Author name: Admin

Data mining age and healthcare improvement
We are living in the data mining age. Provide an example on how data mining can turn a large collection of data into knowledge that can help meet a current global challenge in order to improve healthcare outcomes. Three references

Assignment
Complete the Counseling Disposition Short Answer Question document.

APA style is not required, but solid academic writingis expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points

CNL-545 CNL-545-O500 Counseling Disposition Short Answer Questions (Obj. Course) 80.0

Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned

Content 100.0%

Self-Advocacy and Empowerment within Cultural Contexts (CD: S) 20.0% Worksheet omits or incompletely describes what must counselors consider in terms of self-advocacy and empowerment within cultural contexts for clients attending crisis and trauma counseling.Worksheet does not demonstrate understanding of the topic. Worksheet inadequately describes what must counselors consider in terms of self-advocacy and empowerment within cultural contexts for clients attending crisis and trauma counseling, but description is weak and missing evidence to support claims. Worksheet demonstrates a poor understanding of the topic. Worksheet adequately describes what must counselors consider in terms of self-advocacy and empowerment within cultural contexts for clients attending crisis and trauma counseling, but description is limited and lacks some evidence to support claims. Worksheet demonstrates a basic understanding of the topic. Worksheet clearly describes what must counselors consider in terms of self-advocacy and empowerment within cultural contexts for clients attending crisis and trauma counseling, and description is strong with sound analysis and some evidence to support claims. Worksheet demonstrates an understanding that extends beyond the surface of the topic. Worksheet expertly describes what must counselors consider in terms of self-advocacy and empowerment within cultural contexts for clients attending crisis and trauma counseling, and description is comprehensive and insightful with relevant evidence to support claims. Worksheet demonstrates an exceptional understanding of the topic.

Principle of Do No Harm (CD: S) 20.0% Worksheet omits or incompletely describes how lack of self-awareness of personal limitations could violate the principle of do no harm with clients are who in crisis, being abused, and/or dealing with trauma.Worksheet does not demonstrate understanding of the topic. Worksheet inadequately describes how lack of self-awareness of personal limitations could violate the principle of do no harm with clients are who in crisis, being abused, and/or dealing with trauma, but description is weak and missing evidence to support claims. Worksheet demonstrates a poor understanding of the topic. Worksheet adequately describes how lack of self-awareness of personal limitations could violate the principle of do no harm with clients are who in crisis, being abused, and/or dealing with trauma, but description is limited and lacks some evidence to support claims. Worksheet demonstrates a basic understanding of the topic. Worksheet clearly describes how lack of self-awareness of personal limitations could violate the principle of do no harm with clients are who in crisis, being abused, and/or dealing with trauma, and description is strong with sound analysis and some evidence to support claims. Worksheet demonstrates an understanding that extends beyond the surface of the topic. Worksheet expertly describes how lack of self-awareness of personal limitations could violate the principle of do no harm with clients are who in crisis, being abused, and/or dealing with trauma, and description is comprehensive and insightful with relevant evidence to support claims. Worksheet demonstrates an exceptional understanding of the topic.

Third Counselor Disposition 20.0% Worksheet omits or incompletely describes the application of a third counselor disposition chosen for counselors who work with abuse, crisis, and trauma.Worksheet does not demonstrate understanding of the topic. Worksheet inadequately describes the application of a third counselor disposition chosen for counselors who work with abuse, crisis, and trauma, but description is weak and missing evidence to support claims. Worksheet demonstrates a poor understanding of the topic. Worksheet adequately describes the application of a third counselor disposition chosen for counselors who work with abuse, crisis, and trauma, but description is limited and lacks some evidence to support claims. Worksheet demonstrates a basic understanding of the topic. Worksheet clearly describes the application of a third counselor disposition chosen for counselors who work with abuse, crisis, and trauma, and description is strong with sound analysis and some evidence to support claims. Worksheet demonstrates an understanding that extends beyond the surface of the topic. Worksheet expertly describes the application of a third counselor disposition chosen for counselors who work with abuse, crisis, and trauma, and description is comprehensive and insightful with relevant evidence to support claims. Worksheet demonstrates an exceptional understanding of the topic.

Fourth Counselor Disposition 20.0% Worksheet omits or incompletely describes the application of a fourth counselor disposition chosen for counselors who work with abuse, crisis, and trauma.Worksheet does not demonstrate understanding of the topic. Worksheet inadequately describes the application of a fourth counselor disposition chosen for counselors who work with abuse, crisis, and trauma, but description is weak and missing evidence to support claims. Worksheet demonstrates a poor understanding of the topic. Worksheet adequately describes the application of a fourth counselor disposition chosen for counselors who work with abuse, crisis, and trauma, but description is limited and lacks some evidence to support claims. Worksheet demonstrates a basic understanding of the topic. Worksheet clearly describes the application of a fourth counselor disposition chosen for counselors who work with abuse, crisis, and trauma, and description is strong with sound analysis and some evidence to support claims. Worksheet demonstrates an understanding that extends beyond the surface of the topic. Worksheet expertly describes the application of a fourth counselor disposition chosen for counselors who work with abuse, crisis, and trauma, and description is comprehensive and insightful with relevant evidence to support claims. Worksheet demonstrates an exceptional understanding of the topic.

