Cross-cultural communication in the workplace

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Instructions
Although the lesson for this week already addressed this information, for ease of assignment completion, here it is again.

Here is a list of topics from which you can choose:

  1. Verbal communication
  2. Nonverbal communication
  3. Public speaking
  4. Cross-cultural communication in the workplace
  5. Listening in communication
  6. Gender and communication
  7. Communication and care management
  8. Perception
  9. Conversation skills
  10. Communication, technology, and social media

Click on the following link for an example of what you will be doing this week:

Link: Example Submission

Use this example to guide your submission for this assignment.

  1. Choose a topic: #3 Public Speaking
  2. Narrow the topic to identify a specific purpose: Managing anxiety when public speaking
  3. Develop a one-sentence thesis: There are three important steps to take in order to manage anxiety when doing a presentation.
  4. Establish your main points for the PowerPoint:
    • Main Point #1: Visualize doing the presentation well
    • Main Point #2: Take a deep breath before you begin
    • Main Point #3: Focus on the information rather than the performance
  5. Three sources (Include the titles of three potential sources here.)
    • Source 1
    • Source 2
    • Source 3

With the above example, the topic was narrowed to managing anxiety. This topic could have also been narrowed to eliminating “um’s”, presenting while using a visual aid, etc. There are many different ways in which you can make the topic of your choice more specific to your interests.

Now it is your turn. In order to write an effective thesis, you will need to do your research. Find a minimum of three scholarly sources that you plan to use to inform your teaching. Use the template for Assignment 2 to guide your organization of this information. You will receive feedback concerning your topic choice, thesis, organization, and sources in the grading process.

Reflection
At the end of your submission, add a reflection paragraph addressing your consideration of a cross-cultural topic and why or why not this topic was chosen. What is it about cross-cultural communication that interests you, concerns you, or creates a barrier for you.

Note: Any topic you chose is fine, but this is a chance to reflect on the added component of cross-cultural communication.

Presentation Note

PowerPoint presentations with recorded narration are due in Week 7. Begin practicing the use of your microphone with your computer and the PowerPoint narration feature.

Make sure to view the following tutorial for help with creating narration:

Writing Requirements (APA format)

  • Length: 0.5-1 page (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page is not required as the 3 sources are listed in Section 5.

Use this example to guide your submission for this assignment.

  1. Choose a topic: #4  Cross-cultural communication in the workplace
  2. Narrow the topic to identify a specific purpose: Managing anxiety when public speaking
  3. Develop a one-sentence thesis: There are three important steps to take in order to manage anxiety when doing a presentation.
  4. Establish your main points for the PowerPoint:
    • Main Point #1: Visualize doing the presentation well
    • Main Point #2: Take a deep breath before you begin
    • Main Point #3: Focus on the information rather than the performance
  5. Three sources (Include the titles of three potential sources here.)
    • Source 1
    • Source 2
    • Source 3

With the above example, the topic was narrowed to managing anxiety. This topic could have also been narrowed to eliminating “um’s”, presenting while using a visual aid, etc. There are many different ways in which you can make the topic of your choice more specific to your interests.

Nr449; Outcomes Associated with Nutritional Status

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( NR449_Skills_Module_Nutritio n ®2022 Chamberlain University. All Rights Reserved ) ( 1 )

 

 

 

Purpose

NR449 Evidence-Based Practice

Skills Module: Nutrition

 

To encourage critical thinking, problem solving, and collaboration through the use of evidence-based practice studies.

Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)

 

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

1. Computer with internet access.

2. Recommend using Firefox browser and clearing your cookies and cache if you are accessing ATI on laptop or desktop computer.

3. Log into ATI, “My ATI”, and select the “Apply” tab. Click on Skills Module 3.0 and title “ Nutrition.” Click on

the “Begin Lesson” tab. Open the “Evidence-Based Research” tab on the left side.

4. There is one (1) study under the Evidence-Based Practice tab. You may review the entire module, but this is not a priority for this assignment. Other main topics and accompanying studies are listed in the table below.

5. Choose one of the main topics from the table and then choose one (1) article for review under that main topic.

Read the article chosen from the table below and answer one (1) of the topic questions listed.

a. What methods can be used to assess nutritional status?

b. What methods can be used to identify those at risk for malnutrition?

c. What specific health conditions increase the risk of malnutrition?

d. What associations exist between nutritional status and health outcomes?

e. What type of interventions improve adherence to recommendations on nutritional intake?

