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  • [Solved] CASE STUDY

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    – ## CASESTUDY.docx **## CASESTUDY.docx** Working Through COMMON Pregnancy Case Studies and Other Issues in Advanced Nursing Practice ![A group of medical professionals sitting at a table Description automatically generated](https://www.sweetstudy.com/questions/case-study-20946249) The Assignment fo…

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    – ## CASESTUDY.docx

    **## CASESTUDY.docx**

    Working Through COMMON Pregnancy Case Studies and Other Issues in Advanced Nursing Practice

    ![A group of medical professionals sitting at a table Description automatically generated](https://www.sweetstudy.com/questions/case-study-20946249)

    The Assignment for this week is to provide you an opportunity to analyze one of five case studies provided.  These case studies involve common pregnancy and psychosocial issues encountered in advanced nursing primary care practice. You will use the case study template under weekly resources to develop your assignment.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185284/modules/items/7613234)

    **To prepare:**

    · Review the 5 case studies in this week’s Learning Resources. Select one of the cases to prepare your written assignment.

    · Review the Learning Resources for this week.

    **Assignment Instructions:**

    · Use the Case Study Template from the Learning Resources to complete the assignment. Your submission must include a brief case write-up, followed by the fully completed template, which must be integrated into the document rather than submitted separately.

    · Include a title page, a case summary in your own words, the completed template, and a reference page formatted in APA style.

    · Ensure your submission meets all criteria outlined in the template and rubric for completeness and accuracy.

    By Day 7 of Week 9

    **Submit** your case study assignment by
    **Day 7 of Week 9**.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **Wk9Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **NRNP_6552_Week9_Case_Study_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6552_Week9_Case_Study_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalyzes subjective and objective data and outlines applicable diagnostic tests related to case studies. | **30 to >26.7 ptsExcellent** The response provides clear, complete, and comprehensive descriptions of subjective and objective case data, appropriately outlining all diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**26.7 to >23.7 ptsGood** The response provides clear, complete partial descriptions of the components of the subjective and objective case data, appropriately outlining most of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**23.7 to >20.7 ptsFair** The response provides some components of the subjective and objective case data, but they are incomplete, vague or inaccurate, outlining some of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**20.7 to >0 ptsPoor** The response provides unclear or incomplete components of subjective and objective case data. The diagnostic tests, clinical procedures and pharmacological interventions are missing, incorrect, or inappropriately applied. | 30 pts |
    | This criterion is linked to a Learning OutcomeIdentifies differential diagnoses related to case studies. | **30 to >26.76 ptsExcellent** The response contains at least 3 differential diagnoses relevant and applicable to the case.<br> <br>**26.76 to >23.7 ptsGood** The response contains at least 2 differential diagnoses relevant and applicable to the case.<br> <br>**23.7 to >20.7 ptsFair** The response contains at least 1 differential diagnosis relevant and applicable to the case.<br> <br>**20.7 to >0 ptsPoor** The response contains few or no differential diagnoses and/or diagnoses are not relevant and applicable to the case. | 30 pts |
    | This criterion is linked to a Learning OutcomeFormulates a treatment plan related to case studies based on scientific rationale, evidence- based standards of care, and practice guidelines. Integrates ethical, psychological, physical, financial issues and Social Determinants of Health in plan. | **30 to >26.76 ptsExcellent** Formulates a thorough treatment plan including explanations of appropriate diagnostic tests and treatment options. Fully incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources, with no less than 75% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**26.76 to >23.7 ptsGood** Formulates a partially complete treatment plan including partial explanations of appropriate diagnostic tests and treatment options. Somewhat incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources with no less than 50% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**23.7 to >20.7 ptsFair** Formulates a minimally complete treatment plan including incomplete or vague explanations of appropriate diagnostic tests and treatment options. Lacking in synthesis of knowledge gained from the resources for the module and current credible sources. Supported by at least 2 current peer- reviewed, references or professional practice guidelines.<br> <br>**20.7 to >0 ptsPoor** Formulates a treatment plan that contains incomplete explanations of appropriate diagnostic tests and treatment options and/ or explanations are missing. Lacks synthesis gained from the resources for the module and current credible sources. Supported by 1 or no current peer- reviewed, references or professional practice guidelines. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards:<br>Correct grammar, mechanics, and proper punctuation | **5 to >4.45 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.45 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

    Case #4. Laura.
    History of Present Illness (HPI): Laura is a 16-year-old Caucasian G1P0. She presents to your office after missing her second period. She is “worried” as she “always gets her period on time”. She is in high
    school- about to enter the 11th grade. She lives with her grandmother and 2 older siblings. Her urine pregnancy test in clinic today is positive.
    Laura is sexually active with her boyfriend; they do not use condoms. He “pulls out” as birth control. She reports being treated at the health department for chlamydia and gonorrhea earlier this year. She thinks her boyfriend was treated but he is not answering her calls since she told him about the missedperiods a few weeks ago. She reports daily nausea, vomiting and dysuria for the past 2 weeks. Prior medical history: None. Prior surgical history: None
    Current medications: None. Allergies: None
    OB- GYN History: Menarche age 12, cycle length-7 days- frequency every 30 days- 2 tampons per day.
    History of chlamydia and gonorrhea (GC) in the past year. Last pap reported normal at the time of chlamydia/ GC diagnosis. Has not received Human Papillomavirus (HPV) vaccine.
    Social history: Lives with her grandmother, siblings. Denies EtOH or recreational drug use. Currently smoking 1 pack of cigarettes/ day
    Family history: Mother deceased at age 42- drug overdose. Father unknown.
    Review of Systems (ROS): Unremarkable with exception of as noted in HPI.
    Physical Exam (PE)
    VS: BP: 110/68, P: 80, RR: 18, T: 37.1 Weight: 110 lbs. (states usual weight 120 lbs.).
    Physical exam is unremarkable with exception of a cloudy, yellow mucoid cervical discharge on speculum exam; friable appearance of the cervix with cervical motion tenderness (CMT). You palpate an 8-week size uterus on bimanual.
    Laura’s urine reveals 2+ ketones, 2+ nitrates, and 3+ leukocytes.

