List the categories that qualify for the educational credit?

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The American Opportunity and Lifetime Learning Credits were extended to

December 31, 2017.  You may be eligible to claim tax credits on your next

tax return.

  1. Go to www.IRS.gov and click on “Forms & Pubs”
  2. Click on “Current Forms and Pubs” and type “8863” in the FIND box.
  3. Click on “Inst 8863” and print all six (6) pages.
  4. Answer the questions below on the answer sheet.
  1. Overview of Educational Tax Credits

Section 1 – Questions:

  1. How many years may you claim the American Opportunity Credit?
  2. If all of my educational expenses were paid by my employer as a tax

free benefit, then are you eligible for the educational credit?

  1. If your tuition is paid through loans, then are you eligible for

educational credit?

  1. If you claimed the American Opportunity Credit the past four years,

then what alternative is there to claim a credit for your tuition in

the fifth and subsequent years?

  1. VA Tech and other colleges require freshman to own a computer.  Can

the cost of the computer be claimed as part of an educational credit?

  1. If a student has a felony drug conviction on their record, then

which, if any, educational credit can they claim?

  1. If you are an undergraduate student with no declared major, then

which, if any, credit can you claim?

  1. Your parents claim you and their Modified Adjusted Gross income is

$160,000.  Which if any educational credit can my parents claim?

  1. Your parents claim you on their income tax return, but pay nothing

towards my college expenses.  You pay it all with loans.  Who can

claim the educational credit?

  1. You paid tuition of $1,500 for fall 2015.  In December 2015,

you paid $2,000 in tuition for the spring.  Can you elect to include

the $2,000 as a 2015 qualifying expense?

  1. Overview of Educational Tax Credits
  1. Room and board may be claimed on which, if any, educational credit?
  2. Under what condition may the tuition of a bowling class be included

as part of your educational expenses?

  1. If your spouse and you are both students and decide to file as

“married filing separately”, then can you claim your educational

expenses and your spouse claim their educational expenses?

  1. Can you claim your college parking fee as an educational expense for

the credit?

  1. If you put your tuition on a credit card, then can you claim the

educational credit?

  1. If your tuition is $5,000 and you receive a $3,000 Pell grant, then

how much can you claim towards the educational credit?

  1. What qualification must institutions of higher learning possess to be

an “Eligible Educational Institutions”?

  1. What other costs may be added to the tuition reported on the college

Form 1098-T as qualifying educational expenses?

  1. The Mathematics of the American Opportunities Credit

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The calculations necessary for the American Opportunities Credit is what

mathematicians call a step function.  The eligible expense dictates which

formula used to calculate the credit.  Below is an algebraic expression of

the formulas.

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The translation of the formulas into words is:

  1. You receive a dollar for dollar credit for the first $2,000 of

educational expenses,

  1. If the educational expense is between $2,000 and $4,000, then you

receive a credit of $2,000 plus 25% of the expense over $2,000.

  1. If your educational expense exceeds $4,000, the credit is capped at

$2,500

Examples:

  1. If you paid $1,567 in educational expenses, then your credit is

$1,567.

  1. If you paid $2,400 in educational expenses, then your credit is

$2,100.  The math is: $2000 + .25 (2400-2000) = $2000 + .25 (400) =

$2000 + 100 = $2,100

  1. If you paid $5,000 in educational expenses, then your credit is

$2,500 – the maximum credit allowed.

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  2. Questions Math problems

Determine your educational credit based on the scenarios listed below.

  1. Your total educational expense was $3,000.
  2. Your tuition was $1,500 and room and board was $5,000.
  3. Your tuition was $2,000, books were $500, and required enrollment

fees were $300.

  1. Your tuition was $2,500 and parking tickets were $500.
  2. Your educational expenses were $6,000 and you received a scholarship

of $4,800

  1. Your educational expenses were $6,000 and you received a loan of

$4,800.