Worksheet Format (use of appropriate style for the major and assignment) 10.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.

Total Weightage 100% Counselor Dispositional Expectations

Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Programs dispositions adhere to the Universitys mission statement, as well as to the established counseling profession codes of ethics.
The Grand Canyon University Counseling Program have adopted the following dispositions for its students derived from the American Counseling Association (ACA) Code of Ethics. Although these dispositions are not all inclusive, they do represent values and qualities that are warranted by counseling students. Students who fail to adhere to or demonstrate such dispositions may be subject to disciplinary actions.

Psychological Fitness: Counselors* are aware and assess their motives for pursuing the counseling profession. They are aware of their unfinished emotional and/or mental health issues, and resolve them before starting to provide counseling services to others. Counselors engage in self-care and seek resolutions to issues that arise during their practice. Counselors adhere to the American Counseling Association (ACA) Code of Ethics and/or the NAADAC, the Association for Addiction Professionals Code of Ethics.
Self-Awareness: Counselors are aware of their personal moral, ethical, and value systems and provide counseling services with objectivity, justice, fidelity, veracity, and benevolence. Counselors are acutely aware of their personal limitations in providing services, and are willing to refer clients to another provider when necessary.
Cultural Diversity: Counselors respect, engage, honor, and embrace diversity and a multicultural approach that supports the worth, dignity, potential, and uniqueness of people within their social and cultural context. Counselors promote self-advocacy and assist clients in advocating for empowerment within their cultural context.
Acceptance: Counselors foster a healthy climate of change by providing and promoting acceptance, and a nonjudgmental environment during the therapeutic process. They understand their personal value system and do not impose their values, attitudes, beliefs, and behaviors on their clients.
Empathy: Counselors foster understanding, compassion, and avoid any actions that can cause harm to a client. Counselors treat others with dignity and respect.
Genuineness: Counselors deal truthfully with themselves and their clients, in order to avoid harming their clients.
Flexibility: Counselors practice a client-centered approach, and align treatment to the clients goals for therapy.
Patience: Counselors understand the therapeutic process and respect clients efforts to gain control over their lives. Counselors encourage an environment that promotes self-empowerment and allows clients voice in the therapeutic process.
Amiability: Counselors do not support or engage in any act of discrimination against a prospective, current, or former client. Counselors promote and practice social justice and do not exploit others in their professional relationships.
Professional Identity: Counselors adhere to regulatory state boards and nationally recognized codes of ethics. Counselors practice only within their scope and competencies. They seek to utilize best practices and empirically supported treatments. Counselors stay current with the counseling profession through seeking continuing education, and by supporting counseling associations.

* The term counselor is used to refer to counselors in training at the graduate level.

American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.
Walz, G. R., & Bleuer, J. C. (2010). Counselor dispositions: An added dimension for admission decisions. Vistas Online publication, 1, 11-11.

2015. Grand Canyon University. All Rights Reserved. CNL-545 Topic 2: Counseling Disposition Questions

Directions: Provide short answers of 200-300 words each for the following questions/statements. Do not exceed 350 words per response. Use the textbook, and any other scholarly resources to support your responses. Include scholarly resources in your responses when appropriate.

1. What must counselors consider in terms of self-advocacy and empowerment within cultural contexts for clients attending crisis and trauma counseling?

2. Discuss how lack of self-awareness of personal limitations could violate the principle of do no harm with clients are who in crisis, being abused, and/or dealing with trauma.

3. Pick a third disposition from the 10 Counseling Dispositions and discuss the application for counselors who work with abuse, crisis, and trauma.

4. Pick a fourth disposition from the 10 Counseling Dispositions and discuss the application for counselors who work with abuse, crisis, and trauma.

References
2019. Grand Canyon University. All Rights Reserved.

2019. Grand Canyon University. All Rights Reserved.

Conflict Managment Paper 2
select one of the key termslisted belowand conduct a search of Campbellsville Universitys online Library resources to find 1 recent peer reviewed article (within the past 3 years) thatclosely relateto the concept. Your submission must include the following information in the following format:
Key Terms:

Styles of Negotiation
Anchoring in Negotiation
Mediation
Arbitration

DEFINITION:a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY:Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article’s author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
ANALYSIS: Using 300-350 words, write a brief analysis, in your own words of how the article relates to the selected chapter Key Term. An analysis is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES:All references must be listed at the bottom of the submission–in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.

Biology
Define External Enviroment

MWork Assi

1. What is the earning premium to college relative to high school, and how has it changed over time? What psychological changes in the economy have accounted for this change, according to Caplan?
2. In discussing the college premium, Roberts points out that the heterogeneity of the variables involved makes this figure problematic. Yet he still maintains that this figure can tell ussomething. Whatcanit tell us, and what can we deduce from it?
3. Caplan analogizes the return to education with both marriage and bank loans. How does each compare to education? What other analogies might you suggest?
4. Caplan offers some suggestions for fruitful further research. In doing so, he poses the puzzle of why students are happy when their professor cancels class. How would someone who believes in the human capital model explain this puzzle? The signaling model? Which one do you find more convincing with this example?
5. Throughout the interview, Roberts and Caplan discuss labor economists typical rejection of the signaling model. Roberts challenges Caplan as follows:
Here you have all this evidence that should have convinced all these labor economists. It hasnt.Eitherthey have a terrible confirmation biasOr you do. And the information is not quite as decisive as it appears to you.
What evidence does Caplan offer to buttress his point, and why do you think this hasnt been accepted by most labor economists? To what extent is their rejection justified? Who suffers more confirmation bias?
6. At the end of the interview, Caplan describes education as an arms race. What does he mean by this? To what extent is there a social return to education? Do you agree that too many people go to college? Explain.
7. Inyouropinion, should colleges offer refunds? If so, under what circumstances, and what exactly would they be refunding? If not, why not?