    ## image1.jpeg

    **## CASESTUDY.docx**

    Working Through COMMON Pregnancy Case Studies and Other Issues in Advanced Nursing Practice

    ![A group of medical professionals sitting at a table Description automatically generated](https://www.sweetstudy.com/questions/case-study-20946249)

    The Assignment for this week is to provide you an opportunity to analyze one of five case studies provided.  These case studies involve common pregnancy and psychosocial issues encountered in advanced nursing primary care practice. You will use the case study template under weekly resources to develop your assignment.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185284/modules/items/7613234)

    **To prepare:**

    · Review the 5 case studies in this week’s Learning Resources. Select one of the cases to prepare your written assignment.

    · Review the Learning Resources for this week.

    **Assignment Instructions:**

    · Use the Case Study Template from the Learning Resources to complete the assignment. Your submission must include a brief case write-up, followed by the fully completed template, which must be integrated into the document rather than submitted separately.

    · Include a title page, a case summary in your own words, the completed template, and a reference page formatted in APA style.

    · Ensure your submission meets all criteria outlined in the template and rubric for completeness and accuracy.

    By Day 7 of Week 9

    **Submit** your case study assignment by
    **Day 7 of Week 9**.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **Wk9Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **NRNP_6552_Week9_Case_Study_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6552_Week9_Case_Study_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalyzes subjective and objective data and outlines applicable diagnostic tests related to case studies. | **30 to >26.7 ptsExcellent** The response provides clear, complete, and comprehensive descriptions of subjective and objective case data, appropriately outlining all diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**26.7 to >23.7 ptsGood** The response provides clear, complete partial descriptions of the components of the subjective and objective case data, appropriately outlining most of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**23.7 to >20.7 ptsFair** The response provides some components of the subjective and objective case data, but they are incomplete, vague or inaccurate, outlining some of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**20.7 to >0 ptsPoor** The response provides unclear or incomplete components of subjective and objective case data. The diagnostic tests, clinical procedures and pharmacological interventions are missing, incorrect, or inappropriately applied. | 30 pts |
    | This criterion is linked to a Learning OutcomeIdentifies differential diagnoses related to case studies. | **30 to >26.76 ptsExcellent** The response contains at least 3 differential diagnoses relevant and applicable to the case.<br> <br>**26.76 to >23.7 ptsGood** The response contains at least 2 differential diagnoses relevant and applicable to the case.<br> <br>**23.7 to >20.7 ptsFair** The response contains at least 1 differential diagnosis relevant and applicable to the case.<br> <br>**20.7 to >0 ptsPoor** The response contains few or no differential diagnoses and/or diagnoses are not relevant and applicable to the case. | 30 pts |
    | This criterion is linked to a Learning OutcomeFormulates a treatment plan related to case studies based on scientific rationale, evidence- based standards of care, and practice guidelines. Integrates ethical, psychological, physical, financial issues and Social Determinants of Health in plan. | **30 to >26.76 ptsExcellent** Formulates a thorough treatment plan including explanations of appropriate diagnostic tests and treatment options. Fully incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources, with no less than 75% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**26.76 to >23.7 ptsGood** Formulates a partially complete treatment plan including partial explanations of appropriate diagnostic tests and treatment options. Somewhat incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources with no less than 50% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**23.7 to >20.7 ptsFair** Formulates a minimally complete treatment plan including incomplete or vague explanations of appropriate diagnostic tests and treatment options. Lacking in synthesis of knowledge gained from the resources for the module and current credible sources. Supported by at least 2 current peer- reviewed, references or professional practice guidelines.<br> <br>**20.7 to >0 ptsPoor** Formulates a treatment plan that contains incomplete explanations of appropriate diagnostic tests and treatment options and/ or explanations are missing. Lacks synthesis gained from the resources for the module and current credible sources. Supported by 1 or no current peer- reviewed, references or professional practice guidelines. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards:<br>Correct grammar, mechanics, and proper punctuation | **5 to >4.45 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.45 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

    Case #4. Laura.
    History of Present Illness (HPI): Laura is a 16-year-old Caucasian G1P0. She presents to your office after missing her second period. She is “worried” as she “always gets her period on time”. She is in high
    school- about to enter the 11th grade. She lives with her grandmother and 2 older siblings. Her urine pregnancy test in clinic today is positive.
    Laura is sexually active with her boyfriend; they do not use condoms. He “pulls out” as birth control. She reports being treated at the health department for chlamydia and gonorrhea earlier this year. She thinks her boyfriend was treated but he is not answering her calls since she told him about the missedperiods a few weeks ago. She reports daily nausea, vomiting and dysuria for the past 2 weeks. Prior medical history: None. Prior surgical history: None
    Current medications: None. Allergies: None
    OB- GYN History: Menarche age 12, cycle length-7 days- frequency every 30 days- 2 tampons per day.
    History of chlamydia and gonorrhea (GC) in the past year. Last pap reported normal at the time of chlamydia/ GC diagnosis. Has not received Human Papillomavirus (HPV) vaccine.
    Social history: Lives with her grandmother, siblings. Denies EtOH or recreational drug use. Currently smoking 1 pack of cigarettes/ day
    Family history: Mother deceased at age 42- drug overdose. Father unknown.
    Review of Systems (ROS): Unremarkable with exception of as noted in HPI.
    Physical Exam (PE)
    VS: BP: 110/68, P: 80, RR: 18, T: 37.1 Weight: 110 lbs. (states usual weight 120 lbs.).
    Physical exam is unremarkable with exception of a cloudy, yellow mucoid cervical discharge on speculum exam; friable appearance of the cervix with cervical motion tenderness (CMT). You palpate an 8-week size uterus on bimanual.
    Laura’s urine reveals 2+ ketones, 2+ nitrates, and 3+ leukocytes.