  1. The Mathematics of the American Opportunities Credit

Refundable Credit

As with all tax code, just because you are eligible for a credit does not

mean that you will receive it.  After you subtract your exemptions and

deductions from your adjusted gross income, you arrive at your taxable

income.  Your tax is calculated (line 46 on Form 1040).  Often your credit

exceeds the tax you owe.  Prior to 2009, if your credit was $2,000 and your

tax was $1,500, then your credit eliminated your $1500 tax, but you lost

the other $500 credit.

Beginning in 2009, the tax code was amended to allow a 40% refundable

credit for the unused balance from the Educational Credit.  In the

illustration listed above, you would receive the $1,500 credit to eliminate

your tax liability plus 40% of the $500 unused credit.  The calculations

are $500 * .40 = $200 refundable credit.  This additional $200 refundable

credit appears on line 66 of the Form 1040.  The refundable credit is

limited to $1,000. There are many more restrictions on the Educational

Credit, but they are beyond the scope of this exercise.

  1. Your tax is $1,200 and your credit is $2,500.  What, if any, is your

refundable amount?

  1. Your tax is $1,200 and your credit is $1,000.  What, if any, is your

refundable amount?

  1. You are a 30 year old full time student living on student loans with

no taxable income.  You have the maximum Educational Credit of

$2,500.  If you file a tax form, then what refund will you receive?

  1. Your tax is $1800 and credit is $2,200.  What is your refundable

amount?

  1. Comprehensive Problems

Using all of the information presented previously to complete the

following problems.  Assume that the individuals in the example claim

themselves and are not subject to any of the limitations for students

under the age of 24.

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  1. Julie’s tuition is $1,500 and her tax liability is $1,800.
  2. How much of the educational credit is applied to Julie’s tax

liability?

  1. How much is still owed to the IRS?
  1. Jim pays $2,000 in tuition, $600 for books, and $300 for required

enrollment fees.  His tax is $1,500

  1. After the educational credit is applied, what is your tax liability?
  2. What amount is Jim’s refundable credit?
  1. McKenzie paid $7,000 for tuition, $6,000 for room and board, $800 for

textbooks, $1,200 for a computer required for her accounting classes,

$200 in required enrollment fees, $600 for art supplies required for

her art class, $250 for medical health fees, $100, for parking

sticker, and $150 for student activity fee.  McKenzie received a

$6,000 scholarship to be applied to her tuition, $2,000 from her

grandmother, and $8,000 from a student loan.  Her tax liability is

$900.

  1. List the categories that qualify for the educational credit?
  2. What is the total of McKenzie’s eligible expenses?
  3. How much is her educational credit?
  4. After deducting her tax liability determine Julie’s refundable

credit?

Evaluate three weaknesses of the primary leader’s leadership practices using the same scholarly leadership theory you used in part C1.

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Introduction:

For this task, you will write a 10-16 page paper on an organization with which you have had personal experience. The organization can be a business or a nonprofit, and you may represent any level of the organization (e.g., team, division, whole) in your analysis. Your description of the organization should convey personal experience, rather than information gained from secondhand sources or media coverage. For this task, you will first describe the chosen organization and will then perform a SWOT analysis on that organization. You will then analyze that organization’s leadership.

Requirements:

  1. Describe your chosen organization by doing the following:
  1. Describe the organization and its objective(s). The organization I chose is VA Portland Medical Center
  1. Describe three leadership practices of the primary leader of the organization?
  1. Discuss how the current leadership has affected organizational culture?
  1. Conduct a SWOT analysis evaluating the chosen organization by doing the following:

Note: In your evaluation, consider the effects that communication practices, technology, ethics, and globalization have on your organization.

  1. Evaluate two of the organization’s strengths. 1.) Patriotic Spirit due to the number of veterans employed and 2.) Nationwide Access
  1. Evaluate two of the organization’s weaknesses. 1.) Long wait time for care/access to care and 2.) Staffing constraints (lack of professional providers i.e nurses, physicians
  1. Evaluate two of the organization’s opportunities. 1.) Upward mobility through Promotions and Education/Trainings and 2.) update software and modern/updated equipment
  1. Evaluate two of the organization’s threats. 1. Privatization (enactment of VACAA). 2.) Federal Funding
  1. Conduct a leadership evaluation of the primary leader described in part A2 by doing the following:

Note: As part of your evaluation, you will need to use one scholarly leadership theory and three scholarly sources.

