Tag: issues

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Module on crowd management and behavior issues

An essay of 600 – 800 words, be a MS Word Document file. Use 12-point Times New Roman font, double-spacing, and APA 7th edition style. No cover page is necessary. A reference list is required.

Topic:

Select one of the three articles posted in the Week 3 module on crowd management and behavior issues. Briefly summarize the main points of the article. Focus on the issue that the paper discusses. What suggestions do you have to solve the problems discussed in the articles, that have not been covered in the articles themselves? You must have at least one suggestion (You cannot say “I agree with everything the article suggests.”

Grading Standard/ Rubric:

The papers should include an argument or thesis statement relevant to topic stated above (10%) that is being supported throughout the paper with paraphrasing and citations from primary and secondary sources (20%), brief summary of the main idea (20%), and then a critical analysis of how the sources support the argument/ thesis statement (20%). Spelling, grammar, and typographical errors should be kept to a minimum (15%). Students should use direct quotations sparingly (5%). The plagiarism tracker should have less than 25% match from other sources (10%). Over 40% match will be considered plagiarism and papers will receive a zero grade (0/20). Papers that have used programs that paraphrase to trip plagiarism detectors to point where the paper is unreadable, will receive a zero grade.

Note: Weighting of grade is the percentages in parentheses.

Total Paper is worth 20 points (20% of overall grade)

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Legal Issues for School Leaders

Discussion 1: Legal Issues for School Leaders

Understanding your state’s court systems and laws are very important for a school leader, but you must have a clear understanding of the statutes and case laws that work together to help everyone understand the best way to resolve legal issues that leaders face in today’s schools. It is important for leaders to understand that the law is not a static situation, but that it is constantly evolving. When a statute is passed by a governing body, its guidance for school leaders is limited until it is interpreted by the courts. This interpretation comes in the form of case law. It is important for a school leader to understand how case law impacts the governing of the schools and the administration of the rights of stakeholders of schools including, but not limited to, students, employees, parents, and community members. For this discussion, you should choose either the First Amendment or the Fourth Amendment to the United States Constitution (page 26 in your text) as the basis for your reply.

Follow these directions:

Describe what the chosen amendment says about our rights as U.S. citizens.
Find two examples of case law that apply to educational institutions that have helped to define how the rights guaranteed by that amendment have been interpreted by the courts.
Discuss implications of the chosen case law and how it relates to school leaders.
Research resources (at least 3) that a school leader can use for better understanding in order to comply with the Amendment chosen. Post these resources, along with their links, in the Discussion Board.

Discussion 2

Emergency Management Scenario

Directions

School administrators have a responsibility to keep everyone safe. Read the scenario and in the Discussion Board, answer the questions at the end.

During the passing time between classes at Eisenhower High School, there was a fight between two special education students. Student “X” pulled a knife on Student “Y” and cut the students arm to the point severe bleeding took place. Student “X” continued the attack, but thankfully other students were able to disarm Student “X.” The principal of Eisenhower High, Mr. Smart, takes pride in being proactive in his school and his faculty and staff know the law well, so he was very concerned at the findings of his investigation of this incident.

There were several issues that concerned Mr. Smart about this incident. First, one of the school’s teachers, Mrs. Wright, had been informed by another student that Student “X,” an emotionally impaired special education student, might have a weapon in their possession. Because the student who reported the possible weapon was not thought to be credible, Mrs. Wright did not take the report seriously. She decided not to report this because it was at the start of the class, and she did not want to leave her class without supervision. By the time class ended, Mrs. Wright had forgotten about the possible weapon.

To make matters worse, this incident occurred between classes at the end of the hallway where there are only two classrooms, and there was no adult supervision present. Hallway supervision is one area that was a constant struggle between the principal and the faculty and staff. Mr. Smart had urged the faculty and staff to monitor student activity in the hallway. However, when the incident occurred, one teacher had gone to the restroom and the other was at his desk preparing for the next class. Because of the normal noise in the hallway, no adult responded to the incident until well after it had ended. In fact, no staff members knew about the incident until the student came into class with a severe bleeding arm.

