Results for "Shortage"

Food Shortage: Horn of Africa

Food Shortage in South Sudan

Food shortage-Darfur

Challenges due to skill shortages

Drug Shortages (Flex 6)

Hideki Tojo Prime Minister of Japan during WWII Ervin Rommel The German general known as the "Desert Fox" for taking over Northern Africa. He then lost it to Allied forces after the Battle of El Alamein Douglas MacArthur American general, who commanded allied troops in the Pacific during World War II. "A date which will live in infamy" a description by President Franklin D. Roosevelt of the day of the Japanese attack on Pearl harbor- December 7,1941. Roosevelt was addressing Congress, asking it to declare war on Japan. 1. Destroy the U.S. Pacific Fleet 2. Give the Japanese domination of the Pacific Ocean 3. Give the Japanese a free path to the United States Reasons why the Japanese attacked Pearl Harbor Declared war on Japan What did the US Congress do the day after Pearl Harbor at the request of President Roosevelt? Battle of El Alamein 1942-British victory in WWII that stopped the Axis forces from advancing into Northern Africa Battle of Stalingrad Unsuccessful German attack on the city of Stalingrad during World War II from 1942 to 1943, that was the furthest extent of German advance into the Soviet Union. German 6th Army German army that fought at the Battle of Stalingrad, very few survived due to the harsh winter and being taken to Soviet prison camps in Siberia after the battle Battle of Coral Sea A battle between Japanese and American naval forces that stopped the Japanese advance on Australia. Battle of Midway U.S. naval victory over the Japanese fleet in June 1942, in which the Japanese lost four of their best aircraft carriers. It marked a turning point in World War II. Island Hopping A military strategy used during World War II that involved selectively attacking specific enemy-held islands and bypassing others Doolitle Raid The first attack carried out by the US military against the Japanese in response to Pearl Harbor Admiral Nimitz Commander of the Pacific Fleet during WWII; defeated Japanese Fleet in the Battle of Midway Discovered the Japanese planned to attack Midway What did Captain Joseph Rochefort discover after Pearl Harbor and the Battle of Coral Sea? Women in Germany would not be invovled in the fighting Why were the Germans surprised to see the Soviet women fighting against them? Because no other Field Marshal had ever surrendered in the history of the German Army Why did Hitler make General Paulus a Field Marshall toward the end of the Battle of Stalingrad? Mobilization the process of assembling troops and supplies and making them ready for war Kamikaze Japanese suicide pilots who loaded their planes with explosives and crashed them into American ships. Rosie the Riveter A propaganda character designed to increase production of female workers in the factories. It became a rallying symbol for women to join the war effort. 1. Segregation throughout the country 2. Segregation throughout the military 3. Racial tensions and riots in northern cities Ways in which African Americans faced discrimination during WWII Japanese Internment Camps The forcible relocation of approximately 110,000 Japanese Americans to housing facilities called "War Relocation Camps", in the wake of Imperial Japan's attack on Pearl Harbor. Sacrifice their resources, and sometimes their lives, for the national cause What did traditional habits of obedience and hierarchy encourage Japanese citizens to do throughout the war? Chinese and Korean prisoners Who did the Japanese bring in to meet their work shortages throughout the war?

