Question : 21) Which of the following propositions reflected by the calculus : 1222592

21) Which of the following propositions is reflected by the calculus of fraud?

A) Individuals will commit fraud when the reward is lower than the product of the probability of getting caught and the perceived gravity of the loss.

B) Individuals will commit fraud when the product of the probability of getting caught and the perceived gravity of the loss is greater than the reward.

C) Individuals will commit fraud when the product of the probability of getting caught and the perceived gravity of the loss is lesser than the reward.

D) Individuals will commit fraud when the perceived gravity of the loss is greater than the product of the probability of getting caught and the reward.

22) Which of the following is true of neutralization?

A) It proposes rationale as a technique of rationalization.

B) Its techniques can only be used in combination, not singly.

C) It proposes condemnation as a technique of rationalization.

D) It opposes the rational choice theory.

23) Under the knucklehead defense, an attorney argues that

A) even though the client has the ability to commit the crime, he or she did not have the intent to do it.

B) even if the client was motivated to commit the crime and had the ability to carry it out, he or she did not have the opportunity for it.

C) even if the client had the opportunity to commit the crime, he or she did not have an incentive to do it.

D) even if the client was motivated to commit the crime and had the opportunity, he or she did not have the ability to carry it out.

24) Which of the following is a term used to describe an effort to neutralize one’s actions by shifting blame to those who condemn the behavior?

A) defamation

B) accusation

C) denunciation

D) condemnation

25) Which of the following is suggested by the rational choice theory with regard to the criminal decision-making process?

A) Offenders choose courses of action such as fraud that produce optimal rewards regardless of the effort.

B) Specific crime is chosen through an analysis of opportunities and the cost-benefit trade-off.

C) Cost-benefit assessments are objective and rigid.

D) Objectivity of the decision process allows criminal behavior to be considered rational.

26) Which of the following is a technique of neutralization used by offenders?

A) acceptance of authority

B) organizational misconduct

C) higher loyalty

D) criticism

27) Which of the following is true of the general theory of crime?

A) It states that individuals with low self-control consider the long-term consequences of their behavior.

B) It suggests that criminal motivation in and of itself results in a crime.

C) It is applicable to all types of crime, except white-collar crime.

D) It explains crime as a natural consequence of uncontrolled human desire to seek pleasure and avoid pain.

28) According to the general theory of crime, which of the following is also necessary in addition to criminal motivation to produce a crime?

A) high rewards

B) opportunity

C) justifiable reason

D) capability

29) Which of the following is true of organizational misconduct?

A) It is defined as the misconduct performed by individuals on behalf of an organization.

B) It is generally not influenced by an organization’s “tone at the top.”

C) It is perpetrated by an organization’s rivals or competitors to hinder the growth or success of its business.

D) It is perpetrated by the lower-level management out of loyalty to the organization.

30) Which of the following is a characteristic of a typical white-collar fraudster?

A) uneducated

B) lacks feelings of anxiety and empathy

C) below-average intelligence

D) risk averse

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July 1, 2023

Develop a Teaching Plan (Due Week 6) and Deliver in a Presentation (Due Week 7)

Teaching Plan

Select one class period from the course syllabus you created in week 5 and develop a teaching plan for your chosen class. Following the assignment guidelines below,
develop and
submit your teaching plan for the class period during week 6 and
deliver a mini presentation explaining your teaching plan during week 7.

Assignment Guidelines

Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. Your teaching plan should guide your teaching presentation during week 7 (see guidelines for the presentation in week 7). While there are many formats for a teaching plan, the following sections should be included in your plan:

·

The subject or topic that you plan to teach:
Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.

·

Level of instruction:
The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)

·

Method/mode of delivering your teaching presentation:
Form of audio-visual delivery, PowerPoint presentation, or similar method

·

Learning objectives:
Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.

·

Content outline:
Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.

·

Teaching strategies and learning activities:
List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.

·

Plans for individual learning differences:
How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.

·

Evaluation process:
List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).

· Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.

· Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:

· List the criteria that will be assessed (a breakdown of the assignment parts).

· Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).