Question 1:”At least 50 people in Oregon and Michigan developed severe stomach disorders after eating hamburgers at McDonald’s” could be the direct expression of

1. a belief
2. a disbelief
3. a non-belief

Question 2:”I suspend judgment about whether mind and body are the same thing” could be the direct expression of

1. a belief
2. a disbelief
3. a non-belief

Question 3:”In my previous life I was a soldier in the army of Napoleon” could be the direct expression of

1. a belief
2. a disbelief
3. a non-belief

Question 4:”We cannot tell whether or not there are more divorces in Canada than in the US” could be the direct expression of

1. a belief
2. a disbelief
3. a non-belief

Question 5: “It is not the case that others in this room are thinking about logic” could be the direct expression of

1. a belief
2. a disbelief
3. a non-belief

Question 6:”The earth is flat” is

1. accurate
2. inaccurate
3. neither

Question 7:”Salsa music is beautiful” is

1. accurate
2. inaccurate
3. neither

Question 8: “Mexico is located south of the USA” is

1. accurate
2. inaccurate
3. neither

Question 9: “Emeralds are not blue but green” is

1. empirically or conceptually reasonable
2. empirically or conceptually unreasonable
3. non-decidable on evidence or conceptual reasons alone

Question 10:”With appropriate guidance, you can make contact with any being you choose, including angels and the dead” is

1. empirically or conceptually reasonable
2. empirically or conceptually unreasonable
3. non-decidable on evidence or conceptual reasons alone

Question 11: “2 is the smallest even number” has

1. empirical content
2. conceptual content
3. other content

Question 12 :”YouTube engages young people in the political process” has

1. empirical content
2. conceptual content
3. other content

.Question 13: “Sister’ means ‘female sibling'” has

1. empirical content
2. conceptual content
3. other content

Question 14:”There is no life on Mars.” has

1. empirical content
2. conceptual content
3. other content

Question 15: “If Everest is taller than Aconcagua, then Aconcagua is not taller than Everest” has

1. empirical content
2. conceptual content
3. other content

Question 16: “Jazz is intolerable” has

1. empirical content
2. conceptual content
3. other content

Question 17: “There are UFOs” has

1. empirical content
2. conceptual content
3. other content

Question 18: The two beliefs: “2 + 1 = 3.” and “There is no number that is the largest number” are

1. inconsistent, made out of contradictory beliefs
2. inconsistent, contains at least one necessarily false belief
3. consistent

Question 19: The two beliefs: “There is no life underneath the ice in Antarctica” and “scientists have found bacteria underneath the ice in Antarctica” are

1. inconsistent, made out of contradictory beliefs
2. inconsistent, contains at least one necessarily false beliefs
3. consistent

Question 20: “Tuning forks, music, and various earth stones open up a person spiritually and psychically” is

1. conservative
2. non-conservative
3. controversial

Question 21: “Eating contaminated food can cause severe stomach problems” is

1. conservative
2. non-conservative
3. controversial

Question 22:”Abortion is morally wrong” is

1. conservative
2. non-conservative
3. controversial

Question 23: “Just by disciplined meditation, we can release a powerful, specialized form of universal healing energy” is

1. conservative
2. non-conservative
3. controversial

Question 24: “Every country in the world should reject capitalism as an unfair economic system” is

1. conservative
2. non-conservative
3. controversial

Question 25: “Puppies are young dogs” is

1. conservative
2. non-conservative
3. controversial

Leader Communication Techniques

1. Using the topics in the textbook, analyze what are your best developed “inspirational speaking and writing tactics” and your “power oriented linguistic style” elements. Which tactics and/or style elements do you want to improve?
2. Discuss why persuasion is considered to be an essential role as a leader. How does persuasion relate to your conflict management style?
3. In reviewing all the tactics and suggestions for leader communication in the Reading, what two things are you going to do differently to improve your communication effectiveness as a leader?

400 words min. References and citations required.

Textbook ref: Dubrin, A. J. (2015). Leadership: Research findings, practice and skills. (8^th ed.). Boston:

Cengage Learning.

When nurse informaticists are tasked with identifying the most appropriate technology to meet a specific need within a health care setting, there are many questions that must be asked.