ETHICS MIDTERM KANT'S MORALITY AND FREEDOM According to Kantian Philosophy, FREEDOM is a concept which involved in the moral domain. Kantian Freedom is closely linked to the notion of autonomy meaning "law itself; thus freedom falls obedience to a law that I created myself" "To act freely is to act autonomously. To act autonomously is to actc according to a law I give myself. When I act according to the laws of the natute, demands of social convention, when I pursue pleasure and comfort, I am not acting freely. To act freely is not tocsimply choose a means to a given end.To act freely is to choosecthe end itself, for its own sake." KANTIAN NOTION OF FREEDOM Contrasts of Kant's Notion of Moral Law 1. DUTY vs INCLINATION (morality) only the motive of duty, acting according to the law I give myself confers moral worth to an action. Any other motive, while possibly commendable, cannot give and an action moral worth Scenario 1: Duty vs Inclination A nurse, Maria, is working in a hospital She Is assigned to care for a difficult patient, Mr. Johnson, who is known for being rude and demanding. Maria feels a strong inclination to ignore Mr. Johnson's requests and provide minimal care due to his behavior. However, according to her duty as a nurse, Maria knows she must provide the same level of care to all patients regardless of their behavior. Scenario 2: Duty and inclination in accordance to Emmanuel Kant's Morality Sara, a Muslim American nurse, is working in a hospital where there is a shortage of staff. One day, she finds out that her colleague, Lisa, a Hindu Indian nurse, made a medication error that harmed a patient. Sara knows that according to her duty as a nurse, she should report the error to the authorities. However, Sara also feels a strong inclination to protect Lisa, as they are good friends, and she fears that reporting the error may harm Lisa's career. Scenario 3: Nurse Johnson is assigned to administer medication to patients in a hospital. One day, while on duty, she notices that one of her patients is in severe pain and requires immediate attention. However, Nurse Johnson is feeling exhausted and overwhelmed due to working long hours without a break. Despite knowing her duty to provide timely care to the patient, Nurse Johnson decides to take a break and relax for a while, prioritizing her inclination to rest over her duty to attend to the patient's needs. 2. AUTONOMY vs HETERONOMY (freedom) I am only free when my will is determined autonomously, governed by the law I give myself Being Scenario 1: Autonomy vs. Heteronomy Sarah, a high school student, is given the freedom to choose her extracurricular activities. She decides to join the debate club because she enjoys public speaking and critical thinking. Her parents support her decision but let her make the choice independently. Sarah feels empowered and motivated by her ability to make her own decisions In contrast, Sarah's friend Emily is pressured by her parents to join the school choir despite not having much interest in singing. Her parents believe that being part of the choir will improve Emily's confidence and social skills. Emily feels obligated to obey her parents' wishes, even though she would prefer to explore other activities. Scenario 2 David, a college student, is faced with a difficult decides on about whether to cheat on an upcoming exam. Despite feeling overwhelmed by the pressure to perform well, David chooses not to cheat because he believes it is morally wrong. On the other hand, David's classmate, Tom, decides to cheat on the exam after being persuaded by his friends who argue that everyone else is doing it and that the consequences are minimal. 3. Categorical vs Hypothetical Imperatives (reason) Kant acknowledges two ways in which reason can command the will, two imperatives. Hypothetical Imperatives uses instrumental reason: " If i want X, I must do Y" Hypothetical Imperatives is always conditional. Categorical Imperatives is non-conditional. Situation 1 [categorical] A student wants to pass their exam. If the student wants to pass the exam, they must study diligently Scenario 2 [hypothetical] A person wants to lose weight. If the person wants to lose weight, they must exercise regularly and eat healthily. Scenario 3 [categorical] A nurse encounters a patient in the hospital who requires immediate medical attention. However, the nurse is unsure if she should assist the patient because it is her break time, and she wants to relax. Scenario 4 [ categorical] A nurse is assigned to administer medication to a patient However, the nurse mistakenly believes that she can skip certain safety protocols to save time. ROLE OF FREEDOM IN MORALITY Morality refers to the cultivation of virtue Virtue: the development of character traits so that choosing the good becomes the matter of habit But in order to be truly Virtues, a person must be set free to cultivate such virtue, or not. FREEDOM: THE FOUNDATION OF MORAL ACT Freedom is humans' greates quality, a reflection of our creator. The power rooted in: Reason and Will To Act or Not To Act To Do This or That To Perform Out of Responsibility Good and Evil are forged out from freedom. And that as a person reaches a higher level of freedom, he becomes more capable of higher levels of morality. However, the sinful person becomes a slave. The concept of Freedom is a central premise in Religious Morality, and Secular Culture greatly exalts freedom. FREEDOM AND FREE WILL Freedom is rooted in "reason and will", "to act or not to act", "to do this or that", and to perform deliberate actions on one's own responsibility is a premise in religious morality (i.e. Catholics). Since our secular culture greatly exalts freedom. Freewill "the power of acting without of the constraint necessity or fate" -Oxford Dictionary "the notional capacity or ability to choose between different possible courses of action unimpeded. Free will is closely linked to the concepts of moral responsibility, praise, culpability, sin, and other judgements which apply only to actions that are freely chosen." -Philosophical notion FREEDOM FREEWILL Refers to the ability to act according to one’s own will, without coercion or constraint. Often associated with external circumstances, such as legal rights or societal norms Can be limited by external factors, such as laws, regulations, or societal expectations. Implies, the absence of external restrictions on one’s actions Refers to the philosophical concept that individuals have the ability to choose their actions freely. Often associated with internal mental states, such as intentions, desires, and beliefs. Implies the ability to make choice that are not determined by external factors alone. Raises questions about determinism, the idea that all events, including human actions, are ultimately determined by causes to external to the will Reason and Will Difference Similarity Reason -the ability to think, understand, and form judgement based on logic -is often associated with intellect and rationality -more objective and impartial -faculty of the mind - Both involve conscious process and can be influenced by various factors - Both play a role in decision-making and guiding behavior Will -ability to make conscious choices -desire and motivation -more of an intentional process -influenced by emotions and desires Faculty of the soul/spirit -Both are considered important aspects of human nature in many philosophical and psychological theories FREEWILL AGAINST ALL ODDS "if man has freewill, then are we truly free?" Freewill in Philosophy VS Freewill in the Scientific Notion Freedom, Freewill and Chaos Freewill in the Scientific Notion Chaos Theory (Physics and Quantum Mechanics) interdisciplinary area of scientific study and branch of mathematics focused on underlying patterns and deterministic laws of dynamical systems that are highly sensitive to initial conditions, and were once thought to have completely random states of disorder and irregularities. Chaos Theory (Psychology) is a theory that explains events that seem unforeseeable and erratic on their surface but are controlled by deterministic explanations. The chaos theory definition is applied to nonlinear systems that are significantly impacted by the circumstances of their starting position. The theory explains that extremely small changes in the initial circumstances of a situation can result in extreme differences later on. Chaos Theory (Leyman's) describes the qualities of the point at which stability moves to instability or order moves to disorder. CHAOS THEORY: Butterfly Effect "one small occurrence can influence a much larger complex system" evokes the idea that a small butterfly flapping its wings could, hypothetically, cause a typhoon. Or it could not - the mind-boggling part of the butterfly effect is that it's virtually impossible to predict whether a small system will lead to chaotic behavior ETHICAL THEORIES I. Consequentalism Il. Moral Subjectivism III. Ethnocentricism IV. Social Contract Theory V. Feminist Ethics VI. Situation Ethics Vil.Divine Command Theory VIII. Natural Law Theory IX. Rawl's Theory of Justice X. Ethical Nursing Theories REASON AND IMPARTIALITY Reason and Impartiality are not absolute to a particular group of people, while Morality is absolute. REASON the capacity for consciously making sense of things, establishing and verifying facts, applying logic, changing or justifying practices, intitutions, and beliefs bassed on new or existing information (Kompridis, 2000) CONSEQUENTIALISM: Only the consequenecs, or outcomes, of actions matter morally. Acts are deemed to be morally right (or wrong) solely on the basis of their consequeces. e.g.: Lying (considered wrong) Consequentialism: "If lying is may help save a person's life, then lying is deemed to be the right thing to do." theoretical flaw: difficult; no one can predict the