Requirements:
The assignment should be submitted as an evaluation of the information presented in the podcast using the guiding questions as a format for topics that could be covered (although you can go in your own direction) while discussing education. In addition to the information gained from the podcast, students are expected to findtwoadditional respected resources to support their considerations.
The paper should be submitted usingAPA style formatting(Links to an external site.)
. If you are not familiar with APA it is used in research work and is different than MLA,however I will not be grading over this. Grading will be done over content, quality of thought and adherence to academic honesty standards(i.e. plagarism). Podcast Episode Highlights

0:33

Intro. [Recording date: March 20, 2014.]Russ:Our topic for today is education, and part of the conversation I assume will be a sneak preview of your next book. But I’m hoping we’ll get into some more general issues related to measurement and empirical work. What we are going to talk about specifically today is the return to education: What’s the impact on a person’s earning potential or earning power or income after attending college, graduating from college for that person. So, I want to start with some basic empirical measurements. How much more do college graduates earn relative to high school graduates, and how has that return changed over time?Guest:So, in 2011, college graduates made 83% more than high school graduates. And high school graduates, mainly people who have gone to college not at all. How has that amount changed over time? It’s gone up quite a bit. So, maybe around 1970 it would have been only about 35 or 40%, so it’s something like doubled over the last 40 years, during my lifetime.Russ:And what are some of the standard explanations for why that’s happened? So, why is college more productive for people who attend and have graduated?Guest:The usual story is that there has been a lot of psychological change in the economy, globalization as well, and that this has somehow made it more important to be a college graduate. And among most economists, they do tend to focus on the skills that you supposedly receive in school. And so they think of it as: it’s more important to have general thinking ability and reasoning skills, as well as different technical skills you might learn in school; and that when the economy is more technologically complex, and also when you are competing in a global market where one person could mess up a big firm, it’s more important to have these skills. I’d say that’s probably the usual view.Russ:And what do you think of that view?Guest:I think that there is some truth in it, but it’s greatly exaggerated and there’s a lot of other things that are going on that most people who study education would rather not talk about.Russ:What are a few of those?Guest:Well, one of the main ones, strangely, for economists to ignore is–even though they do–is that people who go to college are not the same even when they start. So, the kind of person who goes to college is different at the beginning. And there are a lot of reasons to think that people who are different in the beginning would have made more money even if they hadn’t gone to college. The most obvious one is that people who go to college are generally smarter. It’s not popular to say it, but all of the evidence confirms it. And they were smarter before they started. Now, there’s also a lot of evidence that–Russ:We’ll get into that later. But why would that have changed over time? This is the reason–this is an incredible change, right? I don’t think there is any parallel development in the area of education over any other time period, 30, 40-year time period, a doubling of the returns to education. You are suggesting that–you started by saying that the standard answer, which is, well, the world is more complex, there’s all this technology, and so college students are more valuable–you are not convinced of that. I’m not either, by the way. I used to be more sympathetic to that until I started readingyou. So, I’m interested: Why would think that would change over time?Guest:Right. Well, again, there’s an important distinction to make. You need to distinguish between college graduates being more valuable and college itself being more valuable. Those are two different things. So the main problem that I have with the usual view is that I take a look at what people actually study in school, and I see very little evidence that most students are acquiring any technical skills. And also, surprisingly, when I read educational psychology, there is a lot of question about whether college students are actually learning much in the way of thinking skills, either. So, a more reasonable story is not so much that the skills that college teaches are more valuable than they used to be, but rather the kind of people who go to college are more valuable than they used to be. Which is quite different.Russ:Great. A subtle but important distinction. We’re going to get into how that affects the measurement issue, but let’s start with a puzzle that you identified in a recent post at EconLog, which is that, given that increase in the return to graduating–which is enormous–you’d think that everybody would want to graduate from college. And in particular we see lots of policy encouragement of people to attend college and ideally graduate. There hasn’t been much of an impact, right? You’d think with that increase, that a lot more people would want to graduate from college. They don’t seem to be doing that. So what do we know about what’s happened to enrollment and graduation over the last 20, 30 years? And how do you explain that?Guest:All right. So, female enrollment has increased a lot. Male enrollment has not increased nearly as much. And then the graduation rate has been almost flat for these two decades. It may have gone up a bit for women, but that–the actual picture, is even though we’ve seen this very large run-up in the payoff to finishing college, it doesn’t seem like there has been that much response. Especially when you realize this increase in women going to college probably has a lot more to do with social norms than it does with the return.Russ:We don’t know that, do we?Guest:Well, if you just see all the other ways that gender norms have changed over that period, it seems plausible that this is just another example of women and the role they see for themselves in society has changed, and that’s why they are going to college more, rather than the change in the payoff.Russ:Good point. Let’s throw in one more piece of data, which I left out. Which is: What’s the return to attending college but not graduating? So, the return you say is 83%. By the way, is that an annual difference?Guest:So, this is just a premium. So this says if you just take a look at the average college graduate and his earnings and compare his earnings to the average high school graduate, the average college graduate makes 83% more, in any given year. Or, really, in 2011, the year we are looking at.Russ:What about for someone who has attended college but not graduated? What’s the premium for that?Guest:That is about 10%. A lot less.Russ:So, not very good.Guest:Far less.