    ## image1.jpeg

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  • [Solved] Class

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  • [Solved] I need 2 paragraphs each to summarize each executive summary APA Style 7 Plagarism free A1

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    – ## Conductpeerreviewsontwostudentsubmissions.docx – ## 2ExecutiveSummairies.docx **## Conductpeerreviewsontwostudentsubmissions.docx** Conduct peer reviews on two student submissions. Your review should be substantive, constructive, and respectful. When reviewing, address the following: a. Clarity…

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    – ## Conductpeerreviewsontwostudentsubmissions.docx

    – ## 2ExecutiveSummairies.docx

    **## Conductpeerreviewsontwostudentsubmissions.docx**

    Conduct peer reviews on two student submissions.  Your review should be substantive, constructive, and respectful.  When reviewing, address the following:

    a. Clarity and Organization:  Is the executive summary clearly written and easy to follow?  Does it provide a logical flow from background to significance to key issues?

    b. Content and Analysis: Are the key issues (e.g., administrative barriers, policy challenges, program impact) well explained? Does the study connect to interagency collaboration and social service integration? Does the summary highlight why the initiative is important for criminal justice administration?

    c. Use of Sources and Evidence:  Are at least three peer-reviewed sources used appropriately?  Do the sources support the claims? Is APA 7 format applied correctly?

    d. Constructive Feedback: Identify strengths and areas for improvement.

    **## 2ExecutiveSummairies.docx**

    **Executive Summary: Court-Assisted Reentry Program (CARE), Middle District of Pennsylvania**

    The Court-Assisted Reentry Program (CARE) in the U.S. District Court for the Middle District of Pennsylvania is an innovative, judicially led approach to reentry that merges court supervision with rehabilitative support. Established in 2009, the program addresses recurring challenges in post-release supervision—particularly technical violations, limited treatment access, and fragmented service delivery—by coordinating courts, probation, treatment providers, and community mentors under a single administrative framework (U.S. Department of Justice, 2023).

    CARE’s collaborative structure turns the court into a hub for interagency partnership, where each participant’s progress is reviewed by a judge and a multidisciplinary team. This aligns with Taxman (2006), who emphasized that community supervision must serve as a bridge between corrections and social services rather than functioning as isolated enforcement. CARE operationalizes this principle through its four-phase model, gradually reducing supervision as participants demonstrate stability and compliance.

    Administratively, CARE illustrates the benefits—and challenges—of interagency collaboration. Bond (2010) found that successful reentry coordination requires both formal structures (e.g., memoranda of understanding) and relational trust among partners. Likewise, Larsen, Dale, and Ødegård (2022) highlighted that sustained cooperation across justice, health, and welfare sectors is essential for effective reintegration, particularly for individuals with substance-abuse issues. CARE’s design incorporates these insights through consistent judicial involvement and a dedicated coordinator who maintains communication and accountability across agencies.

    Evidence supports the effectiveness of reentry courts like CARE. Crow and Smykla (2019) showed that participants experience fewer supervision violations and re-arrests than those under traditional probation, while Lawson, Grommon, and Ray (2021) found that completion of reentry programs lowers recidivism even three years post-release. Collectively, these findings reinforce the importance of court-based, multi-agency strategies that balance accountability with rehabilitation.

    For administrators, CARE demonstrates how judicial leadership and interagency coordination can improve reentry outcomes, enhance efficiency, and promote long-term public safety. It exemplifies the principle that true reentry success depends not solely on supervision but on collaboration, continuity, and compassion.

    Executive Summary: Florida’s Developmental Disabilities Defendant Program (DDDP)

    The Developmental Disabilities Defendant Program (DDDP) is a specialized forensic treatment initiative operated by the Florida Agency for Persons with Disabilities (APD) in collaboration with the Department of Children and Families (DCF) and the Florida State Court System (Florida Agency for Persons with Disabilities, 2025). Created under Chapter 916 of the Florida Statutes, the program provides competency-restoration services to adults charged with felony offenses who have intellectual or developmental disabilities (IDD), such as autism spectrum disorder (Florida Legislature, 2023). Individuals are referred to the DDDP after being found incompetent to proceed under Florida Statutes §§ 916.3012 and 916.302 (Florida Senate, 2023a, 2023b).

    The process begins when a defendant exhibits cognitive or communicative limitations that interfere with understanding their case or assisting counsel. Judges may then order a court- funded forensic evaluation under Florida Statutes §§ 916.115 and 916.3012 (Florida Legislature, 2023). These evaluations are performed by licensed psychologists or psychiatrists who are approved by the state’s judicial system, and the costs are covered through state or county courtfunds, not charged to the defendant. This ensures that financial limitations do not block a defendant’s access to due- process protections (Florida Legislature, 2023). If experts determine that the individual cannot comprehend courtroom roles, legal rights, or plea options, the court may commit them to the DDDP instead of a correctional facility (Florida Agency for Persons with Disabilities, 2025). Upon admission to the program’s 146-bed secure facility in Chattahoochee, each resident receives a personalized treatment plan developed by an interdisciplinary team of clinicians, behavior analysts, and educators. The goal is to restore competency through structured behavioral therapy, legal-education sessions, and skill-building that improves comprehension of the legal process (Florida Agency for Persons with Disabilities, 2025).

    To illustrate how this works in practice, consider Michael, a 25-year-old man with severe autism arrested after an outburst in a grocery store led to property damage. During booking, officers noted his difficulty following directions and limited speech. After a court-ordered evaluation, Michael was found incompetent and committed to the DDDP (Florida Agency for Persons with Disabilities, 2025). There, his daily routine was highly structured, supported by visual aids and one-on-one therapy. Staff used picture cards and social- story videos to teach legal vocabulary—“judge,” “jury,” “defense.” Over several months, his anxiety decreased and he began communicating basic answers. After ten months, clinicians determined he could now understand his charges and assist his attorney. The court accepted the recommendation, and he returned to face trial, ultimately diverted into a community supervision plan—a court-monitored arrangement that allowed him to live in a state-funded supported group home rather than incarceration (Florida Agency for Persons with Disabilities, 2025). The residential costs and ongoing behavioral supports were paid through Florida’s Agency for Persons with Disabilities using Medicaid- waiver funding, ensuring that Michael continued to receive treatment, case management, and regular court reviews while safely reintegrating into the community (Florida Agency for Persons with Disabilities, 2025).