 

Create a 2-3 page scholarly paper which supports the topic question you selected. Search for a current research article (less than 5 years) to support the topic question selected. The 2-3 page limit does not include title and reference pages.

 

Main Topic: Person-centered feeding care.

Article for review:

· Bell, C., Lopez, R., Mahendra, N., Tamai, A., Davis, J., Amella, E., & Masaki, K. (2016). Person-centered feeding care: A protocol to re-introduce oral feeding for nursing home patients with tube feeding . Journal of Nutrition & Health Aging, 20(6), 621-627. https://doi:10.1007/s12603-016-0699-9.

 
Main Topic: Evaluating nutritional status.

Articles for review:

· Vereecken, C., Covents, M., Maes, L., & Moyson, T. (2013). Formative evaluation of the feedback component of children’s and adolescents’ nutrition assessment and advice on the web (CANAA-W) among parents of school children. Public Health Nutrition, 16(1), 15-26.

doi:10.1017/S1368980012003448.

· Vyncke, K, Cruz, Fernandez E., Fajó-Pascual, M., Cuenca-García, M., De Keyzer, W., Gonzalez-Gross. M., Moreno, L., Beghin, L., Breidenassel, C., Kersting, M., Albers, U., Diethelm, K., Mouratidou, T., Grammatikaki, E., Vriedt, T., Marcos, A., Bammann, K., Bornhortst, C., Leclercq, C., Manios, Y….Huybrechts, I. (2013). Validation of the diet quality index for adolescents by comparison with biomarkers, nutrient and food intakes: the HELENA study. British Journal of Nutrition, 109(11), 2067-78. https://doi:10.1017/S000711451200414X.

 
Main Topic: Identifying those at risk for malnutrition.

Articles for review:

· Isenring, E., Banks, M., Ferguson, M., & Bauer, J. (2012). Beyond malnutrition screening: Appropriate methods to guide nutrition care for aged care residents . Journal of the Academy of Nutrition and Dietetics, 112(3), 376-381. https://doi: 10.1016/j.jada.2011.09.038.

· Tsai, A., Chang, T., Wang, Y., & Liao, C. (2010). Population-specific short-form mini nutritional assessment with body mass index or calf circumference can predict risk of malnutrition in community-living or institutionalized elderly people in taiwan. Journal American Dietetic Association, 110(9), 1328-1334. https://doi: 10.1016/j.jada.2010.06.003. PMID: 20800124.

· Platek, M. E., Popp, J. V., Possinger, C. S., Denysschen, C. A., Horvath, P., & Brown, J. K. (2011). Comparison of the prevalence of malnutrition diagnosis in head and neck, gastrointestinal, and lung cancer patients by 3 classification methods. Cancer Nursing, 34(5), 410–416. https://doi.org/10.1097/NCC.0b013e318206b013.

 
Main Topic: Malnutrition associated with specific health conditions.

Articles for review:

· Paul, B., Singh, T., Paul, G., Jain, D., Singh, G., Kaushal, S., & Chhina, R. (2019). Prevalence of malnutrition in Parkinson’s disease and correlation with gastrointestinal symptoms. Annals of Indian Academy of Neurology, 22(4), 447-452. https://doi:  10.4103/aian.AIAN_349_18 

· Rios, T. C., de Oliveira, L. P., da Costa, M. L., da Silva Baqueiro Boulhosa, R. S., Roriz, A. K., Ramos, L. B., & Bueno, A. A. (2021). A poorer nutritional status impacts quality of life in a sample population of elderly cancer patients. Health and Quality of Life Outcomes, 19(1).  https://doi.org/10.1186/s12955-021-01735-7 

· Jackson, A. A. (2018). Identifying children at risk of malnutrition. Nutrition Journal, 17(1). https://doi.org/10.1186/s12937-018-0392-4

 
Main Topic: Outcomes associated with nutritional status.