7:33

Russ:Which brings us now, finally, to the question I started with; I apologize for the roundabout way of asking it. Given that big increase in the return tograduating–not much of a return to attending, but a big improvement in your income if you graduate–why aren’t people working hard graduating? And why isn’t that getting more people to stay in school and finish.Guest:Well, we have probably a lot of what’s going on is that for many people, graduation is hard. It’s actually hard to pass the classes, hard to keep doing it. The kind of people who write about education are people who have had a fantastic educational experience. They’ve always been doing well in class; they’ve been getting their heads patted from kindergarten on. And not only did they have no trouble finishing, but the people they know had no trouble finishing. But most people have a lot of trouble finishing. So, right now, the 5-year graduation rate for 4-year college is only about 55%. So like 45% fall by the wayside during this period. As to why exactly it is they don’t finish, part of it is probably just the material is too difficult. A lot of it is that people get really bored. And then, another point is that even if you wouldn’t actually fail out, it’s just very discouraging to constantly receive Cs or worse. Even if youcouldget your 4-year college degree with Cs and get something out of the labor market, it’s hard to spend four more years being told that you are at the bottom of the barrel.Russ:But the puzzle then is that, while it is hard, enrollment rates haven’t even increased for men–I think is what you said.Guest:They’ve increased a little bit.Russ:A little bit but not very much, given the huge increase in the premium. And so the question you raised in that post is: why aren’t more people grasping for the brass ring? And your point was, based on some other folks’ research, which was fascinating, was that well, if you don’t finish, it’s not a very good investment.Guest:That’s right. If you were to go and put in 3 or 4 years and then not finish, you might only be getting some of this 10% premium, and that is not very good for all those years you are putting in. It really doesn’t pay very much. Here’s the key thing to keep in mind. When we say that there’s an average graduation rate of like 55%, a lot of that is predictable. So if you have great SAT (Standardized Admission Test) scores, if you are great in high school, then your graduation rate is probably closer to 90 or 95%. On the other hand, if you were in the bottom quarter of your high school class then you are talking about maybe a 10% chance of finishing, something along those lines. So even if you aren’t a great student, doing the math actually eventually becomes fairly easy–yeah, I can get an 83% if I finish but I only have a 10% chance of doing that. Even if you don’t think in such complex terms or think so quantitatively, just noticing that people like you almost never finish probably does discourage a lot of people from trying. And then a lot of people give up once they see [?] something would be easier, and it’s not.Russ:You write–this was a very nice way of capturing it: “For students in the bottom quartile of academic ability, paying a year’s tuition is almost as foolish as buying 10,000 lottery tickets.” Just that the odds are stacked against them; they have a small likelihood of finishing.Guest:That’s right. So the way that some of the researchers that have worked on this topic put it is, for the people with a really high graduation rate, the fact that the college premium went way up doesn’t change anything because college was a great deal in 1970 and a great deal now. If you know you are going to finish, you get a 40 or 50% raise and you have 4 good years where you do well and people say that you are a good student. It’s a nice experience which then pays off. But then on the other hand, for people who only have like a 10% chance of finishing, the fact that the return has doubled just means that it’s gone from abysmally bad to really bad. Still not much of a reason to go. And then the really key people, the marginal people, the people who are just on the edge, the main result of the research is that there just aren’t that many people like that. There aren’t that many people who are on the border. And so even when the payoff doubles if you succeed, there aren’t that many people who then say, Okay, now I’ll put in the extra effort to try to do it.Russ:Do we know anything about why those people don’t finish? How many of them just were getting good grades and just decided to give up, versus flunked out? Do we know anything about that.Guest:Right. So, literal flunking out is pretty rare just because most colleges, perhaps for financial reasons, don’t like flunking people out. It’s far better to string people along, let them keep going, taking classes, trying, trying, getting Ds[?] and Cs. So certainly their academic performance is quite a bit worse than people who finish. But it’s not clear that–it doesn’t seem there’s that many that are literally flunking out. It’s just more of people throwing in the towel.Russ:Interesting. Now, you point out, which I never thought about–it’s just embarrassing but it’s true–that colleges don’t give refunds. Which is an interesting thing. They let you in. Right? I guess the answer would be: You took the classes, you learned what you learned, so you get your money’s worth. But it’s an interesting thing. You’d think the main value of going through college is finishing, not finishing what seems to be–you’d think there would be some refunds possible. But there aren’t.Guest:Right. Well, if you were the first college that started giving refunds, you would probably have a lot ofreallymarginal students showing up. Remember, one of the main things that colleges want to do is preserve their ranking; and being too open does hurt your ranking. So, the kinds of places that would be likely to do this or that would gain the most would be schools that are very unselective to begin with. So, it could work, but probably the problem is there is a large body of people who are not very committed to doing well even by today’s standards. So if you did this you might get a lot of students who–if you think currently the bottom half of students currently aren’t doing a very good job and putting much into it, imagine how bad students would be if you were offering them a money-back guarantee.Russ:And you also point out, and I think it’s important to remind people of this, that one of the major costs of college isn’t tuition. It’s the foregone income that you give up by not working. You don’t get that back, either.Guest:That’s absolutely right. You’re right that that ismoreimportant. One of the things that I’ve learned writing the book is that even though list prices for tuition have gone way up, still the actual tuition for your main 4-year state universities is not that much. After you adjust for all financial aid and everything else, it’s still only in the ballpark of $5000 a year in most places. So actually the foregone earnings could easily outweigh that by a factor of 3 or 4.Russ:$5000? So the list price–this is important, by the way. When people talk about how college is getting so expensive–a small portion at any university pays the full freight. Many people get scholarships. Many people get financial aid. Financial aid, of course, alone, it’s not a–Guest:Right, right. So that $5000 figure, that actually–if it was a loan that would not adjust that number. It’s only grants or tuition reductions or other things like that, that would reduce that number.Russ:Wow. That’s a low number.Guest:Yeah. So you take a look at the list prices for tuition. And again[?] of course these list prices are probably often being paid, especially for public universities, by the elite people that actually write about education. But when people have actually stepped back and say, well, what aboutmostfamilies; what aremostfamilies paying for their kids to go to college? It hasn’t risen nearly as much as it seems on the surface. Which is one of the things that surprised me when I started looking at the numbers.Russ:Do you know offhand the average list price? At state universities?Guest:Yes. So, that’s more like $10,000, $12,000. For four years, for 4-year universities.Russ:Okay. So, it’s a little less than half, is what people actually pay.