When Mr. Smart was alerted to the incident, he immediately took action to isolate Student “X” in a secure, supervised area and to get medical attention for Student “Y.” After making sure Student “Y” received medical treatment, Mr. Smart thoughts turned to his concern for what liability there might be for the district, teachers, and himself.

In your Discussion Board post please responses to the following:

What potential liability does the school district face due to this incident?
What potential liability does Mr. Smart and his faculty face due to the incident?
Based on Every Student Succeeds Act (ESSA) requirement for a school to have an Emergency Management plan, what responsibility does the school have for the safety of their students?
Would it have been legally permissible for school personnel to search Student “X” based on the report of a fellow student? Why or why not?
What should have been done differently in this scenario by the principal and the faculty to prevent this incident from occurring or to limit school district liability?

Discussion 3

Religion in Schools

Directions

As the principal of a small town school, Oak Middle School (a public school housing grades 6-8), you have been approached by an organization named “Professional Athletes Against Drug Abuse.” This group has offered to send well known professional athletes to your school to give an assembly encouraging students to be “drug free.” A day before the assembly, you receive a letter from the American Civil Liberties Union (ACLU) telling you that this group’s main goal is to convert children to Christianity. You immediately contact “Professional Athletes Against Drug Abuse” to express your concern; they assure you that their goal is strictly to urge students to remain drug free. You accept their explanation and allow the assembly to take place. When the assembly begins, it quickly becomes apparent that you have been duped and that the ACLU letter was right. The professional athlete speaking to the students encourages them to turn away from drugs and to turn to Jesus. During the assembly students receive a very strong evangelical message and are strongly encouraged to meet with the professional athlete again that evening at a local church to be “born again.” You were understandably very upset, but you allow the assembly to continue to its conclusion.

Please respond to the following questions:

What should you do after the assembly?
Do you personally or the school district have any legal liability due to allowing this assembly?
How does the Lemon Test apply to this circumstance?
How does the principle of government neutrality apply in this case?
Are there any circumstances under which this assembly or one like it could have been held on public school property?
Have you created an open forum?
Explain the legal principles behind your decision-making process.
As you read your classmates’ posts begin a conversation about the administration of the Lemon Test and if it would or would not have changed this assembly situation. What could have been done to prevent this situation?

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Why do you believe schedule issues often cause the most conflicts on projects?

Using your study throughout the course, the textbook and any Internet resources, review and analyze the following questions. Write a 4-6-page, APA-formatted report with details and clear answers. 

Why do you believe schedule issues often cause the most conflicts on projects? 

Why is it difficult to use project management software well? 

How do the “3 legs” of project management impact scheduling?

Discuss three suggestions for improving IT project quality that were not made in Chapter 8 in your textbook.?

Schwalbe, K. (2016). Information technology project management (9th ed.). Cengage Learning

Print ISBN: 978-1337101356 

eText ISBN: 978-1337515856

Supplemental text: assignment research

AXELOS. (2020). ITIL 4 Managing professional: Direct, plan and improve (1st ed.). TSO, Ltd.

ISBN: 978-0113316441

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Safety issues for the aviation industry that has arisen as a result of COVID 19

1.1 Provide a dot point summary of some of the safety issues for the aviation industry that has arisen as a result of COVID 19.
1.2 Give an account of the two commonly held perceptions of safety. Discuss the merits of each and state whether you consider it is an advantage, to society in general, that both exist simultaneously.
1.3 If you arrive at your destination on a charter flight after having had a very near mid-air collision, did you have a safe flight? Was your flight hazardous? Explain.
1.4 Discuss the importance of a safety culture within an organisation.
1.5 What is your understanding of the difference between affordable safety and acceptable safety?
1.6 Research the internet (or elsewhere) to find an authoritive assessment of the cost of a human life – in Australia or overseas – so that you understand the methodology. Can a cost benefit assessment of safety be justified on moral grounds?
Exercise 2
2.1 Give an overview of one specific area of concern when analysing safety data.
2.2 If safety cannot be measured directly how then can one assess whether the level of safety is improved?
2.3 Using one of the following events:

  • the terrorists events of 9-11
  • Flight MH 370
  • Flight MH17 OR
  • the German Wings accident make an assessment as to whether this event was an unknown risk or whether it ‘ought’ to have been reasonable foreseen (by the relevant risk assessment stakeholders – airlines, regulators etc. You may need to consider the legal notion of ‘reasonable foreseeability’ to make an ‘objective’ assessment rather than a ‘subjective’ assessment. (See: ‘Causal Nexus’ in Unit 3)
    2.4 What is Bowtie analysis? Provide an example of an Australian organisation that has used it as a means of managing risk.
    2.5 How does your organisation measure risk? Or if not employed: How important a tool do you consider the construction of a risk hazard matrix?
    Exercise 3
    In approximately 500 words give an overview of the application of Professor James Reason’s accident causation model to the management of safety within a civil aviation or ADF organisation.
    Unit 3
    Accident Causation
    16
  1. A decision-maker must act on the basis of evidence, not mere supposition or speculation.
  2. A decision-maker must not formulate requirements in vague or uncertain terms.
  3. A decision-maker must not inflexibly apply policy (although departures from policy will normally need to be justified).
  4. A decision-maker must not act under dictation (although this does not preclude adherence to formal directions, compliance with lawful conditions in relation to the process by which a decision is taken or the obligation to consult in the process of considering a decision).
  5. A decision-maker must decide the matter within a reasonable time.
  6. A decision maker must not act in a way that is manifestly unreasonable. A decision must not be so unreasonable that no reasonable person would make such a decision.
    Exercise 4
    4.1 Compare and contrast the traditional approach to air safety regulation to CASA’s current policy in this area.
    4.2 Describe, with examples, what is meant by a systems approach to safety regulation. Does the checking or testing of ‘end products’ still provide and benefits to the regulator?
    4.3 Give an overview of Australia’s current regulatory framework. Do you think that the FAA in the United States has conflicting objectives in terms of their safety regulatory structures? (Hint: As was the case with Australia’s pre 1995 when CAA was split into safety regulator (CASA) and aviation service provider (Airservices Australia).
    4.4 In point 7 above re “A decision-maker must not inflexibly apply policy” find and summarise a case appealed to the Administrative Appeals Tribunal (AAT) in which this principle has been applied.
    4.5 Do you think that CASA’s current enforcement policy is adequate? If not, what would you change to achieve better safety outcomes?

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What are the issues and challenges that independent commercial organizers might have to face in the development of sport events at three different levels