Articles for review:

· Ruiz, A. J., Buitrago, G., Rodríguez, N., Gómez, G., Sulo, S., Gómez, C., Partridge, J., Misas, J., Dennis, R., Alba, M. J., Chaves-Santiago, W., & Araque, C. (2019). Clinical and economic outcomes associated with malnutrition in hospitalized patients.  Clinical Nutrition,  38(3), 1310–1316. https://doi: 10.1016/j.clnu.2018.05.016

· Harbottle L. (2019). The effect of nutrition on older people’s mental health. British Journal of Community Nursing, 24, S12–S16.  https://doi.org/10.12968/bjcn.2019.24.Sup7.S12 

· Jung, S. E., Bishop, A. J., Kim, M., Hermann, J., Kim, G., & Lawrence, J. (2017). Nutritional status of rural older adults is linked to physical and emotional health.  Journal of the Academy of Nutrition & Dietetics,  117(6), 851–858. https://doi:10.1016/j.jand.2017.01.013

 
Main Topic: Interventions to improve nutritional status.

Article for review:

· Santo, K., Hyun, K., Keizer, L., Thiagalingam, A., Hillis, G., Chalmers, J., Redfern, J., & Chow, C. (2018). The effects of a lifestyle-focused text-messaging intervention on adherence to dietary guideline recommendations in patients with coronary heart disease: An analysis of the TEXT ME study. International Journal of Behavioral Nutrition and Physical Activity, 15(45).  https://doi.org/10.1186/s12966-018-0677-1 

· Lessard, L. M., Wilkins, K., Rose-Malm, J., & Mazzocchi, M. C. (2020). The health status of the early care and education workforce in the USA: A scoping review of the evidence and current practice.  Public Health Reviews (2107-6952),  41(1), 1–17. https://doi:10.1186/s40985-019-0117-z

· DeHaven, M. J., Gimpel, N. A., Gutierrez, D., Kitzman, C. H., & Revens, K. (2020). Designing health care: A community health science solution for reducing health disparities by integrating social determinants and the effects of place.  Journal of Evaluation in Clinical Practice,  26(5), 1564–1572.

 

 

 

6. The paper must include the following headings (see rubric for criteria under each heading):

a. Introduction and Key Points (5 Points)

· Choose one of the assigned articles located under the main topics in the table above; selects and identifies one of the questions listed in 5a. – 5e.

· Defines the topic and question

· States why it is a problem

· Information presented in logical sequence

b. Article Search (5 Points)

· Conduct an article search – a good resource is the Chamberlain Library. If you start the assignment early, the library has resources/support to help find an appropriate article.

· The article must be current (less than 5 years) and from a credible resource (peer-reviewed or a reputable organization).

· List the database that you searched and list the terms and methods used

· Number of articles located – this is the number of articles that showed up in the results list for the terms you used

· Source outside of ATI module used – the article used cannot be the one that is listed in the ATI Nutrition Module

c. Article Findings (25 Points) – this is based on the article you found in 6(b)

· How it addresses the main topic

· Type of research conducted in the article selected (e.g., quantitative, qualitative, etc.)

· Findings of research conducted in the article

· Why this article was chosen

d. Evidence for Practice (25 Points)

· Summary of evidence

· How it will improve practice

· How this evidence will decrease a gap to practice

· Any concerns or weaknesses located in the evidence

e. Sharing of Evidence (20 Points)

· Who would you share the information with?

· How would you share this information?

· What resources would you need to accomplish this sharing of evidence?

· Why would it be important to share this evidence with the nursing profession?

f. Conclusion (5 Points)

· Summarizes the theme of the paper

· Information presented in logical sequence

· All key points addressed

· Conclusion shows depth of understanding of topic

g. APA Style (10 Points)

· APA style used properly for citations

· APA style used properly for references

· APA style used properly for quotations

· All references are cited, and all citations have references

*NOTE: Must adhere to current APA guidelines and formatting.

h. Writing Mechanics (5 Points)

· No spelling errors

· No grammatical errors, including verb tense and word usage

· No writing errors, including sentence structure, and formatting

· Must be all original work

 

Your instructor will provide guidance on the best way to submit this assignment.

 

 

For writing assistance visit the Academic Support -> Writing Center

 

Please note that your instructor may provide you with additional assessments to determine that you fully understand the concepts learned in the review module.

 

( NR449 Evidence-Based Practice Skills Module: Nutrition )

 

( NR449_Skills_Module_Nutrition V3 ®2022 Chamberlain University. All Rights Reserved ) ( 2 )

 

 

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the required criteria for this assignment.