15:29

Russ:Now, you make an analogy in your post about this issue of the actual return, because it’s not the same for everybody. So, another way to say it is that the average return is 83%, but if you have low ability or low ability to finish, not 83%; it’s closer to 10%. You make an analogy to marriage, which I found interesting. What is it?Guest:Right. So there is a lot of evidence that on average married couples do a lot better financially. And especially men. So, married men seem to make a lot more money than otherwise very similar single men. And then there are all sorts of other benefits to marriage. One of the main things is you save a lot of living expenses. Just as a side-issue for the book, I wound up looking into how much do people save when they get married. Most estimates are something like, I think it’s like 35% off your cost of living. So you take a look at this, and marriage looks like a fantastic deal. But, it can be a fantastic deal for most people, most people who currently do it; that doesn’t mean it’s a fantastic deal for people who currentlydon’tget married, because they very possibly would have unusually high divorce rates. So, the kinds of people that get married tend to be committed; they are mature; they are ready to settle down. For them, marriage is a great deal. On the other hand, if you are still very immature and impulsive and you just don’t feel ready to settle down, then you might think, I’ll go get married, I’ll have all these benefits, but quite likely you won’t really capture them because you are not self-prepared actually to reap the benefits.Russ:And there are very large differences in divorce rates by education, which of course magnifies the return to–it complicates measuring the return to education and marriage independently, right?Guest:Right, right. Now, actually a much simpler analogy that I drew in an earlier post is this: Suppose you are a bank and you lend money out at 10%, and then someone asks you: How much do you actually make? And you say, 10%. Wait a second–does everyone pay back their loans? No, there’s like a 3% default rate. Wait a second–you aren’t really making 10%. You are making 7%. So that default rate is actually extremely important when you are running any kind of investment fund. Even a very small default rate can completely wipe out the apparent gains you get from the loans that succeed. So imagine if you had a loan at 5% and a 6% default rate, you are actually losing money on average. And what I say is very much goes the same for education. The way that most people talk about education talk, it’s as if every time someone tries to get a degree, they succeed. So they only look at the numbers for the successful people. But, that is a lot like looking at the success of a bank by only looking at the money you make on the loans that get repaid. Really what you need to do is count both the loans that get repaid and the ones that don’t. And that can easily show that a bank is making a modest profit or losing money. And the same goes for education. You need to look at the educational investments that work as well as the ones that fail. And putting in the ones that fail can have a large effect on the overall profitability of investing in educations. Now, you really have to keep in mind–Russ:Well, you are saying, taking that crude 55% graduation rate, and let’s make it 50% to make it easy, it says that the real premium is 40, and it’s 40 because half the people get aid and the other half get closer to zero.Guest:Yeah, yeah, exactly.Russ:10. Excuse me. 10.Guest:Yes. So that is exactly right. And then of course, oh yeah–as I was saying–it’s better to put an average, if the average number is 100%. Right? So right now, when people talk about education, they assume 100% completion rate. Far better to put in the 50%, although even better, of course, is to individually tailor the predictions based upon the performance of the student in high school and SATs and so on, and then you’ll see, well for some people it reallyisvery close to 80%, because they are great students, they always have been, and they almost certainly are going to graduate. And on the other hand, as we said, for other people, who have maybe a 10% graduation chance, then they are talking of a real pittance.Russ:Well, I think it’s a great example–we’ll come back to this a few more times–of heterogeneity. I think the fact that people aren’t the same, people are different; and as a result, when you say, well what’s the return to going to college? In many ways the average is not a meaningful measure. It capturessomething. Even when you include–we’ve talked about two different measures. One would be the assumption that everybody graduated. That’s the 83% return. If we talked about the assumption, the more realistic assumption, the returns are closer to, say, 45 or 50%. Because 55% of the people graduate and the 45% who don’t only get a 10% premium for attending. So as a result, the real return is much lower. But that return, the measured, sort of okay honest average return of 50-something-percent, that’s very misleading, because almost nobody gets that return. There’s a bunch of people who have a very good chance, at the high end of graduating. They are going to get 83%. There’s a bunch of people at the lower end who have very little chance of graduating. They are only going to get 10%. There are people in the middle who are something like that. But almost nobody gets 50%. It’s either you finish and you get something closer to 80%, or you don’t. And so, as a result, the average is not a very useful measure of what’s actually going on.Guest:Yes. And of course, even to say that college graduates get 83% is very misleading. There’s a huge range. One of the main things that matters is your major, where there are your stereotypical high-earning majors, where you are getting a lot more than that. So that would be engineering, computer science, finance. And actually economics. Since this is EconTalk, I was actually very surprised to see that there isn’t that much difference in the payoff for getting an econ bachelor’s degree versus an engineering bachelor’s degree. What I often tell my students is the best-paid of all the easy majors. But I didn’t realize quite how true that was until I looked at the numbers and saying, My God, we’re getting almost as much as a computer scientist who worked 80 hours a week all through college. Crazy.Russ:’And I actuallylearnedsomething.’ That’s a joke. That was a joke.Guest:A lot of [all our?] students learn a lot, Russ. But yeah, what about those other economics students who didn’t learn so much. On the other hand, of course, one of your low-earning majors, like, you know–like, the standard example in the research is actually the education major. Which is not always at the very bottom, but it’s close to the very bottom.Russ:Ironic.Guest:Now, [?] in mind, people often make fun of majors like philosophy or political science or education. Although the truth, when I looked into is–as long as you–people who finish on average with those easier, low-paid majors, they still get a substantial benefit on the job market. It’s not like they get zero. That’s just wrong. But yeah, it is a lot less than they would get if they were engineers or something like that.Russ:Well, I’m going to defend the education, the return to education degree, for a minute here. Not maybe more than a minute. But I don’t think that people who study education learn very much that’s useful about how to be a good teacher. I want to put that on the table. However, the wage they earn, if they go into teaching, has a large non-monetary component, both in terms of get summers off and you also get the thrill of experiencing young minds coming to the light. Which is really a glorious thing. So, salary is not the only thing we really care about that. Let’s make that clear. Having said that, therearelarge differences in the monetary compensation of different majors of the people who do graduate.Guest:There’s a very common view, often associated with David Card and his many students that education is just as lucrative for high-ability students and low-ability students. The way they reached this conclusion is basically saying, look, if you take a look at the graduates of college, high-ability graduates seem to get as large percentage increase in their earnings as low-ability graduates. The main problem with this, again, is that they are only looking at graduates. If you go and look at the fact of ability on whether you graduated all, that’s the main way where you very clearly see that the lower-ability studentsdon’tget the same return as high-ability students, because they are less likely to get much of a return at all. So, it’s one thing to say, if a low-ability student manages to get to the finish line then he’ll get a big gain. But what are his chances ofgettingover the finish line? Pretty bad.

