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Synthesise the tenets of procedural programming into the objectoriented paradigm

ASSESSMENT 2 BRIEF
Subject Code and Title MIS501 Principles of Programming
Assessment Business case study
Individual/Group Individual
Length N/A
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Synthesise the tenets of procedural programming into the objectoriented paradigm.
b) Design and implement solutions using unified modelling language (UML) diagrams and coding to meet business needs.
Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4.2.
Weighting 35%
Total Marks 100 marks
Assessment Task
In this assessment, you are required to undertake three tasks. For each task, it is required that you implement a Python program to solve a business problem presented in the business case. Please refer to the Instructions for details on how to complete this task.
Context
Module 1.1 to Module 4.1 covered many expressive programming syntax and powerful Python language features. Collectively, they can be used to create sophisticated programs to solve real business problems. In each Module, we focused almost exclusively on particular language features or syntax taught in that Module. In this assessment, you have the opportunity to put them all together.
In contrast with the “toy” practical exercises in each Module, you are presented with close-to-real-life business problems and you are asked to develop programs to solve these problems. Sometimes, understanding the business problems and the associated business rules is challenging in their own. The business logics sometimes need to be determined/inferred/interpreted from the business case and business rules, which then need to be implemented using a programming language. These are the challenges you will inevitably have to address in real life. Therefore, the business case and the business rules in this assessment have been deliberated designed to be convoluted and less straightforward. Understanding the case and the business problem is in itself an integral part of the assessment.
In this assessment, you will demonstrate the following skills and knowledge:

  • Grasp business requirements, rules and logics, and be able to translate them into programming code.
  • Implement programs in Python to solve business problems.
  • Design a program and illustrate the logic through flowcharts.
    Instructions
  1. Please read the case scenario and complete Task 1, 2 and 3 outlined in the attached MIS501_Assessment 2_ Business Case Study Tasks document.
  2. All implementations must be in Python 3 (that is NOT Python 2). Programs implemented in a different language will be marked 0. Programs implemented in Python 2 will be capped at 50% of the available marks.
    MIS501_Assessment_2_Brief_Business Case Study_Module 4.2 Page 1 of 4
  3. You may only use the language features and syntax taught in Module 1.1 through to Module 4.1. You MUST NOT use any other language features beyond what was taught by Module 4.1. Penalties apply.
  4. You may implement the programs in any IDE of your choice.
  5. All programs should be provided with adequate and meaning comments.
  6. Follow Python Style Guide: https://www.python.org/dev/peps/pep-0008/
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool
    Submission Instructions
    Submit the following four files for this assessment in MIS501: Principles of Programming.
    o task1.py. o task2.py. o task3.py.
    o task3.docx.
    DO NOT zip these files into one file, submit individual files. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Academic Integrity Declaration
    I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
    I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.