Assessment Title Poster Presentation
Graduate Capabilities
1) Professional Expertise
2) Innovative Problem Solving
3) Technology and Information Literacy
4) Global Citizenship
5) Skilled Collaboration
6) Agile Leadership
Learning Outcome/s (found in the Subject Outline) a) Analyse the relationship between sports, event and tourism
b) Critique issues and initiatives related to sports tourism in Australia and internationally
Assessment type (group or individual) Individual
Weighting % 30%
Word count 500-1000 words as a poster/e-poster (not counting the title & references) and a 5-minute oral presentation.
Please ensure you save/convert your files (poster) into PDF before uploading your assessment.
Format / Layout of Assessment
Poster:
Introduction/Background
Research aims
Findings
Conclusion/discussion
Recommendations
Reference List
? ?
? ?
? ?
Oral Presentation:
PDF submission of poster
Reference List
?
?
Assessment instructions
Assessment overview
Posters are often designed to appeal to peers and colleagues at conferences and/or public displays, and to meet the organisational and informational requirements. An effective poster balances the content (information) and the layout (how the information is presented). A poster presentation is a way to communicate your research or your understanding of a topic in a short and concise format. It usually includes two elements – a poster and a brief explanation.
The purpose of poster presentations is to encourage students to investigate a topic thoroughly and develop your ability to communicate perceptively (matching your explanation to your audience) and concisely – an important workplace skill.
Task description
Students are to present their research project via a live zoom presentation in class. You can use any digital format you feel is appropriate to display your poster as long as it is compatible with the zoom presentation.
You will need to analyse and evaluate information, synthesise ideas and creatively demonstrate your understanding of a topic or the findings of your research. Students will choose one of the assigned research questions:
1) What are the issues and challenges that independent commercial organisers might have to face in the development of sport events at three different levels: local, national and international?
2) What differences for sport event tourism marketing and destination branding are engendered by one-off events versus repeat events?
3) How one city of your choice has used international sports event-led strategies to achieve wider municipal objectives?
Posters should include the following contents:
• Project title and author: your poster will need a title. It should capture the main idea of what you are presenting. Be creative! The title needs to sound interesting to encourage your audience to have a closer look.
• Introduction or Background: the background provides information necessary for your audience to understand your research. It may also include the reason why you are conducting the research.
• Research aim: this is what your research sets out to do, including the research questions you intend to answer. Again, it should be brief, and could be presented as a simple list.
• Findings: are usually the focus of the poster and can include the findings/outcomes of your research. Figures and tables are used appropriately to relay information.
• Conclusion and discussion • Recommendations
• Each student will make a 5-minute oral presentation.
Requirements
• You will present your poster in an electronic format for online class.
• On your assigned presentation day, you will have prepared a 5-minute oral presentation of your ideas.
• You need not use complete sentences throughout your poster. Remember that you will be there to summarise your work and answer questions. A mixture of full sentences and bullet point phrases will allow viewers to quickly read your content.
• If you are having difficulty devising an approach to the assignment or you want feedback on your ideas-in-progress, please contact your lecturer via email to arrange an appointment.
• Review your subject readings, particularly the theories and models of sports, events and tourism, for poster presentation ideas.
• Utilise resources including the ICMS library, websites, media articles, sports organisation homepage and websites.
• Marks will be deducted for poor spelling and grammar.
• Use at least FIVE (5) pieces of academic evidence. Academic evidences are defined as peer reviewed journal articles, governmental publications, and academic textbooks.
• You must reference your essay in accordance with the ICMS Style Guide (APA 7th referencing style).
Assessment criteria
• Knowledge and organisation (30%): The poster includes all required elements. The poster has a logical structure, with information grouped under appropriate headings. Each element of the poster has an obvious relation to the other elements.
• Development and analysis (20%): The poster incorporates all required information. The discussion of observations and applicable course readings support the presenter’s claim.
• Poster design (30%): All aspects of the poster are readable; the poster is not cluttered, and all visuals serve a specific purpose.
• Delivery (20%): The presenter gives a clear, organised, succinct summary of his/her project’s contents and adequately answer viewer questions.
Submission process
• Date: A PDF of the poster must be submitted via Moodle by Sunday of Week 4 by 11.55 pm Sydney time.
• Submission in the LMS is performed via Turnitin, the similarity detection software used by ICMS students and teaching staff to prevent plagiarism by ensuring referencing is correct and that work has not been inadvertently copied from elsewhere. You can access Turnitin under the ‘Assessments’ section in your Moodle course site.