24:02

Russ:So, let’s shift gears. Let’s talk about the underlying explanations for why there is any premium at all. Over the years, since I’ve been studying economics, the two approaches that fight against each other are the human capital model and the signaling model. Talk about what the differences between those two models are, and which you think has, if you can, more weight than the other.Guest:Sure. So, the human capital model and the signaling model are both stories about how education successfully increases earnings. They are not disagreeing about whether education actually raises earnings. Rather they are disagreeing about why. The human capital story says that you go to school; they actually teach you a bunch of useful jobs skills; you then finish and the labor market rewards you because you are now able to do more stuff. The signaling model says, no, no, no, no; that’s not what’s going on. What’s going on is that people go to school; they don’t actually learn a lot of useful stuff; however, the whole educational process filters out the people who wouldn’t have been very good workers. So people who are lower intelligence, lower in work ethic, lower in conformity–those people tend to not do very well in school. They drop out. They get bad grades. And that’s why the labor market cares. It’s not that the school actually transforms you to a good worker from a bad worker. It’s that the schooling, the school puts a little sticker on your head–you know, Grade A student, Grade B student, Grade C student. A very simple way of explaining it is think about two different ways to raise the price of a diamond. One way is by cutting it very beautifully so that it is actually a better diamond. Another way, though, is you put on that funny monocle thing and you look at it and you appraise it. These are both ways that you can raise the price of a diamond. So, cutting the diamond can raise the price. But also a very credible appraisal can raise the price as well. And the human capital story basically says that schools take these diamonds-in-the-rough and it cuts them very nicely and then that’s why they are more valuable. And signaling says, no, no, no: what’s going on is students show up to school basically as well as they are going to be, and then what the school does is it puts them through a bunch of tests and it makes them jump through a lot of hoops, and then it certifies them and certifies their quality. And that’s why employers actually care. Now of course, any sensible person will say: Well, there’s some truth to both stories. But, so the real question is not: Is it all human capital or is it all signaling? The question is: What’s the balance? The general view among most active labor economists is that signaling is basically irrelevant[?]; it’s maybe 5%, 10%; it’s something that we can pretty much forget about. My view, though, is signaling is more like 80%, and that labor economists–Russ:It’s a slight difference.Guest:Yes. Most labor economists are ignoring a lot of relevant evidence or they are disqualifying a lot of evidence that seems to be very credible on strange methodological grounds. [?] We should take a different, a fair look at all the evidence. Don’t just look at the kinds of evidence that economists like. Look at what’s going on in educational psychology, look at what’s going on in sociology. And of course also remember what school is like. Everyone who is talking about these issues spent well over 10 years in school. So, like, does the human capital story even fit with your own experience? What I generally found is what I argue with mainstream labor economists face to face. They make a lot of concessions, that, yeah, signaling does fit everythingIsaw, but it can’t really be. There has to be something misleading about everything that I ever experienced. And I say: Well, why don’t we take what you experienced more seriously and think about whether the evidence that you have is even inconsistent with the signaling model? Because I don’t think it is.Russ:So, let me push back a little bit. I’ve always been troubled by the signaling model. And I agree with you–it’s an interesting–the sociology of labor economists is a fascinating thing. Because I agree with you; I think most labor economists don’t like the signaling model and would be prone, as I am, to dismiss some evidence in favor of it. So I’m going to let you make the case in a second. But let me let the listeners understand why I have a natural skepticism about it. And