MIS501 Principles of Programming
Assessment 2 – Business Case Study
Case Scenario
COMP101 Foundations of Computer Systems is a first-year introductory subject in both the Bachelor of Information Technology and Diploma of Information Technology course at ABC University. The Subject Coordinator of COMP101 has engaged you to help her to code a few Python programs as handy tools to solve a number of problems at hand.
Task 1 – Determine Interim Grade Letter (30%)
In this task, you will write a Python program to help the Subject Coordinator of COMP101 to calculate an interim grade letter for a student given their assessments results.
COMP101 Foundations of Computer Systems has three assessments with the following weightings.
Assessment Number Assessment Type Assessment Weighting
1 Lab exercise 20%
2 Report 40%
3 Final examination 40%
Each assessment has been marked out of 100 and the mark for each assessment may be a decimal number with at most two decimal points (e.g., 68, or 68.5, or 68.45). The final mark for COMP101 is the weighted sum of all three assessments, rounded up to the nearest integer. For example, Student A received 75.67/100, 45.8/100, 32/100 for Assessment 1, 2 and 3 respectively. Their final mark for COMP101 is 47 (46.254 rounded up to the nearest integer).
75.67 × 20% + 45.8 × 40% + 32 × 40% = 46.254
For simplicity, in this Task, we will use a bracket that consists of three numbers to denote the marks of a student’s three assignments in order. For example, (75.67, 45.8, 32) denote a student who received 75.67/100 for the first assessment, 45.8/100 for the second, and 32/100 for the third.
The final mark is used to determine the interim grade letter for a student. The Assessment Policy and Procedures of ABC University stipulates the following rules for determining the interim grade letter. The range in the Final mark column includes the numbers on both ends.
Final mark Interim grade letter Description
85 – 100 HD High Distinction
75 – 84 D Distinction
65 – 74 C Credit
50 – 64 P Pass
45 – 49 F or SE or SA Fail or Supplementary Assessment or Supplementary Exam
0 – 44 F or AF Fail or Absent Fail
Students whose final mark is between 0 and 44 (inclusive) may be awarded an F (Fail) or an AF (Absent Fail). If two or more assessments are awarded zero and the final mark is between 0 and 44 (inclusive), the student will be awarded an AF (Absent Fail), otherwise they are awarded an F (Fail).
For example, students with (0, 100, 0) should be awarded an AF because their final mark is 40, and two assessments are marked zero. However, students with (100, 50, 0) should be awarded an F because although their final mark is 40, they only have one assessment awarded zero.
Students who have marginally failed, that is, their final mark is between 45 – 49 (inclusive), may be awarded an F (Fail) or Supplementary Exam (SE) or Supplementary Assessment (SA). If a student’s final mark is between 45 – 49, they will receive an F (Fail) unless they satisfy all the following conditions:
o Their final mark is between 45 – 49 (inclusive). o They do not have any assessment marked zero. o They only failed (i.e., less than 50) one assessment.
Students whose final mark is between 45 – 49 will receive an SE or SA if they satisfy all the conditions above. If the assessment they failed is Assessment 1 or Assessment 2, they will receive an SA and they will be given an opportunity to attempt a supplementary assessment. If the assessment they failed is Assessment 3, they will receive an SE and they will be given an opportunity to sit a supplementary exam.
For example, students with (40, 100, 0) will receive an F (Fail) because although their final mark is 48 (i.e., between 45 – 49), they have one assessment marked zero (Assessment 3). Students with (10,
100, 10) will equally be awarded an F (Fail) because although their final mark is 46 (i.e., between 45 – 49), they have failed more than one assessment (Assessment 1 and Assessment 3). Students with (50, 50, 40) will be awarded an SE because their final mark is 46 (i.e., between 45 – 49) and satisfy all the three conditions above. The only failed assessment is Assessment 3, and they will be given an opportunity to sit a supplementary exam.
The Subject Coordinator has asked you to develop a Python program that can calculate the interim grade letter for a student given the marks for all the assessments based on the business rules described above.
Your program should allow the Subject Coordinator to type in a student’s assessment marks separated by a comma. Your program will then output the correct interim grade letter for that student. In this task, you do not need to allow the Subject Coordinator to type in the assessment marks for another student. Your program can terminate after it have calculated and output the interim grade letter for the first student.
Here are some sample inputs and outputs the Subject Coordinator expected to see when she runs your program. All the green lines are your program outputs, all the red lines are users’ input.
Sample input and output 1:
Enter a student’s assessment marks (separated by comma):
40,100,0
F
Sample input and output 2:
Enter a student’s assessment marks (separated by comma):
90,100,100
HD
Sample input and output 3:
Enter a student’s assessment marks (separated by comma):
50,50,40
SE
Implement your program in a Python script file and name it task1.py. You need to submit this file as part of the Assessment 2 submission.
Task 2 – Finalising grades and class performance statistics (40%)
This task is built upon Task 1. You may want to make a copy of task1.py, and name it task2.py, and you may want to use the logic you implemented for Task 1. DO NOT override task1.py.
A couple of weeks after the Release of Grade date, all supplementary assessments and exams have been finalised. All the interim grade letters now need to be converted to a final grade letter, that is, the grade letter that appear on students’ transcript.
For HD (High distinction), D (Distinction), C (Credit), P (Pass) and F (Fail), they will not be converted as they themselves are final grade letters. For SA and SE, they will be converted to either a SP (Supplementary Pass) or F (Fail). If the student who have been awarded an SA or SE, passed the supplementary assessment or supplementary exam (that is, they achieved no less than 50/100), their grade letter will be converted to SP (Supplementary Pass), otherwise it will be converted to F (Fail). For AF (Absent Fail), it will be converted to F (Fail).
Each final grade letter carries some grade point value as detailed in the table below.
Final grade letter Grade point value
HD 4.0
D 3.0
C 2.0
P 1.0
SP 0.5
F 0
The Subject Coordinator would like you to implement a Python program that helps her to read in all students’ marks and generate some high-level statistic about the class performance.
Input
In contrast with Task 1, the program in Task 2 will prompt to the Subject Coordinator (the user) and allow her type in all students’ assessment marks. This is achieved by repeatedly asking the Subject Coordinator to type in students’ three assessment marks until she types in the letter “N”. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish:
40,100,0
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
90,100,100
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
N
(input finishes)
The Subject Coordinator (the user) may type in as many students’ assessment marks as she wishes. Each line of input represents a student’s three assessment marks. The only way she signals to the program that she has done with inputting is to type in a letter N.
Your program should use an appropriate data structure to store students’ marks.
As you read in students’ assessment marks, if your program detects that the student would have been given an SE or SA, your program should then ask for their supplementary assessment or supplementary exam mark. For example,
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
40,100,0
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
50,50,40
What is this student’s supplementary exam mark:
67
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
90,100,100
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
N
(input finishes) Output
After input finishes, your program will then output the following class performance statistics:
o Number of students: This number shows the total number of students that the user typed in.
o Student pass rate: The percentage of students who received a final grade letter of HD, D, C, P or SP, that is,