future; objectionable Principles of Consequentialism 1. Whether an act is right or wrong depends only on the results of that act; 2. The better consequences an act produces, the better or more right that act. MORAL SUBJECTIVISM Right and Wrong is determined by what YOU, the subject just happens to think or "FEEL" is right or wrong Theories under Moral Subjectivism A. Simple Subjectivism B. Individualist Subjectivism C. Moral Relativism D. Ideal Observer E. Ethical Egoism F. Utilitarianism G. Teleotonlogy H. Deontology I. Virtue Ethics A. Simple Subjectivism view that ethical statements reflect sentiments, personal preferences and feelings rather than objective facts B. Individual Subjectivism Individualist, a view put forward by Protagoras, saying that "there are as many distinct scales of good and evil as there are individuals in the world." Egoism, maintains that every human being ought to pursue what is in his or her self-interest inclusively. C. Moral Relativism or Ethical Relativism, view that "for a thing to be right, it must be approved by society", leading to the conclusion of different things are right for people in the different societies and different time periods D. Ideal Observer view that 'what is right is determined by the attidtudes that a hypothetical ideal observer"(a being who is perfectly rational, imaginative, and informed) E. Ethical Egoism Right and wrong is determined by what is in your self-interest. Or is it immoral to act contrary to your self-interest based on Psychological Egoism, that WE by nature, act selfishly. Egocentricism and Sociocentrism E1. Egocentricism -the common tendency to consider one's personal opinion. - "an egocentric thinker thinks or does not recognized or even entertain any other opinion; thinks that their opinion alone matters, and all other opinions fare less compared to his own" E2. Sociocentrism - when an entire community (not just an individual) or social group imposes its own worldview and thinks of it as an unquestionable. e.g Religious groups (Islam, Christians, and Jewish) Political Factions Postcolonial Mentality F. Utilitarianism a theory that holds that the best way to make moral decision is to look at the potential consequences of each available choices, then pick the option that either does most to increase happiness or does to increase suffering. G. Teleontology refers to the philosophical study of the nature and essence of teleology, which is the study of purpose or goal-directedness in nature. can be understood as the study of the purpose or ultimate goals behind things, particularly in the context of healthcare and nursing. It involves examining why certain healthcare practices are carried out and what they aim to achieve for the well-being of patients. H. Deleontology or Deontological Ethics is an approach that focuses on the rightness or wrongness of actions themselves, as opposed to the rightness or wrongness of the consequence of those actions I. Virtue Ethics is an excellent trait of character. Is a disposition, well entrenched in its possessor. emphasizes an individual's character as the key element of ethical element of ethical thinking. States that only good people can make good moral decision. Therefore, the best way to be moral is to constantly seek to improve oneself. Virtue ethics encourages nurses to embody virtues like empathy and kindness, which guide their actions and decisions Examples Compassionate Care: A nurse provides emotional support and comfort to a grieving family, demonstrating empathy and compassion. Honest Communication: A nurse is truthful and transparent in communication with patients and families, reflecting honesty as a virtue. Advocacy: A nurse advocates for a patient's needs, showing fairness and a commitment to justice. I1. Eudaimonism holds that the proper goal of human life is eudamonia (which can be variously translated as "happiness") and that this goal can be achieved by a lifetime of practicing arête (the virtues), in one's everyday activities, subject to the exercise of phronesis (practical wisdom) or dilemmas which might aruse. I2. Ethics of Care developed by Annette Baier (1987), is focused upon feminine mentality,wherein it is to exemplified by women such as: taking care of others, patience, ability to nurture, and self sacrifice, etc. I3. The Theory of Natural believe that every person is endowed with certain inalienable rights, such as right to life, right to property, right to liberty. Kant's Good Will and Sense of Duty to act out of sense of moral "obligation" or "duty" ETHNOCENTRISM -is the belief in the inherent superiority of one's own ethnic group or culture. It involves judging other cultures based on the standards and values of one's own culture, often leading to a biased perspective where one's own culture is seen as the "norm" or the standard by which all other cultures are measured. Ethnocentrism can result in prejudice, discrimination, and misunderstanding towards other cultures. Implications for Nursing Practice Cultural Imposition: Nurses may unintentionally impose their own cultural beliefs on patients, which can lead to misunderstandings and conflicts. For example, a nurse might assume that a patient's reluctance to accept a particular treatment is due to ignorance rather than cultural beliefs Barriers to Communication: Ethnocentrism can create barriers in communication between nurses and patients. When nurses view their cultural norms as superior, they may struggle to understand the perspectives of patients from different backgrounds, leading to ineffective communication and reduced trust. Impact on Patient Compliance: Patients who perceive that their cultural beliefs are not respected may be less likely to comply with medical advice or treatment plans. This non-compliance can result in poorer health outcomes and increased healthcare disparities among ethnocultural groups IV. SOCIAL CONTRACT THEORY posits that moral obligations arise from agreements among individuals in society. It suggests that ethical rules are those that rational individuals would agree to for mutual benefit. Application in Nursing in nursing, social contract theory can inform professional codes of conduct and ethical standards that nurses agree to uphold. Examples Professional Codes: Nurses adhere to professional codes that outline ethical responsibilities, such as respecting patient rights and maintaining professional boundaries. Teamwork: Nurses work collaboratively with other healthcare professionals based on agreed-upon roles and responsibilities. Patient Rights: Nurses respect and advocate for patient rights such as the right to refuse treatment, as part of their professional obligations. V. FEMINIST ETHICS a complex set of interrelated perspectives that emphasize interpersonal concerns such as caring, interdependence, and the ethical requirements of particular relationships. Such concerns are traditionally identified with women, but Feminist Ethics should not be thought of as a theory only for women. Feminist ethics can guide care that prioritizes empathy, nurturing, and the well-being of patients and their families. Examples Holistic Care: Nurses provide care that considers the emotional and social needs of patients, not just their physical health. Supportive Relationships: Nurses foster supportive relationships with patients and their families, emphasizing care and empathy Advocacy for Vulnerable Groups: Nurses advocate for the rights and needs of vulnerable patient groups, reflecting a commitment to social justice. VI. SITUATION ETHICS argues that ethical decisions should be made based on the unique circumstances of each situation, rather than adhering to fixed rules. Sițuation ethics can guide decisions that require flexibility and adaptation to individual patient needs. Examples: Emergency Situations: In emergency situations, nurses mayneed to act quickly without following standard protocols, prioritizing immediate patient needs. Cultural Sensitivity: Nurses adapt care practices to respect the cultural beliefs and values of diverse patients. End-of-Life Care: Nurses make decisions about end-of-life care based on the specific needs and wishes of the patient and their family. VII. DIVINE COMMAND THEORY (DCT) is a metaethical theory that posits that moral values and obligations are grounded in the commands of God. According to this theory, actions are morally right if they align with God's commands and morally wrong if they contradict them. This perspective asserts that morality is not based on human reasoning or societal norms but is derived from divine authority. Is higher than human act Key Features of DCT 1.God's Sovereignty: DCT emphasizes that God's will is the ultimate foundation for all moral principles. What God commands is inherently good, while what He forbids is inherently bad. 2. Objective Moral Standards: The theory asserts that moral truths exist independently of human opinions or cultural contexts. These truths are rooted in divine commands. 3. Moral Simplicity: Actions can be categorized as right or wrong based on their alignment with God's commands, making moral decision-making straightforward according to this framework. 4. Religious Texts as Guidance: Ethical guidance is derived from sacred texts, such as the Bible or the Qur'an, which provide the commandments and principles that followers are expected to uphold. 5. Absolute Moral Laws: Since God's commands are seen as unchanging, the moral laws derived from them are also considered fixed and universal. 6. Limitations on Autonomy: Adherents to DCT may find their personal freedoms constrained by divine dictates, emphasizing obedience to religious laws over individual preferences. Applications of DCT in Nursing: Guiding Ethical Decisions Nurses who subscribe to DCT may use their understanding of divine commands to guide their ethical decisions in clinical settings