I think a lot of labor economists do as well. And the reason is that it’s an extremely expensive signal. So, you are saying, for 4 years, I give up the chance to work; I pay this tuition, whether it’s $5000 or $10,000, or $30,000, or $40,000–at a private university. And for that enormous amount of money, I prove that I am a good worker and I get a sticker on my head. Wouldn’t there be an easier, cheaper way to get the sticker? If all it’s doing is measuring ability, this 4-year slog that’s extremely expensive? That’s the best way that people have come up with to get the sticker?Guest:Uh, right. Well, there’s so many things to say. First of all, when you say, Is that the best way we’ve come up with? It’s the best way we’ve come up with given that government showers a trillion dollars a year on education. So, it’s not that it is somehow [?]–Russ:Only a trillion?Guest:Yes. [?] and a fair contest. This is a very heavily subsidized way to evaluate [?], is that government doesn’t just have a hand on the scale. It is a truck on the scale in favor of the status quo. So this is the first thing to keep in mind. Now the next thing to keep in mind is, there are many different kinds of ability, and school seems to actually be weeding people out on almost all the ones you can think of. So, it’s not just intelligence. Intelligence is something, yeah, you can just give people, like you test something like that, and that seems to be a much cheaper way. But what if what you are trying to find are workers who are hard-working, and especially workers who are conformist? Now there it is a lot easier to see, well, wh

Advanced PC Applications
This project involves creating a presentation for a sociology class. Youll assume the role of a student. For the presentation, youve been asked to report on the hunger situation of the people in the vicinity of your college. In your presentation, youll suggest a way your college can help provide food for the hungry. For this project, youll complete and upload an outline, a PowerPoint presentation based on the outline (uploaded as a video file), a table of statistics, and a spreadsheet with statistics and a chart.

READING ASSIGNMENT

Youll upload five files for this graded project:
1. Project Outline.docx
2. Homelessness Statistics.xlsx
3. Impoverished Hungry.docx
4. Sociology Project.pptx
5. Sociology Project.mp4
Your project must be submitted as a Word document (.docx, .doc)*. Your project will be individually graded by your instructor and therefore will take up to a few weeks to grade.
Be sure that each of your files contains the following information:
Your name
Your student ID number
Thelesson number(######00)
Your email address

Note:
If you have more than 10 attachments, youll need to WinZip all of the projects associated files along with all documentation using the WinZip software program.
To submit your graded project, follow these steps:

Instructions
Follow the instructions below to complete your presentation.
Create the Presentation Outline

1. Start Word and create a new blank document.
2. Display the document in Outline view and type the outline shown in the figure, being sure to place topics at the indicated level.
3. Save the document, naming itProject Outline.

4. Close the document.
Create a Spreadsheet and a Chart

1. Start Excel and create a new blank workbook.
2. Enter data as shown in the figure.
3. Convert the data into a pie chart. Be sure that you select a chart style that includes the percentage figures somewhere on the chart.

4. Save the workbook, naming itHomelessness Statistics.

Create a Word Table
1. Start Word and create a new blank document.

2. Create a 2 4 table with the information shown in the figure. Choose a table style similar to that shown, merge the first row of cells, and center and format the title appropriately.
3. Save the document, naming itImpoverished Hungry.

4. Close the document.
Create the Presentation
1. Start PowerPoint and create a new blank presentation.
2. Use the appropriate command to add slides from theProject Outlinedocument.
3. Delete the first slide, which isnt part of the presentation, and then reset the remaining slides to match the PowerPoint presentation formatting.
4. Change the layout of the first slide to Title Slide layout.

5. Change the theme of the presentation to Frame. Slide 1 should look similar to the figure.
6. Display slide 3, delete the text box with the bullet item placeholder, and then copy and paste theHomelessness Statisticschart.