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction and Key Points (5 points)

(6a in Guidelines)

 5 points 4 points 3 points 1 point 0 points
Required criteria

1. Choose one of the assigned topics and identifies one of the questions

2. Defines the topic and question

3. States why it is a problem

4. Information presented in logical sequence

 

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Search (5 points)

(6b in Guidelines)

 5 points 4 points 3 points 1 point 0 points
Required criteria

1. Current (less than 5 years) and credible resource

2. Database search – terms and methods used

3. Number of articles located

4. Source outside of ATI module used

 

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Findings (25 points) (6c in Guidelines) 25 points 22 points 20 points 10 points 0 points
Required criteria

1. How it addresses the topic

2. Type of research conducted

3. Findings of research

4. Why this article was chosen

 

 

 

 

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Evidence for Practice (25 points) (6d in Guidelines) 25 points 22 points 20 points 10 points 0 points
Required Criteria

1. Summary of evidence

2. How it will improve practice

3. How this evidence will decrease a gap to practice

4. Any concerns or weaknesses located in the evidence

 

 

 

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Sharing of Evidence (20 points) (6e in Guidelines) 20 points 17 points 15 points 10 points 0 points
Required Criteria

1. Who would you share the information with?

2. How would you share this information?

3. What resources would you need to accomplish this sharing of evidence?

4. Why would it be important to share this evidence with the nursing profession?

 Includes 4 requirements for section. Includes 4 requirements for section. Includes 4 requirements for section. Includes 4 requirements for section. Includes 4 requirements for section.

 

 

( NR449 Evidence-Based Practice Skills Module: Nutrition )

 

( NR449_Skills_Module_Nutrition V3 ®2022 Chamberlain University. All Rights Reserved ) ( 4 )

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Conclusion (5 points)

(6f in Guidelines)

 5 points 4 points 3 points 1 point 0 points
Required Criteria

1. Summarizes the theme of the paper

2. Information presented in logical sequence

3. All key points addressed

4. Conclusion shows depth of understanding of topic

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
APA Style (10 points) (6g in Guidelines) 10 points 8 points 7 points 4 points 0 points
Required criteria

1. APA style used properly for citations

2. APA style used properly for references

3. APA style used properly for quotations

4. All references are cited, and all citations have references

*NOTE: Must adhere to current APA guidelines and formatting.

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Writing Mechanics (5 points) (6h in Guidelines) 5 points 4 points 3 points 1 point 0 points
Required criteria

1. No spelling errors

2. No grammatical errors, including verb tense and word usage

3. No writing errors, including sentence structure, and formatting

4. Must be all original work

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Total Points Possible = 100 points

 

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Deliverable 7 – Social Media Plan

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Deliverable 7 – Social Media Plan

Top of Form

Bottom of Form

Assignment Content

1.

Top of Form

Competencies

· Analyze the evolution of social media standards and practices and how it relates to the potential need for regulation of social media, along with ethical concerns.

· Evaluate psychological theories and their insights into the widely varying opinions and attitudes that are expressed through social media.

· Compare and contrast new social media marketing trends with more traditional forms of advertising.

· Assess the development of societal standards in relation to social media and how this can alter social norms in everyday life.

· Integrate the positive and negative effects of social media making global communication easily accessible.

· Design a personal plan to use social media to benefit the student both personally and professionally as well as minimize online mistakes and their impact.

 

Student Success Criteria

View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.

 

Instructions

Social media use is critical to a dynamic and competitive brand, whether that brand is something you sell, a group home, a non-profit organization, or your self-image. This project will get you thinking about effective ways to shape your social media tools to make the most of your brand, to keep consumers talking and thinking about your brand, and to get interaction from those you seek to sell to or to help. You will take a look at what you post to social media, possible responses or reactions you will receive, as well as use social media trends and society controls to keep your brand meeting your goals.

 

Your final project should include a plan for the following: how you will utilize a minimum of four social media sites; what your target audience will be; your use of contacts, outreach, and advertising best practices; your posting do’s and don’ts; and explanations of your choices using the sources from the course and others you find.

 

If you have a real business, brand, or site to work on, you can start by putting the site profiles into the four social media sites you have chosen (e.g. Facebook, Twitter, etc.). Screenshots will work for these that you have really made. If you don’t really have a business or brand, you do not need to create faux profiles. However, you should write the information you would include in your profile for each one.