    This example shows why programs like the DDDP are essential. People with developmental disabilities sometimes commit offenses unintentionally or without understanding the consequences. They deserve to be handled according to their disability, not punished for behaviors rooted in cognitive limitations. The DDDP protects constitutional rights while promoting public safety and rehabilitation. Its structure demonstrates how social-service andcriminal-justice systems can align to achieve both justice and compassion (Petersilia, 2018). Funding and staffing are critical to sustaining these outcomes. The DDDP operates within

    APD’s forensic-program budget, which received roughly $39.8 million for FY 2025–2026 and supports about 489 full-time positions statewide (Office of Program Policy Analysis and Government Accountability [OPPAGA], 2025). The main DDDP facility can accommodate up to 146 residents, with an additional 34-bed Pathways Program in Marianna (Florida Agency for Persons with Disabilities, 2025). These figures reflect a significant state investment but also illustrate why waitlists and overcrowding persist. Limited capacity forces some defendants to remain in jail for months while awaiting transfer, delaying therapeutic care and increasing system costs (Roth, 2022).

    Despite its achievements, the DDDP faces persistent administrative and ethical challenges. Some residents spend longer in custody than the maximum sentence they would have received if convicted. Restoring competency for individuals with lifelong disabilities is often unrealistic, yet legal statutes require periodic reviews to determine progress (Florida Senate, 2023a, 2023b). Advocates argue that Florida needs more community-based forensic programs to prevent indefinite institutionalization (Petersilia, 2018). The collaboration between APD, DCF, and the courts shows promise but also exposes gaps in communication, funding, and oversight (OPPAGA, 2025).

    Overall, the DDDP exemplifies how criminal-justice agencies and social-service systems can create pathways that respect human dignity while maintaining accountability. It recognizes that justice is not achieved through punishment alone but through understanding, structure, and rehabilitation tailored to individual needs. As Florida continues refining its forensic-disability system, programs like the DDDP offer a compassionate model for balancing public safety with fairness and inclusion (Florida Agency for Persons with Disabilities, 2025; Petersilia, 2018).

    **## 2ExecutiveSummairies.docx**

    **Executive Summary: Court-Assisted Reentry Program (CARE), Middle District of Pennsylvania**

    The Court-Assisted Reentry Program (CARE) in the U.S. District Court for the Middle District of Pennsylvania is an innovative, judicially led approach to reentry that merges court supervision with rehabilitative support. Established in 2009, the program addresses recurring challenges in post-release supervision—particularly technical violations, limited treatment access, and fragmented service delivery—by coordinating courts, probation, treatment providers, and community mentors under a single administrative framework (U.S. Department of Justice, 2023).

    CARE’s collaborative structure turns the court into a hub for interagency partnership, where each participant’s progress is reviewed by a judge and a multidisciplinary team. This aligns with Taxman (2006), who emphasized that community supervision must serve as a bridge between corrections and social services rather than functioning as isolated enforcement. CARE operationalizes this principle through its four-phase model, gradually reducing supervision as participants demonstrate stability and compliance.

    Administratively, CARE illustrates the benefits—and challenges—of interagency collaboration. Bond (2010) found that successful reentry coordination requires both formal structures (e.g., memoranda of understanding) and relational trust among partners. Likewise, Larsen, Dale, and Ødegård (2022) highlighted that sustained cooperation across justice, health, and welfare sectors is essential for effective reintegration, particularly for individuals with substance-abuse issues. CARE’s design incorporates these insights through consistent judicial involvement and a dedicated coordinator who maintains communication and accountability across agencies.

    Evidence supports the effectiveness of reentry courts like CARE. Crow and Smykla (2019) showed that participants experience fewer supervision violations and re-arrests than those under traditional probation, while Lawson, Grommon, and Ray (2021) found that completion of reentry programs lowers recidivism even three years post-release. Collectively, these findings reinforce the importance of court-based, multi-agency strategies that balance accountability with rehabilitation.

    For administrators, CARE demonstrates how judicial leadership and interagency coordination can improve reentry outcomes, enhance efficiency, and promote long-term public safety. It exemplifies the principle that true reentry success depends not solely on supervision but on collaboration, continuity, and compassion.

    Executive Summary: Florida’s Developmental Disabilities Defendant Program (DDDP)

    The Developmental Disabilities Defendant Program (DDDP) is a specialized forensic treatment initiative operated by the Florida Agency for Persons with Disabilities (APD) in collaboration with the Department of Children and Families (DCF) and the Florida State Court System (Florida Agency for Persons with Disabilities, 2025). Created under Chapter 916 of the Florida Statutes, the program provides competency-restoration services to adults charged with felony offenses who have intellectual or developmental disabilities (IDD), such as autism spectrum disorder (Florida Legislature, 2023). Individuals are referred to the DDDP after being found incompetent to proceed under Florida Statutes §§ 916.3012 and 916.302 (Florida Senate, 2023a, 2023b).

    The process begins when a defendant exhibits cognitive or communicative limitations that interfere with understanding their case or assisting counsel. Judges may then order a court- funded forensic evaluation under Florida Statutes §§ 916.115 and 916.3012 (Florida Legislature, 2023). These evaluations are performed by licensed psychologists or psychiatrists who are approved by the state’s judicial system, and the costs are covered through state or county courtfunds, not charged to the defendant. This ensures that financial limitations do not block a defendant’s access to due- process protections (Florida Legislature, 2023). If experts determine that the individual cannot comprehend courtroom roles, legal rights, or plea options, the court may commit them to the DDDP instead of a correctional facility (Florida Agency for Persons with Disabilities, 2025). Upon admission to the program’s 146-bed secure facility in Chattahoochee, each resident receives a personalized treatment plan developed by an interdisciplinary team of clinicians, behavior analysts, and educators. The goal is to restore competency through structured behavioral therapy, legal-education sessions, and skill-building that improves comprehension of the legal process (Florida Agency for Persons with Disabilities, 2025).