STRATEGIC PLANNING - Determination of the overall organizational purpose and goals and how they are to be achieved. - HR is the integral component of a strategic plan, greatly affects productivity and organization performance. REQUIREMENT - Forecasting human requirements involves determining the number and types of employees needed. - Level of skills has to be determined and matched with the plan operations. INTERNAL - existing manpower that could be re-assigned or be promoted. EXTERNAL - positions that are not available inside the organization and need to be sourced out. AVAILABILITY - When employee requirement have been analyzed, the firm determines whether there is a surplus or shortage of manpower. SKILL INVENTORY - This approach involves the listing of all the skills possessed by the workforce and they are made to relate to the requirements of the organization. RATIO ANALYSIS - This is a technique wherein the personnel who are promotable to the higher positions are identified together with their backup or understudy. CASCADE APPROACH - Under this approach, the setting of objectives flows from the top to bottom in the organization so that everyone gets a chance to make his contribution. REPLACEMENT APPROACH - Under this approach, HRP is done to have a body of manpower in the organization that is ready to take over existing jobs on a one to one basis within the organization. COMMITMENT PLANNING APPROACH - This involves the supervisors and personnel in every component of the organization on the identification of manpower needs in terms, skills, replacements, policy, working conditions and promotion. SUCCESOR PLANNING APPROACH - The approach known as successor planning takes into consideration the different components of the old plan and increase them. OVER PLANNING - A plan is likely to fail through an inherent weakness of having covered too many aspects of personnel management at the very early stage of HRP in the firm or government office. TECHNIQUE OVERLOAD - The use of many techniques sometimes leads to the gathering of so much information. BIAS FOR THE QUANTITATIVE - There are planners in HRP who sometimes make the mistake of being drawn towards emphasizing the quantitative aspects of personnel management to the neglect of qualitative side. ISOLATION OF THE PLANNERS - When the top management has a low regard for human resource activities and for the HR staff, they give little encouragement to HRP activities, ignore the plan and withdrawn support for plan implementation. ISOLATION FROM ORGANIZATIONAL OBJECTIVES - When HRP is pursued for its own sake or for narrow viewpoint of concentrating on HRD, the effort leads to the formulation of a plan that does not interphase with organizational development. LACK OF LINE SUPERVISOR’S INPUTS LONG TERM FORECASTING - Usually done five years or more. CYCLICAL VARIATIONS - reasonable and predictable movement that occur over a period of one year or more. SEASONAL VARIATIONS - prediction will change over a period of one year. RANDOM VARIATIONS - there is no special pattern and it is difficult to predict or determine. RECRUITMENT - the process of attracting the best individuals to join the company on a timely basis in sufficient numbers and meeting the qualification requirements, thereby encouraging them to apply for the jobs in the organizations. SELECTION - The process of determining from among the applicants who can meet the job requirements and can be offered the vacant position in the organization. JOB DESCRIPTIONS - are written summaries of various jobs consisting of duties, responsibilities and qualifications. JOB SPECIFICATION - refers to the minimum qualifications required by a particular job such as educational background, experience, skills and abilities. STRUCTURE INTERVIEW - follows set of procedures UNSTRUCTURED INTERVIEW - applicant takes the lead. PANEL OR ROUND TABLE INTERVIEW - managerial employees. APPLICATION FORM - Applicant is required to fill out the company’s official application form. IN-DEPTH INTERVIEW - Applicat formally enter into selection process. EVALUATING REFERENCE PHYSICAL EXAMINATION PLACEMENTS - after the applicant is cleared of all requirements is finally offered the job. ORIENTATION TRAINING KNOWLEDGE - better understanding to the psychology of a person EMPATHY - must be able to know the inner behavior of the individual by understanding his own personality and relate this feeling to the applicant. COMMUNICATION SKILLS - Refers to the use of language, gestures, and voice inflection. Words must be carefully chosen. PROBATIONARY - The probationary employee can be terminated if he does not pass the required reasonable standards in the job. REGULAR OR PERMANENT EMPLOYEE - an employee who passed the probationary period and performing regular activity in the business. CONTRACTUAL EMPLOYEE - the employee is hired for a fixed period or a project. CASUAL OR SEASONAL EMPLOYEE - hired for a particular work or service, seasonal in nature. APPRENTICESHIP - the development of the required skills for a particular type of work. PANEL JOB INTERVIEW - faces several interviewers who take turns asking questions BEHAVIORAL OR EXPERIENCE - based interview – done to clarify incidents in the applicant’s past such as former jobs or life experiences. STRUCTURAL INTERVIEW - pre-established questionnaire based on job descriptions. UNSTRUCURED INTERVIEW JOB OFFER - If he/she accepts the offer, the new hire will be accorded the position title, a summary of the job responsibilities. TRAINING - is the process where people acquire capabilities to aid in the achievement of organizational goals. - Started during the stone age when people started transferring knowledge through signs and deeds to others. - Vocational training started during the Industrial revolution (operation of machines). PRODUCTIVITY ENHANCEMENT - productive as soon as possible. TURNOVER REDUCTION - tends to stay longer. Organization effectiveness. BASIC SKILLS - skills needed to perform the job effectively. ADVANCED SKILLS - Use of Technology to share with other employees. ASSESSMENT PHASE ORGANIZATIONAL ANALYSIS - to help organization accomplish its objective. Grievances, accident record, observations, exit interview, customer’s complaints. TASK ANALYSIS - observing them how they perform their tasks. Changes in the work environment due to introduction of new technology. PERSON ANALYSIS - studying employee behavior. Whether Performance meets standards of the company. The use of performance appraisal in making individual analysis