 

In summary, your plan should contain:

· An introduction to your brand or company

· Your social media goals and general goals for the brand

· An analysis of the market comparables — similar businesses/nonprofits/brands, including what has been successful and what hasn’t worked for at least 3 good comparable brands

· Discussion of societal norms for those comparables. What seem to be the “rules” they follow? Is there open or tacit regulation you’ve noticed? Include how you can expand your influence globally by overcoming potential language and culture barriers.

· An analysis of advertising and its necessity along with the type of advertising you would do and why

· An outline of the audience you intend to reach and how to reach them. Be sure to take into account the factors that are in play when attempting to reach an audience that includes a wide range of ages (consider generational differences)

· A plan for how to use your contacts and add new ones when publicizing and staying connected

· A plan for each of four social media sites, including profile information and posting ideas

· Analysis of any of the theories you would use

· A conclusion

· Your project lengths will depend on how much depth you put into your analysis of each section, but to give you a general idea, several paragraphs for most of the bullet points is a good length, and should result in a total of around 10 pages. Be sure to use at least 2 credible sources.

Bottom of Form

5 regulatory agencies that regulate health and the health care system within the United States. PPT

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Topic:    Agency Synopsis PowerPoint Presentation

You will create a grid listing 5 regulatory agencies that regulate health and the health care system within the United States.

You will answer the following based on the 5 regulatory agencies:

·   Describe the agency, level of regulatory authority (local, state, federal,), scope of regulatory authority, and role within the U.S. healthcare system.

·   The relevance of the organization or the organization’s authority to the DNP/FNP graduate.

·   Describe the relevance to specialty area, area of practice, or setting of practice.

Avoid antibiotic resistance in your community

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 minimum of 750 words

explain how would you be able to contribute to avoid antibiotic resistance in your community

how would you be able to diligently and responsibly prescribe antibiotic therapy taking into consideration general CDC protocols and other recommended measures.

APA style

Safe assign  22% or less

ethical dilemma

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Describe a situation of ethical dilemma that you have experienced in practice and how it was resolved. (Saunders, 2014)

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Distinguishing Inductive and Deductive Reasoning .

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  • Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument.
  • For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere.
    • Editorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments.
    • Use mapping and evaluative techniques to make sure it is an argument.
  • Is it inductive or deductive? Explain why.
  • Does it pass the tests of validity and strength? Explain.

Link: Deductive Argument Example

“Tightening laws restricting the use and possession of firearms does not protect average law-abiding citizens; it only puts them at greater risk. Enforcing licensing restrictions, trigger locks, and waiting periods makes it more difficult for law-abiding citizens to defend themselves, and, as a result, encourages criminal activity. Only criminals benefit when ordinary citizens are deprived of their right to own a firearm and protect themselves, their homes, and their families” (Lott, 2000, p. 169)

Lott, J., (2000). More guns, less crime: Understanding crime and gun-control laws. University of Chicago Press.

The argument boils down to this:

  • Laws that are obeyed by ordinary citizens and not obeyed by criminals are laws that put ordinary citizens at risk.
  • Tight gun laws are laws that are obeyed only by ordinary citizens.
  • Tight gun laws put ordinary citizens at risk.

However, the argument itself is composed of three intertwined syllogisms:

Only ordinary citizens are persons who respect tight gun laws.
Criminal persons are not ordinary citizens.
Therefore, criminals do not respect tight gun laws.

Tight gun laws restrict only ordinary citizens.
No criminal is an ordinary citizen.
No criminal is restricted by tight gun laws.

Laws that disfavor the good are laws that favor the bad.
Tight gun laws favor the bad.
Therefore, tight gun laws disfavor the good.

Notice that you cannot remove any of the “legs” and maintain the claim. Notice, also, that the reasons are closely connected and depend on or follow from each other. Notice, also, that the first premise (called the major premise) must be accepted as true or the entire argument fails.

Link: Inductive Argument

The United States is too dependent upon foreign oil. According to the U.S. Department of Energy, we rely on imported foreign oil for about 45% of our needs. Of the imported oil, most comes from Canada, but 22% comes from countries in the Middle East. Undeniably, this dependence shapes our foreign policy. We have vast oil reserves that could make us energy-independent. Development of these resources would produce much-needed jobs, many of them in areas of the country suffering most from the recession. We should be developing an energy policy that makes us energy independent.