Consider the following scenario:

Riverdale Hospital has come under recent scrutiny for their medication procedures. Many times, paper medication records are not up to date or have been misplaced. As a result, patients have increasingly received their medications at the wrong times. Though each nurse is performing to the best of his or her ability, the fast pace of the hospital has caused some to ineffectively manage patient records.
The lead nurse informaticist, Nancy, has decided that a bar code scanner could help streamline the documentation process while also improving patient quality and safety. Nancy knows that when selecting a bar coding system she must not only examine the hardware and software of the system but also consider the various human factors that can positively and/or negatively affect the outcomes of the system implementation. As such, Nancy asked three of the most reputable bar code vendors to bring sample systems to Riverdale Hospital.
In evaluating each system, Nancy role plays the process of scanning a patient’s bar code. She rolls the coding cart into the room to begin her mock demonstration. First, Nancy scans her identification card to gain access to the medication screen. To scan the patient’s bar code identifier, Nancy then pulls the medication cart to the patient so that the attached scanner reaches the bar code on the patient’s wristband. When the scan is complete, the computer displays a screen that houses the patient’s personal information. By navigating the screens, Nancy finds that she can use the computer to track medication administration. In addition, Nancy is able to view applicable vitals and medication history. As Nancy continues to examine this system, she reflects on the other hardware and software facets she should be sure to consider. She also thinks about how human factors will affect this and other vendor systems.

In this Assignment, you consider how hardware, software, and human factors can impact the implementation of an informatics system.

To prepare:

• Review Chapter 30, “The Role of Technology in the Medication-Use Process,” in the course text, Essentials of Nursing Informatics. When examining computerized prescriber order entry (CPOE) systems and bar code-enabled technologies, what hardware, software, and human factors did the authors identify?
• Consider how each of these factors can negatively impact patient safety and quality of care.
• How might these factors translate to the usability, implementation, and outcomes of other informatics technologies?
• Review the media presentation Selecting New Technologies in this week’s Learning Resources. How did presenter Dr. Patricia Button take the above factors into consideration when selecting an informatics technology for her health care setting?
• When planning and selecting a new informatics system, what steps should informaticists take to ensure the system will address the needs of their health care setting? In addition, how can informatics leaders encourage all nurses to commit to using a new technology?

To complete:

Submit a 3- to 5-page paper that addresses each part of this Assignment:

• Part 1: Design Considerations
  • Identify two major design considerations associated with each of the following: hardware, software, human factors. (6 considerations in total)
    • Describe why informaticists should play close attention to each of these considerations when evaluating an informatics technology. In your description, include the potential dangers each of these pose to patient safety and quality of care.
• Part 2: Employee Workarounds
  • Even with a carefully thought out design and implementation, nurses and other health care employees may adopt workarounds. With this reality in mind:
    • What benefits and/or consequences do you associate with workarounds?
    • When selecting an informatics technology, would you opt to purchase a system that mitigates the opportunity for workarounds; or do you believe that workarounds are sometimes necessary? Justify your response.

Note: Your responses should focus on informatics technologies in general, not just bar code scanners as portrayed in the scenario. You may, however, use specific examples such as bar code scanners and other informatics technologies to justify your responses.

reading the Miles and Arnold 1991 then response

• Choose one of the provided prompts or come up with your own.
• Write a 300 word response
  • If you are not getting enough words with one prompt, you may pick a second to fill out the response requirement.
  • Most of the words should be your own. You may use a “tasteful” amount of direct quotation from the articles, but I am really looking for your own thoughts.
  • Prompts and Questions:

  • Table 1 on page 50 lists several definitions of the marketing orientation (MO) construct. In what ways do the definitions of the marketing orientation construct differ? (I am not looking for a step-by-step list of what WORDS differ, but more of a bird’s-eye view of how they are operationally different.)

    Table 2 on page 51 lists several definitions of the entrepreneurial orientation (EO) construct. In what ways do the definitions of the marketing orientation construct differ? (I am not looking for a step-by-step list of what WORDS differ, but more of a bird’s-eye view of how they are operationally different.)

    The authors mention the use of a semantic differential format as well as a Likert format to measure marketing orientation. Do a little research and define what these two formats are and why they would be used.

    Page 53 uses the terms discriminant and convergent validity several times. What do these terms mean in the context of this paper. You can use this resource (Links to an external site.)Links to an external site. to find the definitions of the two terms.

    Given what you know about MO and EO, what is your educated opinion regarding the scale items in table 3?

    What does this paper find regarding the sameness or uniqueness of MO and EO? Explain.

    What are other confusions, questions, or comments you have about this paper?