Causes and Solutions for Water Shortages

GCSE Geog Food Shortages in South Sudan

Effects of Food Shortage and Territoriality

Nicolaus Copernicus • Made Heliocentric Theory- Star, the earth and other planets rotate around the sun Galileo Galilei • Built telescope • Proved the heliocentric theory • Faced inquisition and recanted his work Issac Newton • Made Law of Universal Gravitation •  All physical object are affected equally by the same forces • The same forces rule the motion of the planets and all matter in earth and space Rene Descartes • Wrote “discourse on method” • Made his own scientific method- scientific study should be done using deductive reasoning to test hypothesis Enlightenment- Stressed reason and thought and the power of individual to solve problems  Philosophes • The 5 concepts of their core belief were reason, nature, happiness, progress and liberty Thomas Hobbes • Convinced people were naturally selfish and wicked • Felt governments were needed to keep order  • Like the idea of the social contract Social Contract • Strong government is needed to keep citizens under control • People gave up rights to a strong leader in exchange for law and order • Hobbes felt that an absolute monarchy was the best form of government  John Locke • Believed people could learn from  experience and improvement of himself • They had the natural ability to govern their own affairs and look after the welfare of society • Believed in everyone is born with natural rights of life liberty and property • Gov is based on the consent of the governed • Believed government had the responsibility to provide these rights and people had the power to overthrow it Natural Rights- Everyone is born with basic rights that nobody (monarchy) can take Voltaire • Used satire • Targeted the clergy, upper class and government  • Fought for tolerance, freedom of religion belief and freedom of speech Montesquieu • Believed in Separation of Power because would keep any individual from gaining total control • Executive: British king and his minster • Legislative: Parliament • Judicial: The judges Rousseau • Believed civilization corrupts people's natural goodness • Wrote the “Social Contract” • Government wa an agreement among free india; to create a society and government (NOT AN AGREEMENT BETWEEN PEOPLE AND GOVERNMENT) WOMEN IN ENLIGHTENMENT • Philosophes took a traditional view on the role of women • Rousseau believed a woman’s education should be to prepare her to be a wife and mother • Other males scolded women for reading, that it could cause wickedness • Wealthy women held social gatherings called salons to spread the ideas of the enlightenment Mary Wollstonecraft • argued in favor of educating women, urged women to enter male dominated fields  ROYALS
Fredrick ll of Prussia • Granted religious tolerance • Reduced the amount of torture • Allowed freedom from the press Catherine the Great of Russia • Created national school system • Brought in all nobles and townspeople for convention on how to improve russia and modernize it The Old regime- a system of feudalism left over from the middle ages THREE ESTATES The First Estate  • Roman catholic church • Owned 10% of the land • Paid 2% f their income to government Second estate • Nobility • 2% f population • Owned 20% of the land • Paid almost no tax The Third Estate • 98% of the population Bourgeoise • Merchants,doctors and professionals • Well educated and wealthy • Believed strongly in the enlightenment ideals of liberty and equality  Workers • cooks, servants, factory workers, and etc • Paid low wages and were often out of work\ Peasants • 80% of population •  paid half of their income to the nobles,church and to the king  Start of revolution Factors leading to revolution- resentment of the first and second estate Legacy of the enlightenment • People were willing to question longstanding notions about society  Economic woes • High taxes and increase in cost of living • Bad weather leading to crop failures • Government debt Louis VI and Marie Antoinette • Lovis had been forced to call a meeting of the Estates General to get approval for tax reform  • Third estate, has little voice • Third estate created a new body to pass laws and reforms in the name of the French people • end of the absolute monarchy and beginning of representatives government. Tennis Court Oath • National Assembly was locked out of their chambers  • Broke into the indoor tennis court, signed a pledge that they would remain there until they’d written a new constitution  Storming of Bastille • in 1789 • Rumors spread that the kings was bringing Swiss Guards to paris to put down unrest • Bastille was a prison and an arsenal in Paris The Great Fear • Peasants took arms against the nobles  • People marched on versailles demanding that the royal family be brought to paris where they coil be closely observed  Revolution Terror and Empire The Jacobins • A radical political group • Called for “five or six” hundred head cut off to rid france of the enemies of the Revolution • Found Louis XVI guilty for treason and had him guillotine Maximilien Robespierre • Led the jacobins in the effort to rid france of all trace of monarchy and nobility • Gathered enough power to rule france in the style of a dictator  The Reign of Terror • Revolutionary courts sent thousands to their death for the crime of being an enemy of state  • 85% of the executed were peasants or urban poor n • Placed powerThe terror ended with execution of Robespierre himself  Napoleon Start of Napolean  • the death of Robespierre ended the terror • They were looking for stability • New  Constitution in upper middle class • Appointed napoleon to command