    To illustrate how this works in practice, consider Michael, a 25-year-old man with severe autism arrested after an outburst in a grocery store led to property damage. During booking, officers noted his difficulty following directions and limited speech. After a court-ordered evaluation, Michael was found incompetent and committed to the DDDP (Florida Agency for Persons with Disabilities, 2025). There, his daily routine was highly structured, supported by visual aids and one-on-one therapy. Staff used picture cards and social- story videos to teach legal vocabulary—“judge,” “jury,” “defense.” Over several months, his anxiety decreased and he began communicating basic answers. After ten months, clinicians determined he could now understand his charges and assist his attorney. The court accepted the recommendation, and he returned to face trial, ultimately diverted into a community supervision plan—a court-monitored arrangement that allowed him to live in a state-funded supported group home rather than incarceration (Florida Agency for Persons with Disabilities, 2025). The residential costs and ongoing behavioral supports were paid through Florida’s Agency for Persons with Disabilities using Medicaid- waiver funding, ensuring that Michael continued to receive treatment, case management, and regular court reviews while safely reintegrating into the community (Florida Agency for Persons with Disabilities, 2025).

    This example shows why programs like the DDDP are essential. People with developmental disabilities sometimes commit offenses unintentionally or without understanding the consequences. They deserve to be handled according to their disability, not punished for behaviors rooted in cognitive limitations. The DDDP protects constitutional rights while promoting public safety and rehabilitation. Its structure demonstrates how social-service andcriminal-justice systems can align to achieve both justice and compassion (Petersilia, 2018). Funding and staffing are critical to sustaining these outcomes. The DDDP operates within

    APD’s forensic-program budget, which received roughly $39.8 million for FY 2025–2026 and supports about 489 full-time positions statewide (Office of Program Policy Analysis and Government Accountability [OPPAGA], 2025). The main DDDP facility can accommodate up to 146 residents, with an additional 34-bed Pathways Program in Marianna (Florida Agency for Persons with Disabilities, 2025). These figures reflect a significant state investment but also illustrate why waitlists and overcrowding persist. Limited capacity forces some defendants to remain in jail for months while awaiting transfer, delaying therapeutic care and increasing system costs (Roth, 2022).

    Despite its achievements, the DDDP faces persistent administrative and ethical challenges. Some residents spend longer in custody than the maximum sentence they would have received if convicted. Restoring competency for individuals with lifelong disabilities is often unrealistic, yet legal statutes require periodic reviews to determine progress (Florida Senate, 2023a, 2023b). Advocates argue that Florida needs more community-based forensic programs to prevent indefinite institutionalization (Petersilia, 2018). The collaboration between APD, DCF, and the courts shows promise but also exposes gaps in communication, funding, and oversight (OPPAGA, 2025).

    Overall, the DDDP exemplifies how criminal-justice agencies and social-service systems can create pathways that respect human dignity while maintaining accountability. It recognizes that justice is not achieved through punishment alone but through understanding, structure, and rehabilitation tailored to individual needs. As Florida continues refining its forensic-disability system, programs like the DDDP offer a compassionate model for balancing public safety with fairness and inclusion (Florida Agency for Persons with Disabilities, 2025; Petersilia, 2018).

    **## Conductpeerreviewsontwostudentsubmissions.docx**

    Conduct peer reviews on two student submissions.  Your review should be substantive, constructive, and respectful.  When reviewing, address the following:

    a. Clarity and Organization:  Is the executive summary clearly written and easy to follow?  Does it provide a logical flow from background to significance to key issues?

    b. Content and Analysis: Are the key issues (e.g., administrative barriers, policy challenges, program impact) well explained? Does the study connect to interagency collaboration and social service integration? Does the summary highlight why the initiative is important for criminal justice administration?

    c. Use of Sources and Evidence:  Are at least three peer-reviewed sources used appropriately?  Do the sources support the claims? Is APA 7 format applied correctly?

    d. Constructive Feedback: Identify strengths and areas for improvement.

    **## 2ExecutiveSummairies.docx**

    **Executive Summary: Court-Assisted Reentry Program (CARE), Middle District of Pennsylvania**

    The Court-Assisted Reentry Program (CARE) in the U.S. District Court for the Middle District of Pennsylvania is an innovative, judicially led approach to reentry that merges court supervision with rehabilitative support. Established in 2009, the program addresses recurring challenges in post-release supervision—particularly technical violations, limited treatment access, and fragmented service delivery—by coordinating courts, probation, treatment providers, and community mentors under a single administrative framework (U.S. Department of Justice, 2023).

    CARE’s collaborative structure turns the court into a hub for interagency partnership, where each participant’s progress is reviewed by a judge and a multidisciplinary team. This aligns with Taxman (2006), who emphasized that community supervision must serve as a bridge between corrections and social services rather than functioning as isolated enforcement. CARE operationalizes this principle through its four-phase model, gradually reducing supervision as participants demonstrate stability and compliance.

    Administratively, CARE illustrates the benefits—and challenges—of interagency collaboration. Bond (2010) found that successful reentry coordination requires both formal structures (e.g., memoranda of understanding) and relational trust among partners. Likewise, Larsen, Dale, and Ødegård (2022) highlighted that sustained cooperation across justice, health, and welfare sectors is essential for effective reintegration, particularly for individuals with substance-abuse issues. CARE’s design incorporates these insights through consistent judicial involvement and a dedicated coordinator who maintains communication and accountability across agencies.

    Evidence supports the effectiveness of reentry courts like CARE. Crow and Smykla (2019) showed that participants experience fewer supervision violations and re-arrests than those under traditional probation, while Lawson, Grommon, and Ray (2021) found that completion of reentry programs lowers recidivism even three years post-release. Collectively, these findings reinforce the importance of court-based, multi-agency strategies that balance accountability with rehabilitation.

    For administrators, CARE demonstrates how judicial leadership and interagency coordination can improve reentry outcomes, enhance efficiency, and promote long-term public safety. It exemplifies the principle that true reentry success depends not solely on supervision but on collaboration, continuity, and compassion.