  Background InformationAn organization’s business orientation is its “underlying philosophy, which tends to flavor the overall decision-making framework of its management” (Miles & Arnold, 1991). In marketing, we tend to think of business orientations in terms of product, sales, and marketing orientation. If you are unfamiliar with these terms, please refer to this website (Links to an external site.)Links to an external site.which outlines the evolution of marketing orientation. The idea of an entrepreneurial orientation is likely a new concept to you. The fact is, a company can orient itself to whatever the heck it wants! This is why we still see firms with a production orientation or a sales orientation, even though (as a trend) the majority of companies will seek to meet customer needs. The purpose of this paper was to determine whether “the marketing orientation and entrepreneurial orientation represent the same or two unique business philosophies” (Miles & Arnold, 1991).There will be sections of this paper that you will not understand. You can read through the words on pp. 56-58 if you have any background in Factor Analysis, Principle Components Analysis, or Correlation Analysis. I can talk about the importance of Factor Loadings in class or through supplemental materials if anyone is interested. Otherwise, you can ignore those pages.

Case Study# 12—“Which option should Lars recommend to the board?”

You MUST have the book (Business Ethics: An Interactive Introduction by Andrew Kernohan) Page 207-227

Requirements

• Case Study Wroksheet
• Handout (The exact things I need to say, and make it essay to read.)
• Powerpoint (Please use some pictures)

(You do not need to do the video) Students will produce a video presentation approximately 7-10 minutes in length to be uploaded to the course Canvas site. The chapters in the Kernohan text all conclude with a case study that describes an ethical complicated scenario that concludes with a question to be answered: for example, “Should Faruq vote to hire Joan?” or, more generally, “What should Dan do?” and so forth. Students will be expected to answer the question posed at the end of the case study and to explain and defend their answers in their presentation.

To help students prepare their lecture, students will use a Case Analysis Worksheet. This worksheet will help students to appropriately respond to the case study. The completed worksheet should be emailed to me to complete the assignment; presentations will not be graded without the completed worksheet. A rubric can be found in the Case Study Presentation Assignment.

You will also be responsible for answering questions that your classmates pose. After you upload your presentation, be sure to check and see if there is a question that needs to be answered. (I will invite you with a new question, to responsible those questions)

• I was sign up to the Case Study #12—“Which option should Lars recommend to the board?”

Your task to complete this assignment is to do two things: 1) clearly answer the questionposed at the end of the case study, and 2) supply an argument in defense of your answer. Keep in mind that different students will answer the question differently, so you should be prepared to give me reasons for thinking that I should agree with your answer and not the answer that someone else might defend. Make sure that you are doing both of these tasks. It should be clear to me what your answer to the question is and why I am supposed to think that your answer is correct.

You should make ample use of the text in your presentation. You will should certainly use some of the terminology and concepts introduced in the Kernohan text in particular: there are any number of ethical theories that are discussed in that text that can be used in support of your answer. Using the worksheet should help with this. But the more by way of ethics that you can offer in support of your answer, the better your presentation will be. By contrast, the less by way of ethics that you offer in support of your answer, the worse your presentation will be.

Feel free to use video media in your presentation. Powerpoint slides can help to organize a presentation but they are also pretty boring. Keep in mind too: this is a presentation and you will be graded on style, organization, effectiveness, clarity, and other dimensions. I certainly don’t expect a product that looks like it was professionally done, but given that this is a Communication Intensive (CI) course, I will be assessing presentations given CI criteria. Your classmates will be viewing your presentation too, so make sure it’s effective.

I will provide a sample presentation on the course Canvas site. Look to my example for some guidance, as well as the presentations of your classmates. A grading rubric can be found below. I would also strongly recommend using the Case Study Questions for each case study available in the interactive materials for the Kernohan text, available here: http://sites.broadviewpress.com/businessethics/draft-case-studies/. (Case Study 12)

Two things:

• To complete the case presentation, should complete the Case Analysis Worksheet. This completed worksheet should be emailed to the instructor by the due date for the case study. Your presentation is not complete without this completed worksheet and will not be graded unless it is completed.
• Be sure to regularly return to your presentation to see if anyone has asked you a question. Be sure to answer those questions that your classmates ask! I will consider how well you respond to those questions when grading your presentation.

Rubric

Your presentation grade will be out of 100 points. You will be graded based on the following rubric.

• Content (40 points)

I will be looking to see how well you incorporate ethical theory into your presentation. You should make ample use of the various themes and principles and concepts from the Kernohan text in particular. Make sure that the ethical theory that you utilize really is relevant and be sure to explain why the ethical theory that you are discussing helps to show that your answer is plausible. You should also consider the details of the case study. The particulars probably matter and you should consider them.