I selected “transformational leadership”

  1. Evaluate three strengths of the primary leader’s leadership practices using a scholarly leadership theory. 1. strategic planning, 2. task oriented and 3.) dont know?
  1. Evaluate three weaknesses of the primary leader’s leadership practices using the same scholarly leadership theory you used in part C1.
  2. No people oriented , 2.) cost savings at the expense of employees 3. ?
  1. Recommend three theory-based practices to maximize the future success of the leader and the organization.
  1. Include at least three scholarly sources to support your analysis of the primary leader’s practices.
  1. When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.

What should be the goal of nutritional therapy based on assessment data and the patient’s history?

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Instructions: Review the following case study patient details
Mr. W is a 25-year-old male who was in a drug rehabilitation program last year. He has been admitted to the hospital with a history of weight loss, weakness, and intractable diarrhea. His height is 70 inches and his weight has dropped from 180 lbs. to 110 lbs. He is also suffering from fever and night sweats. Physical examination reveals swollen lymph glands, tongue lesions of herpes simplex and ulcers in the perianal  region. Further tests indicated depressed T-cell levels and the presence of Pneumocystis  carinii. He was tested for HIV infection and the blood test for HIV infection antibodies was positive.
While in the hospital he developed several other symptoms: anorexia, fever, fatigue, nausea, vomiting, watery diarrhea, and fecal incontinence. His temperature was 103°F (39.8°C) and was treated with antibiotics to which he did not respond. The amount of diarrhea increased markedly, necessitating intravenous hydration. He developed esophageal candiasis  and a duodenal infection.
The patient did not tolerate a soft diet or nutritional supplements, continued to lose weight, and had severe anorexia, abdominal cramping, and bloating. Nutritional assessment was deficient in all aspects, showing a decreased BMI, decreased muscle mass, and depleted total protein and serum albumin.
1. In which stage of HIV infection would you categorize Mr. W?
2. Name and describe the major clinical complications in the final stage of AIDS and explain how these complications profoundly compromise a patient’s nutritional status.
3. What should be the goal of nutritional therapy based on assessment data and the patient’s history?

NS335
Unit 6 Assignment
4. Utilize your critical thinking skills to determine the most appropriate route of feeding to administer nutrition support. Defend your choice with evidence from the patient description and the knowledge you have gained regarding alternative feeding routes.
5. Working with patients who have HIV can include a number of sensitive issues, including patient confidentiality, integrity and ethical issues, and social responsibility. Explain how you would deal with these issues as you attend to Mr. W.
6. List several nutritional supplements that might be used to alleviate some of Mr. W’s symptoms and increase his caloric intake when he is able to tolerate a diet again.
7. Write a Nutrition Care Plan/Chart note on the HIV patient that addresses the patient’s current clinical situation. Write this note as though you were a nutrition professional caring for this patient in a hospital setting. Please refer to Table 11-3 and 11-4 in your textbook for information on the ADIME chart note process. Requirements Paper format: Answer questions numbers 1–5 in a 2–3 page paper using APA format and citation guidelines. Include a title page, introduction, body, conclusion, and reference page. Include number 6, the Nutrition Care Plan/ Chart note, as an appendix. Be aware that the title page, reference page, and appendix/chart note DO NOT count towards the 2–3 page minimum.
Please organize your paper in the following paragraph format. Please see KUs Writing Center for more information regarding essay and paragraph format.
Section 1: Introductory paragraph (incorporate your answer to question 1)
Section 2: Body paragraph(s) (incorporate your answer to question 2)
Section 3: Body paragraph(s) (incorporate your answer to question 3)
Section 4: Body paragraph(s) (incorporate your answer to questions 4-5)
Section 5: Concluding paragraph (incorporate your answer to question 6)
Appendix: Nutrition Care Plan/Chart note (question 7) References: Include a minimum of 4 quality references. Your textbook may count towards this requirement. You can use reputable websites or other textbooks/ scientific or medical journal articles. Please use APA style citations within the paper itself and also on the reference page. See

What actually happened? Please be sure to include the outcome of the case.