    Executive Summary: Florida’s Developmental Disabilities Defendant Program (DDDP)

    The Developmental Disabilities Defendant Program (DDDP) is a specialized forensic treatment initiative operated by the Florida Agency for Persons with Disabilities (APD) in collaboration with the Department of Children and Families (DCF) and the Florida State Court System (Florida Agency for Persons with Disabilities, 2025). Created under Chapter 916 of the Florida Statutes, the program provides competency-restoration services to adults charged with felony offenses who have intellectual or developmental disabilities (IDD), such as autism spectrum disorder (Florida Legislature, 2023). Individuals are referred to the DDDP after being found incompetent to proceed under Florida Statutes §§ 916.3012 and 916.302 (Florida Senate, 2023a, 2023b).

    The process begins when a defendant exhibits cognitive or communicative limitations that interfere with understanding their case or assisting counsel. Judges may then order a court- funded forensic evaluation under Florida Statutes §§ 916.115 and 916.3012 (Florida Legislature, 2023). These evaluations are performed by licensed psychologists or psychiatrists who are approved by the state’s judicial system, and the costs are covered through state or county courtfunds, not charged to the defendant. This ensures that financial limitations do not block a defendant’s access to due- process protections (Florida Legislature, 2023). If experts determine that the individual cannot comprehend courtroom roles, legal rights, or plea options, the court may commit them to the DDDP instead of a correctional facility (Florida Agency for Persons with Disabilities, 2025). Upon admission to the program’s 146-bed secure facility in Chattahoochee, each resident receives a personalized treatment plan developed by an interdisciplinary team of clinicians, behavior analysts, and educators. The goal is to restore competency through structured behavioral therapy, legal-education sessions, and skill-building that improves comprehension of the legal process (Florida Agency for Persons with Disabilities, 2025).

    To illustrate how this works in practice, consider Michael, a 25-year-old man with severe autism arrested after an outburst in a grocery store led to property damage. During booking, officers noted his difficulty following directions and limited speech. After a court-ordered evaluation, Michael was found incompetent and committed to the DDDP (Florida Agency for Persons with Disabilities, 2025). There, his daily routine was highly structured, supported by visual aids and one-on-one therapy. Staff used picture cards and social- story videos to teach legal vocabulary—“judge,” “jury,” “defense.” Over several months, his anxiety decreased and he began communicating basic answers. After ten months, clinicians determined he could now understand his charges and assist his attorney. The court accepted the recommendation, and he returned to face trial, ultimately diverted into a community supervision plan—a court-monitored arrangement that allowed him to live in a state-funded supported group home rather than incarceration (Florida Agency for Persons with Disabilities, 2025). The residential costs and ongoing behavioral supports were paid through Florida’s Agency for Persons with Disabilities using Medicaid- waiver funding, ensuring that Michael continued to receive treatment, case management, and regular court reviews while safely reintegrating into the community (Florida Agency for Persons with Disabilities, 2025).

    This example shows why programs like the DDDP are essential. People with developmental disabilities sometimes commit offenses unintentionally or without understanding the consequences. They deserve to be handled according to their disability, not punished for behaviors rooted in cognitive limitations. The DDDP protects constitutional rights while promoting public safety and rehabilitation. Its structure demonstrates how social-service andcriminal-justice systems can align to achieve both justice and compassion (Petersilia, 2018). Funding and staffing are critical to sustaining these outcomes. The DDDP operates within

    APD’s forensic-program budget, which received roughly $39.8 million for FY 2025–2026 and supports about 489 full-time positions statewide (Office of Program Policy Analysis and Government Accountability [OPPAGA], 2025). The main DDDP facility can accommodate up to 146 residents, with an additional 34-bed Pathways Program in Marianna (Florida Agency for Persons with Disabilities, 2025). These figures reflect a significant state investment but also illustrate why waitlists and overcrowding persist. Limited capacity forces some defendants to remain in jail for months while awaiting transfer, delaying therapeutic care and increasing system costs (Roth, 2022).

    Despite its achievements, the DDDP faces persistent administrative and ethical challenges. Some residents spend longer in custody than the maximum sentence they would have received if convicted. Restoring competency for individuals with lifelong disabilities is often unrealistic, yet legal statutes require periodic reviews to determine progress (Florida Senate, 2023a, 2023b). Advocates argue that Florida needs more community-based forensic programs to prevent indefinite institutionalization (Petersilia, 2018). The collaboration between APD, DCF, and the courts shows promise but also exposes gaps in communication, funding, and oversight (OPPAGA, 2025).

    Overall, the DDDP exemplifies how criminal-justice agencies and social-service systems can create pathways that respect human dignity while maintaining accountability. It recognizes that justice is not achieved through punishment alone but through understanding, structure, and rehabilitation tailored to individual needs. As Florida continues refining its forensic-disability system, programs like the DDDP offer a compassionate model for balancing public safety with fairness and inclusion (Florida Agency for Persons with Disabilities, 2025; Petersilia, 2018).

    **## Conductpeerreviewsontwostudentsubmissions.docx**

    Conduct peer reviews on two student submissions.  Your review should be substantive, constructive, and respectful.  When reviewing, address the following:

    a. Clarity and Organization:  Is the executive summary clearly written and easy to follow?  Does it provide a logical flow from background to significance to key issues?

    b. Content and Analysis: Are the key issues (e.g., administrative barriers, policy challenges, program impact) well explained? Does the study connect to interagency collaboration and social service integration? Does the summary highlight why the initiative is important for criminal justice administration?

    c. Use of Sources and Evidence:  Are at least three peer-reviewed sources used appropriately?  Do the sources support the claims? Is APA 7 format applied correctly?

    d. Constructive Feedback: Identify strengths and areas for improvement.

    **## 2ExecutiveSummairies.docx**

    **Executive Summary: Court-Assisted Reentry Program (CARE), Middle District of Pennsylvania**

    The Court-Assisted Reentry Program (CARE) in the U.S. District Court for the Middle District of Pennsylvania is an innovative, judicially led approach to reentry that merges court supervision with rehabilitative support. Established in 2009, the program addresses recurring challenges in post-release supervision—particularly technical violations, limited treatment access, and fragmented service delivery—by coordinating courts, probation, treatment providers, and community mentors under a single administrative framework (U.S. Department of Justice, 2023).