france armies COUP D’ETAT • By 1799 the director had lost control • Napoleon quickly assumed dictatorial power as the first consul of the French Republic  New Economy and Faith • Set up a fair tax code and national band • Fired corrupt official and appointed new ones  • Created public schools Napoleanic Code • Uniform set of laws that brought stability eliminated injustices • Women lost rights • Freedom of speech restricted • Slavery was restored Church and Government • Rejected church control on national affairs and allowed govt to appoint church leaders Rebellion of Saint Dominque • Loss of his colonies napoleon gave up the idea of having a empire in the new world Louisiana Purchase • Sell claim to North America to raise cash Napoleon Power over eEurope • Napoleon crushed all enemies in europe • By 1810 Napoleon indirectly control almost all europe Invasion on russia  • Napoleon decided to invade russia with 2 million soldiers • Napoleon pursued russians toward capital russians burned everything behind them • Napoleon retreated leaving  with 10000 left End of napoleon • gave up the thrown • Was given a small pension and sent on the island of Elba Hundred days • Napoleon named emperor • Powers of europe were not going to let it happen • Waterloo War and French loss Final Exile • St. Helena- A remote island in the South Atlantic  Haitian Revolution Haiti • Became the second independent nation state in western Hemisphere • Site of largest successful slave revolt in history Saint Dominque (haiti) • The richest french colony • 40% of the worlds sugar and 60% of the coffee Grand Blances • Wealthy plantation owner • Merchants and lawyer • Held political power Petite Blances •  Poor whites • Little political power Gens de Couleur Libres • Free people of color, many of mixed race • Their political power varied according to the land they owned and the wealth they controlled • In contention with the petits blancs Slaves • Extremely harsh treatment of slaves caused high mortality and low fertility rates • Led to constant importation of slaves from Africa (40,000/year) People in Saint Domingue heard of the Declaration of the Rights of Man and Citizen and revolution in France The Haiti Revolution  • The National Assembly gave full citizenship based on property and wealth instead of race • Fighting began between the petits blancs and the gens de couleur • Slaves across plantations joined together and the rebellion spread across the colony Spain and Britain attempted to weaken French presence on the island French Abolish Slavery Revolutionary armies in Haiti join with French to fight against the British and Spanish Toussaint Louverture • Organized and led slave rebellions • As governor • Constitution of 1801 • Abolished slavery • Santo Domingo remains French • Toussaint Louverture = Governor General for life Napoleon sent an Army to Reconquer St. Domingue • Massive French casualties • Haitian Independence, 1804 ◦ Jean Jacques Dessaline ▪ Lead Haitian revolutionaries to victories over French troops ▪ Dessalines declared emperor  Latin American Revolutions  Roots of the Revolution • Rigid social structure • Ideas of the Enlightenment and other revolutions Gradual weakening of the Spanish Empire Social hierarchy  • Peninsulares ◦ Colonist who were born in Spain or Portugal • Creoles ◦ Colonists born in the Americas of ethnic Spanish or Portuguese descent • Mestizo ◦ Colonists born in the Americas to ethnically European and Native American parents Spanish South America • Local Juntas (government) of Creoles declare independence from Spain • Peninsulares rally support for the Spanish crown Simón Bolívar • Creole • Liberal / Conservative, wanted to keep the social order, just with Creoles in charge • Eventually supported abolition of slavery to gain more troops • Bolivar’s army defeats loyalists in the North and moves south towards Peru José de San Martín • Peninsulare • Victorious in the South pushes North towards Peru Guayaquil Conference • Bolivar declared head of revolution, San Martin retires Final Independence and Outcome • Ideal of creating united Spanish South America • Bolivar elected president • Limited Democracies formed in new nations • Caudillos (A military or political leader) ◦ Local strongmen come to power • Slavery abolished, but issues of race remain Brazil • King Joao VI flees Portugal and sets up court in Brazil, goes home in 1821 • Prince Pedro left in charge of Brazil Independance • Brazilians noticed revolutions in Spanish colonies • Resentment of Portuguese economic power and social system • Pedro I declared emperor of independent Brazil Pedro I • Emperor  • Opposed slavery • Attempts to limit slavery result in Pedro abdicating (resigning) • Slavery continues in Brazil until 1888 • Last emperor Pedro II overthrown in 1889 Mexico • Creoles want to rebel against the king, Peninsulares loyal and brutally enforce their power • Severe food shortages and inflation • 3 phases in revolution Phase 1 • Mestizo and Native Americans see all rich white Mexicans as the problem • Father Miguel Hidalgo y Costilla, creole ◦ Leads a ragged army ◦ Hidalgo and rebels defeated by united Peninsulares and Creoles, Hidalgo executed Phase 2 • Jose Maria Morelos takes over • Declares independence, and writes constitution • Defeated and executed by loyalists Phase 3 • Spanish King forced to give up some power • Guerrilla rebels team up with Loyalist soldiers and declare independence • Mexico becomes independent republic in 1823 Outcomes • Revolutions leaves Mexico in disarray • Central America break off • Caudillo  ◦ Antonio Santa Anna comes to power • 1848 loss off 55% of Mexico to the US in Mexican American War