???? + #?? + #?? + #?? + #????

??????????????

HD represents the number of students who received HD. #student represents the total number of students. Rounded to two decimal points.

o Student pass rate (adjusted): The percentage of students who received a final grade letter of HD, D, C, P or SP. This percentage excludes students who received an AF from the total number of students, that is,

???? + #?? + #?? + #?? + #????

?????????????? – #???? Rounded to two decimal points.

o Average mark for Assessment 1: the average mark for Assessment 1 with two decimal points. o Average mark for Assessment 2: the average mark for Assessment 2 with two decimal points. o Average mark for Assessment 3: the average mark for Assessment 3 with two decimal points. o Average final mark: the average mark for final mark with two decimal points.
o Average grade point: the average grade point for all students in COMP101 with one decimal point.
o Number of HDs: the number of students who received a final grade letter HD. o Number of Ds: the number of students who received a final grade letter D. o Number of Cs: the number of students who received a final grade letter C. o Number of Ps: the number of students who received a final grade letter P. o Number of SPs: the number of students who received a final grade letter SP.
o Number of Fs: the number of students who received a final grade letter F.
For example,
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
40,100,0
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
50,50,40
What is this student’s supplementary exam mark:
67
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
90,100,100
Enter a student’s assessment marks (separated by comma), type in letter N to finish:
N
Number of students: 3
Student pass rate: 66.67%
Student pass rate (adjusted): 66.67%
Average mark for Assessment 1: 60.00 Average mark for Assessment 2: 83.33 Average mark for Assessment 3: 46.67
Average final mark: 64.00
Average grade point: 1.5
Number of HDs: 1
Number of Ds: 0
Number of Cs: 0 Number of Ps: 0
Number of SPs: 1
Number of Fs: 1
Implement your program in a Python script file and name it task2.py. You need to submit this file as part of the Assessment 2 submission.
Task 3 – Naïve similarity detector (30%)
This task is independent of the first two tasks. You can create a new file and name it task3.py.
The Subject Coordinator of COMP101 has now asked you to implement a naïve similarity detector that she can use to identify collusion between students in their assessments. Your program will read in two assessment submissions (two strings) in turn and output a similarity score for them.
You can assume that the input submissions have been “cleaned” with all punctuations removed. Each submission is a sequence of words separated by a space. For example, “COMP101 is an interesting subject and it has been easy”
“COMP101 and COMP301 have always been interesting and easy”
The similarity of two submissions is defined as the ratio between the number of common words in both submissions and the number of unique words in both submissions.
For example,
“COMP101 is an interesting subject and it has been easy”
“COMP101 and COMP301 have always been interesting and easy”
The common words between these two submissions are COMP101, and, interesting, been, easy. A total of 5 common words.
The unique words in both submissions are COMP101, and, interesting, been, easy, is, an, subject, it, has, COMP301, have, always. A total of 13 common words.
The similarity of both submissions is 5/13 = 38.46%.
You are required to draw a flowchart diagram illustrating the logic of this program. You should use a professional drawing software, e.g. http://draw.io. Copy and paste your flowchart diagram in a MSWord document, and name it task3.docx.
Implement a Python program that takes in two submissions (strings) and output the similarity between them with two decimal points. For example:
Enter the first submission:
COMP101 is an interesting subject and it has been easy Enter the second submission:
COMP101 and COMP301 have always been interesting and easy The similarity score between the two is: 38.46%.
You should ignore the letter cases, that is, “Interesting” and “interesting” should be treated as the same word. You do not need to lemmatise the words, that is, the words “going”, “go”, “went”, “gone” are treated as different words.
You must not use the set structure in this or any other tasks. 0 marks will be awarded to the implementation if you used the set structure.
Implement your program in a Python script file and name it task3.py. You need to submit this file as part of the Assessment 2 submission

