and student ID. You
will earn 5% of your course grade for taking this assessment

16. and will be automatically populate in the
ECO-201 course Gradebook.
The Formative Exam in this course is provided by Peregrine
Academic Services. The results are used to
measure program-level learning outcomes as required by
accreditation authorities. Please keep in mind
that this exam is an initial program-level assessment of your
academic knowledge. As such, it is not
expected that you will necessarily know the answer to every
question. It is a standardized test used by
many different colleges and universities. You can find detailed
instructions via the link in the Course
Home menu.
Assessment of the Learning Outcomes
Learning
Outcome
Assessment Method(s)
1 Test question, Homework question, Final Course Assessment

17. 3
2 Test question, Writing Assignment, Homework question,
Final
Course Assessment
3 Test question, Homework question, Final Course Assessment
4 Test question, Homework question, Final Course Assessment
5 Test question, Homework question, Final Course Assessment
6 Test question, Homework question, Final Course Assessment
7 Writing Assignment
Grading Scale: The following distribution will be used in
assigning grades
(decimal points will be rounded to the nearest whole number at
semester’s end):
Grade Score (%)
A 94-100
A- 90-93
B+ 87-89
B 84-86

18. B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 60-66
F
0-59

19. 4
Course Schedule:
Module 1 The Nature of Economics: Scarcity and the World
of Trade-Offs
Objectives
At the conclusion of this module, you will be able to:
• Discuss the differences between microeconomics and
macroeconomics.
• Evaluate the role that rational self-interest plays in economic
analysis.
• Distinguish between positive and normative economics.
• Explain why the scarcity problem induces individuals to
consider
opportunity costs.
• Discuss why obtaining increasing increments of any particular
good

20. typically entails giving up more and more units of other goods.
• Explain why the economy faces a trade-off between
consumption goods
and capital goods.
Assignments
Items to be Completed: Due No Later Than:
Post an introduction to the class Thursday 11:59 PM EST/EDT
Read the assigned materials
Post an initial response to the Discussion Board Thursday
11:59 PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM
EST/EDT
Complete Peregrine Formative Assessment: Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 1 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 2 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 1 Test Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 2 Test Sunday 11:59 PM

21. EST/EDT
Module 2 The Macroeconomy: Unemployment, Inflation, and
Deflation
Objectives
At the conclusion of this module, you will be able to:
• Explain how to calculate the official unemployment rate and
discuss the
types of unemployment.
• Describe how price indexes are calculated and define the key
types of price
indexes.
• Distinguish between nominal and real interest rates.
Assignments
Items to be Completed: Due No Later Than:
Read the assigned materials
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT

22. Post responses to at least two classmates Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 7 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 7 Test Sunday 11:59 PM
EST/EDT
5
Module 3 Measuring the Economy’s Performance
Objectives
At the conclusion of this module, you will be able to:
• Define gross domestic product (GDP) and understand the
limitations of using
GDP as a measure of national welfare.
• Explain the expenditure and income approaches to tabulating
GDP.
• Distinguish between nominal GDP and real GDP.
Assignments

23. Items to be Completed: Due No Later Than:
Read the assigned materials
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 8 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 8 Test Sunday 11:59 PM
EST/EDT
Submit writing assignment Sunday 11:59 PM EST/EDT
Read Economics Today, Chapter 8 Sunday 11:59 PM EST/EDT
Module 4 Real GDP and the Price Level in the Long Run and
Classical and Keynesian
Macro Analyses
Objectives
At the conclusion of this module, you will be able to:
Describe the effect of economic growth on the long-run
aggregate supply

24. curve.
Explain why the aggregate demand curve slopes downward,
and list key
factors that cause this curve to shift.
Discuss the meaning of long-run equilibrium for the economy
as a whole.
Describe the short-run determination of equilibrium real GDP
and the price
level in the classical model.
Describe what factors cause shifts in the short-run and long-
run aggregate
supply curves.
Evaluate the effects of aggregate demand and supply shocks
on equilibrium
real GDP in the short run.
Assignments
Items to be Completed: Due No Later Than:
Read the assigned materials
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM

25. EST/EDT
Complete MyEconLab Chapter 10 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 11 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 10 Test Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 11 Test Sunday 11:59 PM
EST/EDT
6
Module 5 Fiscal Policy and Deficit Spending and the Public
Debt
Objectives
At the conclusion of this module, you will be able to:
• Use traditional Keynesian analysis to evaluate the effects of
discretionary
fiscal policies.
• Discuss ways in which indirect crowding out and direct
expenditure offsets
can reduce the effectiveness of fiscal policy actions.

26. • Describe how certain aspects of fiscal policy function as
automatic stabilizers
for the economy.
• Explain how federal government budget deficits occur.
• Analyze the macroeconomic effects of government budget
deficits.
• Describe possible ways to reduce the public debt.
Assignments
Items to be Completed: Due No Later Than:
Read the assigned materials
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 13 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 14 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 13 Test Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 14 Test Sunday 11:59 PM

27. EST/EDT
Module 6 Money, Banking, and Central Banking and Domestic
and International
Dimensions of Monetary Policy
Objectives
At the conclusion of this module, you will be able to:
Define the fundamental functions of money and identify key
properties that
any good that functions as money must possess.
Describe the basic structure and functions of the Federal
Reserve System.
Determine the maximum potential extent that the money
supply will change
following a Federal Reserve monetary policy action.
Describe how Federal Reserve monetary policy actions
influence market
interest rates.
Evaluate how expansionary and contractionary monetary
policy actions affect
equilibrium real GDP and the price level in the short run.

28. Understand the equation of exchange and its importance in the
quantity
theory of money and prices.
Assignments
Items to be Completed: Due No Later Than:
Read the assigned materials
7
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 15 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 16 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 15 Test Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 16 Test Sunday 11:59 PM
EST/EDT

29. Module 7 Comparative Advantage and the Open Economy
Objectives
At the conclusion of this module, you will be able to:
• Explain why nations can gain from specializing in production
and engaging in
international trade.
• Understand common arguments against free trade and why
nations restrict
trade.
• Identify key international agreements and organizations that
adjudicate trade
disputes among nations.
Assignments
Items to be Completed: Due No Later Than:
Read the assigned materials
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 32 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 32 Test Sunday 11:59 PM

30. EST/EDT
Module 8 Exchange Rates and the Balance of Payments
Objectives
At the conclusion of this module, you will be able to:
• Distinguish between the balance of trade and the balance of
payments.
• Outline how exchange rates are determined in the markets for
foreign
exchange and what factors induce changes in equilibrium.
• Understand how policymakers can go about attempting to fix
exchange rates.
Assignments
Items to be Completed: Due No Later Than:
Read the assigned materials
Post initial response to the Discussion Board Thursday 11:59
PM EST/EDT
Post responses to at least two classmates Sunday 11:59 PM

31. EST/EDT
Complete MyEconLab Chapter 33 Homework Sunday 11:59 PM
EST/EDT
Complete MyEconLab Chapter 33 Test Sunday 11:59 PM
EST/EDT
Complete Final Exam Sunday 11:59 PM EST/EDT
8