Scientific Revolution- Thought about the natural world based on careful observation and a willingness to question accepted beliefs  Nicolaus Copernicus • Made Heliocentric Theory- Star, the earth and other planets rotate around the sun Galileo Galilei • Built telescope • Proved the heliocentric theory • Faced inquisition and recanted his work Issac Newton • Made Law of Universal Gravitation •  All physical object are affected equally by the same forces • The same forces rule the motion of the planets and all matter in earth and space Rene Descartes • Wrote “discourse on method” • Made his own scientific method- scientific study should be done using deductive reasoning to test hypothesis Enlightenment- Stressed reason and thought and the power of individual to solve problems  Philosophes • The 5 concepts of their core belief were reason, nature, happiness, progress and liberty Thomas Hobbes • Convinced people were naturally selfish and wicked • Felt governments were needed to keep order  • Like the idea of the social contract Social Contract • Strong government is needed to keep citizens under control • People gave up rights to a strong leader in exchange for law and order • Hobbes felt that an absolute monarchy was the best form of government  John Locke • Believed people could learn from  experience and improvement of himself • They had the natural ability to govern their own affairs and look after the welfare of society • Believed in everyone is born with natural rights of life liberty and property • Gov is based on the consent of the governed • Believed government had the responsibility to provide these rights and people had the power to overthrow it Natural Rights- Everyone is born with basic rights that nobody (monarchy) can take Voltaire • Used satire • Targeted the clergy, upper class and government  • Fought for tolerance, freedom of religion belief and freedom of speech Montesquieu • Believed in Separation of Power because would keep any individual from gaining total control • Executive: British king and his minster • Legislative: Parliament • Judicial: The judges Rousseau • Believed civilization corrupts people's natural goodness • Wrote the “Social Contract” • Government wa an agreement among free india; to create a society and government (NOT AN AGREEMENT BETWEEN PEOPLE AND GOVERNMENT) WOMEN IN ENLIGHTENMENT  • Philosophes took a traditional view on the role of women • Rousseau believed a woman’s education should be to prepare her to be a wife and mother • Other males scolded women for reading, that it could cause wickedness • Wealthy women held social gatherings called salons to spread the ideas of the enlightenment Mary Wollstonecraft • argued in favor of educating women, urged women to enter male dominated fields  ROYALS
Fredrick ll of Prussia • Granted religious tolerance • Reduced the amount of torture • Allowed freedom from the press Catherine the Great of Russia • Created national school system • Brought in all nobles and townspeople for convention on how to improve russia and modernize it FRENCH REVOLUTION The Old regime- a system of feudalism left over from the middle ages THREE ESTATES The First Estate  • Roman catholic church • Owned 10% of the land • Paid 2% f their income to government Second estate • Nobility • 2% f population • Owned 20% of the land • Paid almost no tax The Third Estate • 98% of the population Bourgeoise • Merchants,doctors and professionals • Well educated and wealthy • Believed strongly in the enlightenment ideals of liberty and equality  Workers • cooks, servants, factory workers, and etc • Paid low wages and were often out of work\ Peasants • 80% of population •  paid half of their income to the nobles,church and to the king  Start of revolution Factors leading to revolution- resentment of the first and second estate Legacy of the enlightenment • People were willing to question longstanding notions about society  Economic woes • High taxes and increase in cost of living • Bad weather leading to crop failures • Government debt Louis VI and Marie Antoinette • Lovis had been forced to call a meeting of the Estates General to get approval for tax reform  • Third estate, has little voice • Third estate created a new body to pass laws and reforms in the name of the French people • end of the absolute monarchy and beginning of representatives government. Tennis Court Oath • National Assembly was locked out of their chambers  • Broke into the indoor tennis court, signed a pledge that they would remain there until they’d written a new constitution  Storming of Bastille • in 1789 • Rumors spread that the kings was bringing Swiss Guards to paris to put down unrest • Bastille was a prison and an arsenal in Paris The Great Fear • Peasants took arms against the nobles  • People marched on versailles demanding that the royal family be brought to paris where they coil be closely observed  Revolution Terror and Empire The Jacobins • A radical political group • Called for “five or six” hundred head cut off to rid france of the enemies of the Revolution • Found Louis XVI guilty for treason and had him guillotine Maximilien Robespierre • Led the jacobins in the effort to rid france of all trace of monarchy and nobility • Gathered enough power to rule france in the style of a dictator  The Reign of Terror • Revolutionary courts sent thousands to their death for the crime of being an enemy of state  • 85% of the executed were peasants or urban poor n • Placed powerThe terror ended with execution of Robespierre himself  Napoleon Start of Napolean  • the death of Robespierre ended the terror • They were looking for stability • New  Constitution in upper middle class • Appointed napoleon to command france armies COUP D’ETAT • By 1799 the director had lost control • Napoleon quickly assumed dictatorial power as the first consul of the French Republic  New Economy and Faith • Set up a fair tax code and national band • Fired corrupt official and appointed new ones  • Created public schools Napoleanic Code • Uniform set of laws that brought stability eliminated injustices • Women lost rights • Freedom of speech restricted • Slavery was restored Church and Government • Rejected church control on national affairs and allowed govt to appoint church leaders Rebellion of Saint Dominque • Loss of his colonies napoleon gave up the idea of having a empire in the new world Louisiana Purchase • Sell claim to North America to raise cash Napoleon Power over eEurope • Napoleon crushed all enemies in europe • By 1810 Napoleon indirectly control almost all europe Invasion on russia  • Napoleon decided to invade russia with 2 million soldiers • Napoleon pursued russians toward capital russians burned everything behind them • Napoleon retreated leaving  with 10000 left End of napoleon • gave up the thrown • Was given a small pension and sent on the island of Elba Hundred days • Napoleon named emperor • Powers of europe were not going to let it happen • Waterloo War and French loss Final Exile • St. Helena- A remote island in the South Atlantic  Haitian Revolution Haiti • Became the second independent nation state in western Hemisphere • Site of largest successful slave revolt in history Saint Dominque (haiti) • The richest french colony • 40% of the worlds sugar and 60% of the coffee Grand Blances • Wealthy plantation owner • Merchants and lawyer • Held political power Petite Blances •  Poor whites • Little political power Gens de Couleur Libres • Free people of color, many of mixed race • Their political power varied according to the land they owned and the wealth they controlled • In contention with the petits blancs Slaves • Extremely harsh treatment of slaves caused high mortality and low fertility rates • Led to constant importation of slaves from Africa (40,000/year) People in Saint Domingue heard of the Declaration of the Rights of Man and Citizen and revolution in France The Haiti Revolution  • The National Assembly gave full citizenship based on property and wealth instead of race • Fighting began between the petits blancs and the gens de couleur • Slaves across plantations joined together and the rebellion spread across the colony Spain and Britain attempted to weaken French presence on the island French Abolish Slavery Revolutionary armies in Haiti join with French to fight against the British and Spanish Toussaint Louverture • Organized and led slave rebellions • As governor • Constitution of 1801 • Abolished slavery • Santo Domingo remains French • Toussaint Louverture = Governor General for life Napoleon sent an Army to Reconquer St. Domingue • Massive French casualties • Haitian Independence, 1804 ◦ Jean Jacques Dessaline ▪ Lead Haitian revolutionaries to victories over French troops ▪ Dessalines declared emperor  Latin American Revolutions  Roots of the Revolution • Rigid social structure • Ideas of the Enlightenment and other revolutions Gradual weakening of the Spanish Empire Social hierarchy  • Peninsulares ◦ Colonist who were born in Spain or Portugal • Creoles ◦ Colonists born in the Americas of ethnic Spanish or Portuguese descent • Mestizo ◦ Colonists born in the Americas to ethnically European and Native American parents Spanish South America • Local Juntas (government) of Creoles declare independence from Spain • Peninsulares rally support for the Spanish crown Simón Bolívar • Creole • Liberal / Conservative, wanted to keep the social order, just with Creoles in charge • Eventually supported abolition of slavery to gain more troops • Bolivar’s army defeats loyalists in the North and moves south towards Peru José de San Martín • Peninsulare • Victorious in the South pushes North towards Peru Guayaquil Conference • Bolivar declared head of revolution, San Martin retires Final Independence and Outcome • Ideal of creating united Spanish South America • Bolivar elected president • Limited Democracies formed in new nations • Caudillos (A military or political leader) ◦ Local strongmen come to power • Slavery abolished, but issues of race remain Brazil • King Joao VI flees Portugal and sets up court in Brazil, goes home in 1821 • Prince Pedro left in charge of Brazil Independance • Brazilians noticed revolutions in Spanish colonies • Resentment of Portuguese economic power and social system • Pedro I declared emperor of independent Brazil Pedro I • Emperor  • Opposed slavery • Attempts to limit slavery result in Pedro abdicating (resigning) • Slavery continues in Brazil until 1888 • Last emperor Pedro II overthrown in 1889 Mexico • Creoles want to rebel against the king, Peninsulares loyal and brutally enforce their power • Severe food shortages and inflation • 3 phases in revolution Phase 1 • Mestizo and Native Americans see all rich white Mexicans as the problem • Father Miguel Hidalgo y Costilla, creole ◦ Leads a ragged army ◦ Hidalgo and rebels defeated by united Peninsulares and Creoles, Hidalgo executed Phase 2 • Jose Maria Morelos takes over • Declares independence, and writes constitution • Defeated and executed by loyalists Phase 3 • Spanish King forced to give up some power • Guerrilla rebels team up with Loyalist soldiers and declare independence • Mexico becomes independent republic in 1823 Outcomes • Revolutions leaves Mexico in disarray • Central America break off • Caudillo  ◦ Antonio Santa Anna comes to power • 1848 loss off 55% of Mexico to the US in Mexican American War