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impact of capitalism on intercultural communication

The purpose of this assignment is for you to practice, develop, and hone your dialogical skills.    This discussion is not meant as a place for you to do processing.  It is a public space to share your most well-crafted and theoretical thinking.  Your best writing is expected.  Our discussions are also not a place for you to express opinion; rather it is where you articulate well thought out and supported thinking.   You will save your internal thinking and processing for your journals writing.

Total 2 paragraph, one each answers the questions below. 

Chapter 8 focuses on the impact of capitalism on intercultural communication. Drawing on the chapter and and other class activities please discuss one or all of these:

  • Provide a brief overview of the history of capitalism. How has the development of capitalism impacted U.S. culture?
  • In the context of globalization, capitalism is increasingly affecting countries with developing economies. Discuss the likely impact of the culture of capitalism on these cultures.
  • Why is an understanding of capitalism important for the study of culture and intercultural communication today?

Chapter 1Identify the six points of entry into intercultural praxis and explain how you can use them for more effective intercultural interactions and relationships.

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Growing up Poor in America and/or The Shock Doctrine

Write just one paragraph. 

After watching Growing up Poor in America and/or The Shock Doctrine and reading Chapter 8 you are beginning to think  in a critical way.  Please talk about your class history with someone in your family or community and for this exercise explain in one paragraph what you came away with from the conversations.  Ask your participant these questions: What do you already know about Capitalism and class?  How does capitalism and class shape your life and your life opportunities? 

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What were your results and what do they mean on the survey?

Criteria for written assignments:

  • Type your full name, course name, and date in the upper left-hand corner of the page
  • Type your subject in the center of the page.  The subject should be the name of the assignment
  • Start your writing at the left margin (do not center your entire paper)
  • Use Calibri, Arial, or Times New Roman 12-point font
  • Use double spacing
  • Use correct spelling and grammar
  • Use proper citations to give credit to other resources and ideas that are not your own

There is no length requirement, but you must answer all the question(s) in depth.

Answer the following:

Part 1:

Complete the O*Net Interest Profiler (Links to an external site.) (Links to an external site.) and Values Assessment through My Plan (Links to an external site.) (Links to an external site.) to assess your interest and skills to see how they relate to the career you are interested in or currently pursuing. Answers the following questions for each of the surveys: (10 points)

  • What were your results and what do they mean on the survey?
  • Were you surprised by your results?
  • Did your results match the job you have or are pursuing?
  • Will the results change your career goals?

Part 2:

Using the Occupational Outlook Handbook (Links to an external site.) (Links to an external site.) (OOH) published by the Bureau of Labor Statistics (Links to an external site.) (Links to an external site.) (BLS), you will research the career you are interested in pursuing. Answers the following questions: (25 points)

  • What is the occupation you are pursuing?
  • How does the occupation fit your skills and interests?
  • What is the necessary education and/or training?
  • Is the occupation projected to grow, decline, or remain unchanged? Why?
  • How much does this occupation pay in your geographical location? Include where you will be working.
  • Do you know anyone who currently has a job in this occupation? If yes, do you know what they like or dislike about the job?

Write a brief summary of what you learned by researching your career choice. Were there any surprises or possible roadblocks you discovered? Did this help you confirm your choice, or did it lead to looking at other career choices or related fields?

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Persuasive Essay trying to influence you to accept or agree with your position on this issue

The purpose of the Persuasive Essay assignment is to choose a topic that has some debatable issue. You will then take a position on that issue and write a 2 full-page Persuasive Essay trying to influence you to accept or agree with your position on this issue.

Here are the details:

1. Read the Lecture Notes in Unit 5 on persuasive writing. Also, especially read Chapter 10.9 in the online text for ideas on how to construct an approach persuasive writing. Here is the link to that chapter:

https://open.lib.umn.edu/writingforsuccess/chapter/10-9-persuasion/ (Links to an external site.)

While all the information in this chapter can be helpful, what is especially helpful is the information under the heading “Writing a Persuasive Essay.”