    CARE’s collaborative structure turns the court into a hub for interagency partnership, where each participant’s progress is reviewed by a judge and a multidisciplinary team. This aligns with Taxman (2006), who emphasized that community supervision must serve as a bridge between corrections and social services rather than functioning as isolated enforcement. CARE operationalizes this principle through its four-phase model, gradually reducing supervision as participants demonstrate stability and compliance.

    Administratively, CARE illustrates the benefits—and challenges—of interagency collaboration. Bond (2010) found that successful reentry coordination requires both formal structures (e.g., memoranda of understanding) and relational trust among partners. Likewise, Larsen, Dale, and Ødegård (2022) highlighted that sustained cooperation across justice, health, and welfare sectors is essential for effective reintegration, particularly for individuals with substance-abuse issues. CARE’s design incorporates these insights through consistent judicial involvement and a dedicated coordinator who maintains communication and accountability across agencies.

    Evidence supports the effectiveness of reentry courts like CARE. Crow and Smykla (2019) showed that participants experience fewer supervision violations and re-arrests than those under traditional probation, while Lawson, Grommon, and Ray (2021) found that completion of reentry programs lowers recidivism even three years post-release. Collectively, these findings reinforce the importance of court-based, multi-agency strategies that balance accountability with rehabilitation.

    For administrators, CARE demonstrates how judicial leadership and interagency coordination can improve reentry outcomes, enhance efficiency, and promote long-term public safety. It exemplifies the principle that true reentry success depends not solely on supervision but on collaboration, continuity, and compassion.

    Executive Summary: Florida’s Developmental Disabilities Defendant Program (DDDP)

    The Developmental Disabilities Defendant Program (DDDP) is a specialized forensic treatment initiative operated by the Florida Agency for Persons with Disabilities (APD) in collaboration with the Department of Children and Families (DCF) and the Florida State Court System (Florida Agency for Persons with Disabilities, 2025). Created under Chapter 916 of the Florida Statutes, the program provides competency-restoration services to adults charged with felony offenses who have intellectual or developmental disabilities (IDD), such as autism spectrum disorder (Florida Legislature, 2023). Individuals are referred to the DDDP after being found incompetent to proceed under Florida Statutes §§ 916.3012 and 916.302 (Florida Senate, 2023a, 2023b).

    The process begins when a defendant exhibits cognitive or communicative limitations that interfere with understanding their case or assisting counsel. Judges may then order a court- funded forensic evaluation under Florida Statutes §§ 916.115 and 916.3012 (Florida Legislature, 2023). These evaluations are performed by licensed psychologists or psychiatrists who are approved by the state’s judicial system, and the costs are covered through state or county courtfunds, not charged to the defendant. This ensures that financial limitations do not block a defendant’s access to due- process protections (Florida Legislature, 2023). If experts determine that the individual cannot comprehend courtroom roles, legal rights, or plea options, the court may commit them to the DDDP instead of a correctional facility (Florida Agency for Persons with Disabilities, 2025). Upon admission to the program’s 146-bed secure facility in Chattahoochee, each resident receives a personalized treatment plan developed by an interdisciplinary team of clinicians, behavior analysts, and educators. The goal is to restore competency through structured behavioral therapy, legal-education sessions, and skill-building that improves comprehension of the legal process (Florida Agency for Persons with Disabilities, 2025).

    To illustrate how this works in practice, consider Michael, a 25-year-old man with severe autism arrested after an outburst in a grocery store led to property damage. During booking, officers noted his difficulty following directions and limited speech. After a court-ordered evaluation, Michael was found incompetent and committed to the DDDP (Florida Agency for Persons with Disabilities, 2025). There, his daily routine was highly structured, supported by visual aids and one-on-one therapy. Staff used picture cards and social- story videos to teach legal vocabulary—“judge,” “jury,” “defense.” Over several months, his anxiety decreased and he began communicating basic answers. After ten months, clinicians determined he could now understand his charges and assist his attorney. The court accepted the recommendation, and he returned to face trial, ultimately diverted into a community supervision plan—a court-monitored arrangement that allowed him to live in a state-funded supported group home rather than incarceration (Florida Agency for Persons with Disabilities, 2025). The residential costs and ongoing behavioral supports were paid through Florida’s Agency for Persons with Disabilities using Medicaid- waiver funding, ensuring that Michael continued to receive treatment, case management, and regular court reviews while safely reintegrating into the community (Florida Agency for Persons with Disabilities, 2025).

    This example shows why programs like the DDDP are essential. People with developmental disabilities sometimes commit offenses unintentionally or without understanding the consequences. They deserve to be handled according to their disability, not punished for behaviors rooted in cognitive limitations. The DDDP protects constitutional rights while promoting public safety and rehabilitation. Its structure demonstrates how social-service andcriminal-justice systems can align to achieve both justice and compassion (Petersilia, 2018). Funding and staffing are critical to sustaining these outcomes. The DDDP operates within

    APD’s forensic-program budget, which received roughly $39.8 million for FY 2025–2026 and supports about 489 full-time positions statewide (Office of Program Policy Analysis and Government Accountability [OPPAGA], 2025). The main DDDP facility can accommodate up to 146 residents, with an additional 34-bed Pathways Program in Marianna (Florida Agency for Persons with Disabilities, 2025). These figures reflect a significant state investment but also illustrate why waitlists and overcrowding persist. Limited capacity forces some defendants to remain in jail for months while awaiting transfer, delaying therapeutic care and increasing system costs (Roth, 2022).

    Despite its achievements, the DDDP faces persistent administrative and ethical challenges. Some residents spend longer in custody than the maximum sentence they would have received if convicted. Restoring competency for individuals with lifelong disabilities is often unrealistic, yet legal statutes require periodic reviews to determine progress (Florida Senate, 2023a, 2023b). Advocates argue that Florida needs more community-based forensic programs to prevent indefinite institutionalization (Petersilia, 2018). The collaboration between APD, DCF, and the courts shows promise but also exposes gaps in communication, funding, and oversight (OPPAGA, 2025).