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Instructions for Preparing the Ethics Case Analysis

Select a Case: Identify a case from your experience that contains an ethical issue. What constitutes an ethics case or issue? Students often select cases in which there is a conflict of opinion regarding the best course of action or treatment to pursue. Such conflicts can arise between nurse and patients, among members of the health-care team, between nurses and family members, between patients and family members, and among family members. Conflicts of this type can often be analyzed by focusing on the competing values of each party (e.g., extending life versus minimizing suffering). Presentations of cases involving conflicts can lead to discussions of such ethical issues as autonomy, competence (decision-making capacity), informed consent, paternalism, and the rights and responsibilities of physicians, patients, and family members. Cases can be presented which do not involve any interpersonal conflicts. Students may wish to present a case because they believe that a decision was incompatible with an important ethical norm, value or principle. For example, decision makers who seek to promote a patient’s best interests (as perceived by the physician/nurse and family) may neglect the patient’s right to information regarding the diagnosis, prognosis, and treatment alternatives. Thus, even though a physician and a patient’s family may agree that the patient will not be told that she has cancer, the decision to withhold information may merit ethical examination. Almost any case contains ethical issues because the norms of the doctor/nurse-patient relationship are, ideally, based on ethical principles and motivations. To identify ethical issues, students can select a case and observe how the physician-patient relationship is conducted. Particular attention can be given to how the primary case staff interact with the patient, what and how information is conveyed, how and by whom treatment decisions are made, and how the patient’s decision-making capacity is assessed. If a surrogate decision maker is involved, students might consider the following questions: How and by whom was it decided that the patient lacked decision-making capacity? How was the surrogate selected? Was sufficient information given to the surrogate? Was sufficient consideration given to the patient’s values and best interests in the decision-making process?
What information should I present?
There should be six sections covered in your case presentation:
1. The Narrative of the Case: The student should attempt to present all relevant medical and social facts about the patient. Ethically sound decision-making is based on good medical care and a good factual basis regarding patient care. At all times maintaining confidentiality buy using a fictitious name or initials. (10 points).
2. The Language and Issues of the Case: Cases are often discussed in terms of a particular topic, e.g., informed consent, the decision-making capacity (competence) of the patient, forgoing life-sustaining treatment, physician-assisted suicide, etc. The reasons for choosing one course of action over another are often explained in terms of one of the duties of physicians to patients, respect for autonomy, nonmaleficence, beneficence, or justice. You should not “jargonize” your write up unduly. However, you should be able to identify the topic under which your case falls and to identify the duties to the patient that are involved in the case. (20 points).
3. Perspectives and Key Points of View: This is probably the single most important part of any case analysis. You should go person by person and explain how each saw the situation. Very often, you will find that one or more of the points of view are not well understood by you or others involved in the case. Attempting to understand the reasons and preferences of the parties involved can help to identify important conflicts and their sources. On the other hand, seemingly unresolvable conflicts can be resolved when a sincere effort is made to understand the underlying reasons and values. (30 points).
4. Facilitating Resolution: What approaches might have been taken to bring about case resolution? e.g., family and caregiver conference? Ethics case consultation? A discussion among certain members of the health-care team? Is there any way you could have contributed to the solution? (10 points).
5. What actually happened? Please be sure to include the outcome of the case. (10 points).
6. Commentary: Your commentary should highlight the professional duties that physicians have to patients and how these duties were respected or compromised in the case resolution. (20 points).
It is common for the question of “third person writing” when trying to stay in APA format – to answer the question before it arises. Third person should go without saying for all aspects of the paper, however, when one gets to the commentary it might be more difficult, try. A great deal of weight will not be place on this aspect. But it is expected.