2. Choose a topic. Your topic will be on some issue of debate where you are able to take a side on that issue. The instructor of your class will let you know if you may write on any topic or if there will be limitations on what you may choose to write on.

3. Unlike the previous two-unit essays, there is no required outline or pattern that you have to use for organizing this essay. However, you will want to plan your organization so your ideas connect and make sense to the reader. You may use either of the patterns from the previous two units. Also, you may look at the different patterns presented in Chapter 10 for ideas. As a bit of advice, the structure is shown in Chapter 10.9 under the heading “Structure of a Persuasive Essay” is a helpful model to look at.

4. Since this essay is more persuasive instead of argumentative, you do not have to do any formal research, but you should have explanations and support for any positions you offer.

5. The essay will be at least two full pages long but no more than four pages (unless you have your instructor’s permission to go over 4 pages). You will use the MLA formatting guidelines that you used in the previous essays.

6. Include a title for your essay.

7. After writing the essay, be sure to take the time to read it several times for revision and editing. It would be helpful to have at least one other person proofread it as well before submitting the assignment

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Discuss using four specific examples how the COVID-19 pandemic has demonstrated

Discuss using four specific examples how the COVID-19 pandemic has demonstrated

the need for an efficient public sector particularly in small developing countries, given

the imperfections of the perfectively competitive market system

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Scholars generally conclude that Zoroastrianism had a direct influence on ancient Judaism as well as some indirect influence (mostly through Judaism) on Christianity and Islam. The exact extent of this influence is sharply debated.

The following quote comes from page 209 of the textbook (Chapter 9, Zoroastrianism, Your Visit to Yazd, Iran):

“Scholars generally conclude that Zoroastrianism had a direct influence on ancient Judaism as well as some indirect influence (mostly through Judaism) on Christianity and Islam. The exact extent of this influence is sharply debated.”

Do some research beyond the textbook to explore this topic and address the following:

– Title your initial thread in a way that reflects the content of your post (a creative yet respectful title to attract attention and to provide a hint regarding the content). Remember, the words “Middle East” and “Discussion” should not appear anywhere in the title.  – What are some of the primary things that the Abrahamic traditions (Judaism, Christianity, and Islam) are said to have borrowed from Zoroastrianism?- What are some of the arguments one way or the other in this debate?- After taking all of this in, what is your opinion about the claim of the Abrahamic religions borrowing ideas from Zoroastrianism?- Provide at least 2 research source citations in MLA format (see below).

Before writing on this topic, be sure to consult at least 2 sources regarding the influence of Zoroastrian ideas on the Abrahamic religions. This is because you are required to do research in association with each of the discussion topics so that you can provide well-informed opinions. Ensure that you provide original writing (do not copy the words of your sources) and that the citations are in proper MLA (Modern Language Association) citation format: MLA 

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Role of a Project Management Institute (PMI) Project Management Certification exam instructor

For this assignment, you will take on the role of a Project Management Institute (PMI) Project Management Certification exam instructor and complete a PowerPoint presentation. It is your responsibility to educate individuals who anticipate taking the PMI Project Management Certification exam. The tone of the presentation should be informational and cover the main project management concepts learned in this course. Utilization of the textbook (end of each chapter) might provide additional assistance. As you compile the presentation, minimally discuss the points below.

  • Describe general topics covered in the PMI Project Management Certification exam.
  • Explain the roles and responsibilities of a project manager.
  • Describe project risk strategies and how they create opportunities for project managers.
  • Examine the tasks associated with the project manager role through closure of the project.

Your PowerPoint presentation should be a minimum of 10 slides in length, not counting the title and reference slides. All sources used must be referenced and paraphrased. Directly quoted material must have accompanying citations and be cited per APA guidelines.Use of speaker notes is required as well. In the speaker notes, you will provide what you would say if you were actually giving the presentation to an audience. Please write your notes in complete sentences, and adhere to typical grammar and/or punctuation rules.

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Director of your local or state Chamber of Commerce

Overview: Presentation skills are essential in business. This assignment focuses on creating an effective presentation that includes relevant visual aids to develop your topic, as well as a strong hook and delivery. 