    Overall, the DDDP exemplifies how criminal-justice agencies and social-service systems can create pathways that respect human dignity while maintaining accountability. It recognizes that justice is not achieved through punishment alone but through understanding, structure, and rehabilitation tailored to individual needs. As Florida continues refining its forensic-disability system, programs like the DDDP offer a compassionate model for balancing public safety with fairness and inclusion (Florida Agency for Persons with Disabilities, 2025; Petersilia, 2018).

    – 1
    – 2

  • [Solved] hsc100

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    ## Evidence-Based Practice Discussion What are the three components of evidence-based practice (EBP)? Why is each component important from a health promotion standpoint? Do you feel any components should be weighted more heavily than others? Why or why not? Have you ever witnessed a time when EBP wa…

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    ## Evidence-Based Practice Discussion
    What are the three components of evidence-based practice (EBP)?  Why is each component important from a health promotion standpoint?  Do you feel any components should be weighted more heavily than others?  Why or why not?
    Have you ever witnessed a time when EBP was not used and should have been?  What could have been done differently?
    “`
    Requirements:
    1 200 minimum word initial post due by Friday (11:59pm AZ time)
    1 100 minimum word response post to a peer due by Sunday (11:59pm AZ time)
    2 scholarly (peer-reviewed) references (1 for initial post, 1 for response post)
    “`

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    1. [http://www.online-utility.org/english/readability_test_and_improve.jsp](http://www.online-utility.org/english/readability_test_and_improve.jsp) – ## attachments.zip – IMG_3304.jpg – IMG_3305.jpeg – IMG_3306.jpeg **## attachments.zip** ## IMG_3301.jpg ## IMG_3302.jpg ## IMG_3303.jpg **IM…

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    1. [http://www.online-utility.org/english/readability_test_and_improve.jsp](http://www.online-utility.org/english/readability_test_and_improve.jsp)

    – ## attachments.zip

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    – IMG_3306.jpeg

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  • [Solved] hw

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    answer questions – ## Problemset3.pdf **## Problemset3.pdf** Governors State University Department of Health Administration and Informatics HLAD 4104 Health Care Economics Problem set 3 Total Points: 20 1. Given the following cost schedule for a regional hospital that seeks to maximize its profits,…

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    answer questions

    – ## Problemset3.pdf

    **## Problemset3.pdf**

    Governors State University
    Department of Health Administration and Informatics

    HLAD 4104 Health Care Economics

    Problem set 3

    Total Points: 20

    1. Given the following cost schedule for a regional hospital that seeks to maximize its profits,

    answer the following three questions: (6 points)

    Days of Hospital
    Care Supplied

    Total Costs Marginal
    Cost

    Total
    Revenue

    Marginal
    Revenue

    Profit

    0 $ 200
    1 $ 400
    2 $ 800
    3 $ 1,400
    4 $ 2,200
    5 $ 3,200
    6 $ 4,400

    (1) Suppose the price per day is $440. Fill in the blanks in the Table above. What is the profit

    maximized quantity supplied, and why?
    (2) Suppose the price per day is $640. Fill in the blanks in the Table above. What is the profit

    maximized quantity supplied, and why?
    (3) Suppose the price per day is $900. Fill in the blanks in the Table above. What is the profit

    maximized quantity supplied, and why?

    2. The table contains data on the number of doses of an antihistamine sold per month in a
    small town. (6 points)

    (1) To sell 196 doses to customers, what will
    the price need to be?
    (2) For stores to be willing to sell 196 doses,
    what will the price need to be?
    (3) How many doses will customers want to buy
    if the price is $2?
    (4) How many doses will suppliers want to sell
    if the price is $2?
    (5) Is there excess supply or excess demand at
    $2?
    (6) What is the equilibrium price? How can you
    tell?

    Price
    ($)

    Quantity
    Demanded
    (dose)

    Quantity
    Supplied
    (dose)

    $10 185 208
    $9 187 205
    $8 188 202
    $7 190 199
    $6 191 196
    $5 193 193
    $4 194 190
    $3 196 187
    $2 197 184
    $1 199 181

    3. Identify three shortcomings of the competitive model applied to health care markets, and
    explain why. (4 points)

    4. What is supplier-induced demand and what is a major problem in verifying its existence?
    (4 points)

    **## Problemset3.pdf**

    Governors State University
    Department of Health Administration and Informatics

    HLAD 4104 Health Care Economics

    Problem set 3

    Total Points: 20

    1. Given the following cost schedule for a regional hospital that seeks to maximize its profits,

    answer the following three questions: (6 points)

    Days of Hospital
    Care Supplied

    Total Costs Marginal
    Cost

    Total
    Revenue

    Marginal
    Revenue

    Profit

    0 $ 200
    1 $ 400
    2 $ 800
    3 $ 1,400
    4 $ 2,200
    5 $ 3,200
    6 $ 4,400

    (1) Suppose the price per day is $440. Fill in the blanks in the Table above. What is the profit

    maximized quantity supplied, and why?
    (2) Suppose the price per day is $640. Fill in the blanks in the Table above. What is the profit

    maximized quantity supplied, and why?
    (3) Suppose the price per day is $900. Fill in the blanks in the Table above. What is the profit

    maximized quantity supplied, and why?

    2. The table contains data on the number of doses of an antihistamine sold per month in a
    small town. (6 points)

    (1) To sell 196 doses to customers, what will
    the price need to be?
    (2) For stores to be willing to sell 196 doses,
    what will the price need to be?
    (3) How many doses will customers want to buy
    if the price is $2?
    (4) How many doses will suppliers want to sell
    if the price is $2?
    (5) Is there excess supply or excess demand at
    $2?
    (6) What is the equilibrium price? How can you
    tell?

    Price
    ($)

    Quantity
    Demanded
    (dose)

    Quantity
    Supplied
    (dose)

    $10 185 208
    $9 187 205
    $8 188 202
    $7 190 199
    $6 191 196
    $5 193 193
    $4 194 190
    $3 196 187
    $2 197 184
    $1 199 181

    3. Identify three shortcomings of the competitive model applied to health care markets, and
    explain why. (4 points)

    4. What is supplier-induced demand and what is a major problem in verifying its existence?
    (4 points)

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