  • Reason: We import 45% of our oil.
  • Reason: Middle East oil imports shape our foreign policy.
  • Reason: Our vast oil reserves could make us energy independent.
  • Reason: Development of oil reserves could produce much needed jobs.
  • Conclusion: For any or all of the above, independent reasons, we should become energy independent.

Notice that any one of these reasons, standing alone, could support the conclusions; they are not logically related to one another as they would be in a syllogism.

  • Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument.
  • For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere.
    • Editorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments.
    • Use mapping and evaluative techniques to make sure it is an argument.
  • Is it inductive or deductive? Explain why.
  • Does it pass the tests of validity and strength? Explain.

JOURNAL

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 8, 9, 17 (Introduction); review Chapter 7
  • Lesson

Introduction
Remember – your actual journal entry should be somewhat brief; most of your time should be spent thinking about the questions asked and the issues raised. Your thoughts should then be distilled into a mini-argument that will respond affirmatively to the four tests for evaluating arguments: truthfulness of premises, logical strength, relevance, and non-circularity.

Instructions
For this journal assignment, briefly answer each of the following prompts:

  • Inference: The differing meanings of “valid inference” and “warranted inference” are closely related to the differing purposes of deductive and inductive arguments – the purpose of deductive being to prove; the purpose of inductive to make the conclusion most probable.
    • Look up the words “valid” and “warranted.” Each of these words, you will find, has what is known as a lexical definition – that is just the dictionary definition of the word. Words also have a certain connotations – meanings that go beyond their lexical definitions; associated ideas and concepts – think of terms such a “fur baby” as the name for a pet.
    • Briefly discuss how the lexical definitions and connotations of “valid” and “warranted” can help us understand the differing purposes of deductive and inductive arguments.
  • Fallacies: In Section 8.2, the text states that there are “fallacious argument templates” (Facione & Gittens, p. 167) and then gives a number of examples. The authors further state: “Analysis of the meanings of the terms used and the grammatical rules of the language reveal the source of error” (p.167).
    • Choose one of the fallacies in this section, such as Denying the Antecedent or False Classification and pair it with the valid argument template. For example, if you choose Denying the Antecedent, the valid argument template will be Denying the Consequent. False Classification would pair with one of the fallacies in Reasoning About Classes of Objects.
    • Explain, in your own words, how the fallacy is revealed through analysis of the valid argument template. Think of it this way – if you know how the heart works, you will know that certain malfunctions will prevent it from working.  For example, if you know that the coronary arteries supply the heart with blood, then you can reason that a blockage will stop that vital flow. So this journal prompt asks you to explain, in your own words, how one of the valid argument templates work – and how that exposes the fallacy connected with that type of argument.
  • Civic Responsibility: At the end of Chapter 9 there is a Bonus Exercise that asks you to research and analyze the 2009 debate over the healthcare public option. If you were actually to complete that exercise, it would take quite a bit of time and effort.
    • Do you think that completing such an exercise would be time well spent or time wasted? If well-spent, why? If time wasted, why?
    • Is there any issue on which you think a comparable amount of time and effort would be worthwhile?
    • As a critical thinker, do you believe that citizens have an obligation to be informed on topics of current interest? If yes, why, if no, why not?

If you include references to outside sources (beyond the textbook), make sure you cite them properly.

Writing Requirements (APA format)

  • Length: 1 ½ -2 pages (not including prompts, title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (as needed)

professional portfolio assignment

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This professional portfolio assignment will prepare the students to market and negotiate for employment as an advanced nurse practitioner. The assignment must contain the following:

  1. Copy of NP job description (include current APA citation of source)
  2. One letter of recommendation
  3. Resume as an NP
    • Resume Sample and resume builder can be found on the St. Thomas website under library section. Once there click on database by subject and then scroll down to career, then click on got resume builder and create a free account.
  4. Cover Letter for NP job
    • Cover Letter Sample can be found in course textbook on page 543, Box 20-2.

Discussion

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Provide your risk analysis for this event. Develop an action plan for the prevention of events like this one in the future. Which theory or model would you apply in developing your action plan?