Instructions: 

• Choose ONE of the following options to complete: 

o You are the Director of your local or state Chamber of Commerce. Your goal is to develop a presentation highlighting attractions that would draw visitors to your town or state. Develop a PowerPoint focusing on five attractions. In addition to developing strong slides, use the notes feature in PowerPoint to incorporate additional information to expand on your talking points. Develop an introduction with a hook, relevant content, and a conclusion. Cite your sources and provide APA references on the last slide. 

o Many organizations have unique and rich histories, including Post University! Your goal is to research the story of any company that has been in business for at least ten years and prepares a presentation on its history. In addition to developing strong slides, use the notes feature in PowerPoint to incorporate additional information to expand your talking points. Develop an introduction with a hook, relevant content, and a conclusion. Cite your sources and provide APA references on the last slide. 

Requirements: 

• A PowerPoint with 6-10 slides maximum. • Include a title on each of the slides. 

• Use bullet format to highlight speaking points. Try to avoid wordiness. 

• Include at least three images. • Cite all sources using APA formatted references on the last slide

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Why does Stiglitz believe that measuring a nation’s well-being should go beyond GDP?

Respond to each classmate 100 words or more. 

These are the questions they had to answer.

  • Why does Stiglitz believe that measuring a nation’s well-being should go beyond GDP?
  • What specific policies and societal norms highlight our nation’s emphasis on the factors of production and/or consumption?
  • What steps can be taken at the local and national levels to put greater emphasis on outcomes, like health, education, and the environment?
  • What does scripture have to say about this topic? Find at least one biblical verse to support your comments.

Classmate 1 

GDP: Measuring What Counts for Economic and Social Performance. Stiglitz believes that measuring a nation’s well-being should go beyond GDP because it focuses on materialistic things rather than people’s health and overall well-being. He discusses how some people are more privileged than others and how some people start at the bottom and don’t have a chance to put themselves in a better situation. Policies and societal norms that highlight our nation’s emphasis on factors of production or consumption consist of labor market reforms in which companies force workers to work and work hard for minimum so that they will be able to receive their pension. Most states and jobs are at will and can fire an employee at any time, which causes insecurities, makes workers conform to their jobs, and gives employers the chance to toy with workers. The article states, “If we want to put people first, we have to know what matters to them, what improves their wellbeing, and how we can supply more of whatever that is.” Steps that can be taken at the local and national levels to emphasize outcomes would be to offer free health insurance to everyone, lower healthcare costs, lower prices of healthy foods, and raise the cost of fast foods. Another thing that can be done education-wise is monitoring school systems to ensure that they are using state and federal money for learning purposes. Encourage parents to start at home with their kids so that they know that education is important. Companies should become greener; we should recycle more and try to become minimalist instead of buying and using unnecessary things and throwing them away in waste and destroying the environment.

Hebrews 12:14 (King James Version) states, “Follow peace with all men, and holiness, without which no man shall see the Lord.” A life of peace is better than being in the storm fighting with others. God loves us all. God wants us always to do what is right and help one another out. No one should consider themselves better than the next person or always in competition. That isn’t peace; the way to God’s heart is polite, generous, and willing to help others.

Classmate 2

In this article, we learned about the gross domestic product, which is known as GDP. GDP can be described as monetary value of all finished and services made within a place during a specific time. GDP is not a good measure of well being as mentioned in the article. It is believed that if we measure the wrong things then we will do the wrong thing. This is the reason Stiglitz believed that the nation’s well being should be measured beyond GDP. The information received from GDP was not very accurate. The information did help provide ways to help the well-being of the population. Production and consumption would not exist without one another.  People believed that the GDP did not have data that would benefit economic production such as health, environment, and education. These areas needed to be focused on in order for the economy to thrive. 

There are various steps that can be taken at the local and national levels to put emphasis on outcomes such as health, education, and the environment. A step that can be made in the health category is create more resources for mental health. There are more people being reported who are suffering from mental health issues. There are people who are seeking assistance, but some people cannot receive assistance. The reason is people do not always have the resources. If more resources are provided to people who have not been able to receive them, this would benefit the population more. For education, there could be more resources created such as more places that provide after school assistance to help with homework or other school related activities. There are different places that are available, but many parents do not have the funds that would allow their children to attend. Some places are not available in the area closes to the child. In order to help the environment, we can have community clean ups on a regular basis. There is so much trash that is polluting the environment that is harming the planet, people, animals etc. 

A scripture that is related to the topic is Proverbs 19:17 which states.” Whoever is generous to the poor lends to the Lord, and he will repay him for his deed.” This article informed us on how the GDP was not focused on the well being of others. This scripture explains how if someone is helps the poor or anyone that they will be blessed in return. Just as Stiglitz wanted to focus more on creating ways to assist with putting people first. In return, God will bless him for his great deed

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