• 40 points: Answer is well defended by appeal to multiple ethical theories; student has provided several ethical considerations in support of her position and those considerations really do support the answer. No obviously relevant ethical consideration is missed. Relevant factual details of the presentation are considered and addressed as relevant.
• 32 points: Student has supplied a modest amount of ethical theory in support of her answer, but not much more. Might be emphasizing one preferred ethical theory at the expense of other relevant considerations. Ethical considerations are relevant but not well focused. Answer needs some sophistication or nuance. There might be a pretty obvious objection to the student’s answer that is not addressed. Some facts relevant to the case study matter are ignored.
• 24 points: Relevant terminology is being used but incorrectly or inappropriately. Misunderstanding abounds. Obvious ethical considerations are not addressed. Much more work to do and the ethical reasoning that is provided is pretty poor.
• 20 points: Student has not really provided any ethical reasoning in support of her answer at all. Answer is merely the statement of purported fact or opinion.
• 
  
• 
  
• Argument (30 points)The cogency and soundness of your argument are assessed in this category. The more reasons you can offer in support of your answer, the better–at a minimum, you should offer at least three reasons in support of your answer. The more reasons you can offer in support of your answer, the more points; fewer reasons, fewer points. Organization matters here: a sloppy and disordered presentation will probably not have multiple clear lines of argument. Note: this is where I will consider your responses to your classmates’ questions. · 30 points: Multiple reasons offered in support of the favored position, all of which are consistent with one another and well-integrated, all of which are relevant to the case study. A thoroughly convincing presentation. · 24 points: Student has offered some reasons in support of her position, but some of those reasons aren’t really relevant or else the ethical theory invoked in defense of the answer doesn’t really support the student’s position. Some crucial part of an effective argument is missing or some crucial assumption is not really defended. There is some obvious objection or counter-example that the student has not considered. There is ethical reasoning offered in support of the answer, but more work to do. Possible that there is an inconsistency that is not explained. · 18 points: Student has offered only the beginnings of an argument. Obvious objections are not responded to or the argument includes some assumption that is far from obviously true. Student may be confused about the implications of ethical theory here or is relying too much on what strikes here as obviously true without argument. Presentation is sloppy and difficult to locate just what the argument is. Student contradicts herself or her position is inconsistent. · 15 points: Student has barely offered an argument at all. Either she is just asserting her opinion or is providing a purely factual discussion of the case study.
• Quality of Answer (20 points)

The plausibility of your answer will depend on several criteria. First, its relevance to the question posed at the end of the case study. Is your answer really responsive to the question? Does it answer the question completely? Second, how workable is your answer? Could it really be implemented? Is it a realistic response given the details of the case study? Third, is it consistent with the ethical theory that you appeal to in your presentation?

• 20 points: Answer is plausible on its face and responsive to the problem. Student has provided a nuanced and sophisticated response that avoids making the problem seem like it is simple or easily solved.
• 16 points: Answer is not obviously implausible but problematic for some reason. Some crucial matter is not addressed, or the answer isn’t really workable or likely to work, or is inconsistent with the ethical theory that the student has discussed. Answer could be more nuanced or sophisticated; things might be more complicated than the student appreciates.
• 12 points: Answer is not terribly plausible on its face. The proposed solution isn’t really workable or is at odds with the details in the case study or there is some pretty obvious ethical objection to the proposal. The answer is really brute or crude when things are pretty clearly more complicated.
• 10 points: A wildly inappropriate response that suggests the student has simply not appreciated the problem being addressed or hasn’t taken the problem seriously.
• Style Points (10 points)

This is a presentation so you will be graded on several criteria related to “style” including clarity, time allotted, use of visual material, elocution, enthusiasm, and so forth.

• 10 points: A clear and well-organized presentation. Excellent use of visual materials incorporated into the presentation. Student speaks and present clearly, convincingly, and with enthusiasm. No distractions. Good pacing and the presentation works within the time allotted.
• 8 points: Presentation is organized but there are problems. Too much time spent on some part of the presentation, not enough time on some other part. Student is dragging or rushing. Visual materials are used but are either distracting or not terribly effective. Problems with elocution or pronunciation or volume or some other stylistic element that makes it more difficult to follow along. Needs some energy or overly enthusiastic.
• 6 points: Presentation is poorly organized and student has failed to clearly deliver her presentation. Presentation runs over or under the allotted time. Problems with technical delivery. Ineffective use of visual materials. Difficult to even understand what is being said.
• 5 points: Something has gone pretty clearly wrong and the presentation is seriously disorganized and ineffective. Terribly difficult for an average observer to understand and follow along. Presentation runs seriously over or under the allotted time.