[N181] LEC 14 - Global Nursing Workforce Challenges: Shortage, Migration, and Education

GP shortages

FRESH WATER SHORTAGE

NHS GP shortage and crisis

Drug Shortages

Economics Study Guide: Supply, Demand, and Macroeconomic Principles Short-Answer Questions (2-3 sentences each): What is the fundamental concept of economics, and how does it relate to scarcity? Explain the law of demand. What is the relationship between price and quantity demanded? What are two factors besides price that can influence the demand for a product? Give a brief example of each. Describe the law of supply. How does it differ from the law of demand? What is market equilibrium, and why is it significant in economics? How do you calculate total revenue for a product? What is a normal good, and how does its demand respond to changes in income? Define substitutes and complements in the context of economics. Provide an example of each. Explain the difference between a shift in demand and a movement along the demand curve. What is GDP, and why is it considered a key indicator of a country's economic performance? Short-Answer Key: Economics is the study of how individuals, businesses, and societies make choices about how to allocate scarce resources to satisfy their unlimited wants and needs. It centers on the problem of scarcity, meaning there are limited resources available to meet our desires. The law of demand states that, all else being equal, as the price of a good or service increases, the quantity demanded decreases, and vice versa. This inverse relationship implies that consumers are generally willing to buy more at lower prices. Two factors influencing demand are income and consumer preferences. For example, if people's incomes increase, they might demand more luxury goods. Alternatively, a shift in consumer preference toward healthier lifestyles might increase demand for organic foods. The law of supply states that, all else being equal, as the price of a good or service increases, the quantity supplied increases, and vice versa. Unlike the inverse relationship in the law of demand, the law of supply shows a positive relationship, where producers are more willing to supply goods or services at higher prices. Market equilibrium is the point where the quantity demanded of a good or service equals the quantity supplied. At this point, the market is stable because there are no surpluses or shortages, and prices tend to remain constant. Total revenue is calculated by multiplying the price of a product by the quantity supplied (Total Revenue = Price x Quantity Supplied). It represents the total receipts a seller can obtain from selling goods or services. A normal good is a good whose demand increases as consumer income rises. This means that as people earn more, they tend to purchase more of these goods. Substitutes are goods that can be used in place of one another. For example, Coke and Pepsi are substitutes. Complements are goods that are consumed together. For example, cars and gasoline are complements. A movement along the demand curve occurs solely due to a change in the price of the good itself. In contrast, a shift in demand is caused by factors other than price, such as changes in income, consumer preferences, or the prices of related goods, leading to a completely new demand curve at every price level. GDP (Gross Domestic Product) is the total monetary or market value of all the finished goods and services produced within a country's borders in a specific time period. It serves as a comprehensive indicator to measure a country's economic health and standard of living. Essay Questions: Explain the concept of equilibrium in a competitive market. How do the forces of supply and demand interact to determine the equilibrium price and quantity? What happens to equilibrium price and quantity when there is a change in supply or demand? Discuss the factors that can cause a shift in the demand curve. Illustrate your answer with examples of events that could shift the demand curve for coffee to the right. Explain the difference between a change in quantity supplied and a change in supply. What factors can cause a change in supply? Illustrate your answer with examples of events that could shift the supply curve for wheat to the left. What is economic inequality, and what are some of its potential causes and consequences? How can governments address economic inequality through policies and interventions? Define GDP and explain its components. Discuss the limitations of GDP as a measure of societal well-being. What are some alternative indicators that can be used to assess a country's progress beyond economic growth? Glossary of Key Terms: Economics: The study of how people make decisions in the face of scarcity. Scarcity: The fundamental economic problem that arises because resources are limited while human wants and needs are unlimited. Demand: The amount of a good or service that consumers are willing and able to buy at a given price. Quantity Demanded: The specific amount of a good or service that consumers are willing and able to buy at a particular price. Law of Demand: The principle that, all else being equal, there is an inverse relationship between the price of a good and the quantity demanded. Supply: The amount of a good or service that producers are willing and able to sell at a given price. Quantity Supplied: The specific amount of a good or service that producers are willing and able to sell at a particular price. Law of Supply: The principle that, all else being equal, there is a positive relationship between the price of a good and the quantity supplied. Equilibrium: A state in which the forces of supply and demand are balanced, resulting in stable prices and no surpluses or shortages. Equilibrium Price: The price at which the quantity demanded of a good or service equals the quantity supplied. Equilibrium Quantity: The quantity of a good or service bought and sold at the equilibrium price. Total Revenue: The total amount of money received by a seller from the sale of a good or service, calculated as price times quantity sold. Normal Good: A good for which demand increases as income increases. Inferior Good: A good for which demand decreases as income increases. Substitutes: Goods that can be used in place of one another. Complements: Goods that are consumed together. Shift in Demand: A change in the quantity demanded at every price; represented by a shift of the entire demand curve. Movement Along the Demand Curve: A change in the quantity demanded of a good that is caused only by a change in that good’s by price. GDP (Gross Domestic Product): The total monetary or market value of all the finished goods and services produced within a country's borders in a specific time period. Economic Inequality: The unequal distribution of income and wealth within a society. Market Dynamics: Economics is the study of how individuals and societies utilize scarce resources to satisfy their needs and wants. A fundamental concept in economics is the interaction between supply and demand within a market. Demand: Represents the quantity of a good or service that consumers are willing and able to purchase at various prices. Law of Demand: As price increases, quantity demanded decreases, and vice versa. ("Economics AI") Factors influencing demand include: Price Income Prices of related goods (substitutes and complements) Tastes and preferences Expectations Population changes Supply: Represents the quantity of a good or service that producers are willing and able to offer at various prices. Law of Supply: As price increases, quantity supplied increases, and vice versa. ("Economics AI") Factors influencing supply include: Natural conditions Input prices Technology Government policies Equilibrium: The point at which supply and demand intersect, determining the market price and quantity. At equilibrium, there is no surplus or shortage. ("Economics2e-Ch03.pdf") II. Factors Affecting Supply and Demand: Demand:A shift in the demand curve occurs when factors other than price change the quantity demanded at every price level. ("Economics2e-Ch03.pdf") For example, an increase in income for a normal good will shift the demand curve to the right, indicating a higher quantity demanded at each price point. ("Economics JOURNAL: WORD") Conversely, a decrease in income for an inferior good will increase demand. ("Economics2e-Ch03.pdf") Substitute goods see increased demand when the price of the original good rises. ("Economics JOURNAL: WORD") Complementary goods experience higher demand when the price of the related good falls. ("Economics JOURNAL: WORD") Supply:Similar to demand, a shift in the supply curve happens when non-price factors alter the quantity supplied at all price levels. ("Economics2e-Ch03.pdf") Adverse natural conditions can decrease supply (shift the curve left), as illustrated by the example: "if it snows I can't grow weed". ("Economics JOURNAL: WORD") Technological advancements can increase supply (shift the curve right) by making production more efficient. ("Economics2e-Ch03.pdf") III. Macroeconomic Perspectives and Measuring Economic Performance: Gross Domestic Product (GDP): GDP is the total value of all final goods and services produced within a country during a specific period. It serves as a measure of a nation's economic size and overall health. ("Economics2e-Ch19.pdf") Components of GDP: GDP can be measured by analyzing the demand side (consumption, investment, government spending, and net exports) or the production side (durable goods, nondurable goods, services, structures, and changes in inventories). ("Economics2e-Ch19.pdf") Nominal GDP: GDP measured in current prices, not adjusted for inflation. Real GDP: GDP adjusted for inflation, providing a more accurate picture of economic growth over time. To calculate Real GDP, the formula is: "Real GDP = Nominal GDP / Price Index / 100". ("Economics2e-Ch19.pdf") GDP per capita: GDP divided by population, used to compare economic output on a per-person basis across countries. ("Economics2e-Ch19.pdf") Economic Growth and Convergence: Sustained economic growth is crucial for raising living standards. Even small growth rates compounded over time lead to significant changes in well-being. ("Economics2e-Ch20 (1).pdf") Economic convergence suggests that economies with lower per capita incomes tend to grow at faster rates than richer economies, potentially leading to a narrowing of the gap in living standards. ("Economics2e-Ch20 (1).pdf") Monetary Policy: Central banks, such as the Federal Reserve in the United States, use monetary policy tools to influence the money supply and interest rates to achieve macroeconomic objectives. ("Economics2e-Ch28.pdf") Open market operations: Buying or selling government bonds to influence the money supply. Reserve requirements: Setting the percentage of deposits banks must hold as reserves. Discount rate: The interest rate charged by the central bank to commercial banks for loans. Fiscal Policy: Government use of spending and taxation to influence the economy. ("Economics2e-Ch30 (1).pdf") Budget deficit: Occurs when government expenditures exceed revenues in a fiscal year. National debt: The cumulative amount of money the government owes to its creditors. IV. International Trade and Comparative Advantage: Absolute advantage: When a country can produce more of a good with fewer resources than another country. ("Economics2e-Ch33.pdf") Comparative advantage: A country has a comparative advantage when it can produce a good at a lower opportunity cost than another country. This forms the basis for gains from trade. ("Economics2e-Ch33.pdf") Specialization and trade allow countries to consume beyond their production possibilities frontiers, resulting in mutual benefits. ("Economics2e-Ch33.pdf") This briefing doc provides an overview of core economic principles, market dynamics, and macroeconomic concepts. It highlights the interplay of supply and demand, factors influencing economic growth, the role of monetary and fiscal policies, and the benefits of international trade based on comparative advantage.

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