7. The chart data labels need to be read from a distance. Format text in each label to 20 point. Size and position the chart so that your slide looks similar to the figure.
8. Display slide 4, delete the text box with the bullet item placeholder, and then embed theImpoverished Hungrytable.

9. The table text is too small to be seen from a distance. Edit the table from within PowerPoint to display 16 point text. Size and position the table so that your slide looks similar to the figure.
10. Save the presentation, naming itSociology Project.

11. Add the following lecture notes to slide 3, Homelessness:
The issues related to homelessness are complex.
Working homeless individuals hold a job but may not be making enough to afford housing.
Homelessness can occur when a child in foster care turns 18 and doesnt have the needed support to transition to independent living.
Veterans can suffer from mental illness, poor health, disabilities, or a combination of any of these.
Other problems that increase risk of homelessness are related to mental illness, domestic violence, disability, poor physical health, and substance abuse.
12. Add the following lecture notes to slide 6, How can our college community help?:
Our college campus community can help reduce hunger for those in need. The Backpack program may be especially popular on a college campus because this effort fills school backpacks with nonperishable nutritious snacks and school supplies for elementary students.
13. Apply the Uncover transition to all the slides.

14. Set the presentation to advance the slide show after 5.00 seconds and apply this option to all slides. In Slide Sorter view, your presentation should look like the figure.
15. Save the modified presentation and then play the slide show from the beginning to check your presentation.
16. Youll submit your presentation as a video. Export your presentation as an .mp4 video file.
17. Save the presentation again.
Scoring Guidelines
Rubric

SKILL/GRADING CRITERIA

EXEMPLARY
(4)

PROFICIENT
(3)

FAIR
(2)

POOR
(1)

NOT EVIDENT
(0)

Create an outline

An outline with all the correct content and levels has been created.

An outline with most of the correct content and levels has been created.

An outline with most of the correct content has been created without multiple levels.

The content for the outline has been typed but the correct styles arent present.

No attempt has been made to create an outline.

Create a spreadsheet and chart

The specified spreadsheet and chart have been created.

Cell data is correct, but the pie chart doesnt display percentage values.

Cell data is correct, but the wrong chart type has been used to create a chart.

Cell data isnt entirely correct, and a chart hasnt been created.

No attempt to create a spreadsheet with a chart has been made.

Create a Word table

A Word table with the correct content and formatting has been created.

A Word table with the correct content, and mostly correct formatting, has been created.

A Word table with correct content is lacking merged cells and most of the specified formats.

Content is present but isnt in a Word table.

No attempt to create a Word table has been made.

Create a presentation based on a Word outline

A presentation with slides based on the Word outline has been created and reset to the PowerPoint formatting, and specified theme and slide layouts were applied.

A presentation with slides based on the Word outline has been created and reset to the PowerPoint formatting, but the specified theme or slide layouts werent applied.

A presentation with slides based on the Word outline has been created but not reset to the PowerPoint formatting or formatted with the specified theme and slide layouts.

N/A

No attempt has been made to create a presentation from a Word outline.

Paste an Excel chart into a slide and edit it

The specified Excel chart has been pasted into slide 3 and data labels have been made larger.

The specified Excel chart has been pasted into slide 3 but data labels are unchanged.

The specified Excel chart has been inserted as an object in the presentation.

The chart has been recreated in the presentation by inserting a new chart.

No attempt has been made to add a chart to the presentation.

Embed a Word table

The specified Word table has been embedded into slide 4 and text has been formatted larger.

The specified Word table has been embedded into slide 4 but the text remains in the original size.

The specified Word table has been linked or inserted in a way thats not embedded.

The table has been recreated in the presentation by inserting a new table.

No attempt has been made to add a table to the presentation.

Add lecture notes

Correct lecture notes appear for slides 3 and 6.

Correct lecture notes appear for slides 3 and 6 with some typos.

Lectures notes for slide 3 and 6 exist but arent typed as specified.

N/A

No attempt has been made to add lecture notes to the presentation.

Apply transition options

The Uncover transition and the Advance Slide option set to 5 have been applied to all slides.

The Uncover transition and the Advance Slide option set to 5 have been applied to at least one slide.

Only one of the transition options has been set for at least one slide.

The wrong transition or incorrect Advance Slide time has been applied.

No attempt has been made to apply a transition or Advance Slide time to any of the slides.

The presentation has been exported as a video

The presentation has been exported to the .mp4 format.

N/A

N/A

The presentation has been exported to the wrong format.

No attempt has been made to export the presentation to a different format.

Submission Checklist
Before submitting your project, make sure youve correctly completed the following:
Create an outline with multiple levels in Word.
Enter cell data in an Excel spreadsheet and create a pie chart from the data.
Apply a different chart style to an Excel chart.
Create a Word table and apply a table style.
Merge cells in a Word table.
Insert PowerPoint presentation slides from a Word outline.
Reset inserted slides to the PowerPoint formatting.
Change the layout of a specified slide.
Apply a theme to a presentation.
Modify slide contents by deleting existing text boxes.
Paste an existing chart into a slide.
Edit the data labels of a chart from within PowerPoint.
Embed a Word table into a slide.
Edit a Word table from within PowerPoint.
Add lecture notes to slides.
Apply a transition to all slides.
Set the Advance Slide After option for all slides.
View the slide show from the beginning.
Export the PowerPoint presentation as a movie.