• Please note that draft reports submitted in this way will be regarded as the final version at the due date if you have not uploaded a subsequent, finalised version (each file uploaded overwrites the previous version).
• A penalty of 5% will be deducted for each day late with a zeromark notated for any submission seven or more days late as per ICMS policy. If for any reason you are unable to submit a late submission via Turnitin please contact your Lecturer.
• Extensions to due dates will be granted only in exceptional circumstances, and where adequate supporting documentation can be provided. Please note that work commitments do not constitute grounds for an extension. Requests must be made via the special consideration process. Decisions and recommendations are only made by lecturers-in-charge/course coordinators.
• You will be advised of your mark by your Lecturer within 2 weeks of submission.
• Please keep a copy of your assignments.
Readings for the assessment
•
Bramwell, B. (1997). A sport mega-event as a sustainable tourism development strategy. Tourism Recreation Research, 22(2), 13-19. doi: 10.1080/17430437.2018.1555218
• Higham, J., & Hinch, T. (2018). Sport tourism development (3rd ed.). Multilingual Matters.
• Hudson, I. (2007). The use and misuse of economic impact analysis: The case of professional sports. In W. Weed (Eds.), Sport & tourism: A reader (pp. 328-345). Routledge.
• Jaeger, K. (2020). Evaluating the perceived social impacts of hosting large-scale sport tourism events: Scale development and validation. Sport in Society, 23(1), 40-45.
•
Kim, W., Jun, H. M., Walker, M., & Drane, D. (2015).
Evaluating the perceived social impacts of hosting large-scale sport tourism events: Scale development and validation.
Tourism Management, 48, 21-32. doi:
10.1016/j.tourman.2014.10.015
•
Mallen, C. (2008). The concept of knowledge in event management. In C. Mallen, & L. J. Adams (Eds.), Sport, recreation and tourism event management: Theoretical and practical dimensions (pp. 9-24). Elsevier.
• Masterman, G. (2014). Strategic sports event management (3rd ed.). Routledge.
• Parent, M. M., & Smith-Swan, S. (2013). Managing major sports events: Theory and practice. Routledge.
• Prani, L, Petri, L., & Cetini, L. (2012). Host population perceptions of the social impacts of sport tourism events in transition countries. International Journal of Event and Festival Management, 3(3), 236-256. doi:
10.1108/17582951211262684
• Preuss, H. (2007). The economic impact of visitors at major multi-sport events. In W. Weed (Eds.), Sport & tourism: A reader (pp. 296-313). Routledge.
• Temnyk, I. (2017). Criteria and provisions of efficient implementation of macro-projects of international sport event tourism. Journal of Environmental Management & Toirus, 8(6(22)), 1307-1321. doi: 10.14505/jemt. v8.6(22).18
• Weed, M. (2007). Sports tourism theory and method – Concepts, issues and epistemologies. In W. Weed (Eds.), Sport & tourism: A reader (pp. 12-23). Routledge.
• Weed, M., & Bull, C. (2009). Sport tourism: Participants, policy and providers (2nd ed.). Elsevier.
• Tourism Australia (Sporting Events) https://www.australia.com/en/events/sports-events.html
• World Tourism Organization http://www2.unwto.org/
Grading Criteria / Rubric Please see below.
Assessment 1 – Poster Presentation Marking Rubric
Criteria HD
(85-100) D (75-84) CR
(65-74) PASS
(50-64) FAIL
(0-49)
Knowledge and organisation
(30%) Demonstrates exceptional sport event tourism issues,
through complete knowledge and understanding of relevant lecture and tutorial materials.
The poster includes all required elements. The poster has an outstanding structure, with information grouped under appropriate headings. Each element of
the poster has a
sophisticated relation to the other elements. Demonstrates highly appropriate sport event tourism issues, through detailed knowledge and understanding of relevant lecture and tutorial materials.
The poster includes most required elements. The poster has a detailed structure, with information grouped under appropriate headings. Each element of the poster has a coherent relation to the other elements. Demonstrates very appropriate sport event tourism issues, through good knowledge and understanding of relevant lecture and tutorial materials.
The poster includes some required elements. The poster has a logical structure, with information grouped under appropriate headings. Each element of the poster has a consistent
relation to the other elements. Demonstrates appropriate sport event tourism issues, through reasonable knowledge and understanding of relevant lecture and tutorial materials.
The poster includes only some required elements. The poster has a reasonable structure, with information grouped under appropriate headings. Each element of the poster has an acceptable relation to the other elements. Demonstrates basic sport event tourism issues, through poor knowledge and understanding of relevant lecture and tutorial materials.
The poster does include any required elements. The poster has a poor structure, with information grouped under appropriate headings. Each element of the poster has a limited relation to the other elements.
Development and analysis (20%) Excellent analysis with detailed connections detailing the link between the experience and the theories, concepts, and/or strategies presented in the course materials.
Excellent research and summation of sections and a detailed analysis and explanation. Well-developed analysis with clear connections of the link between the experience and the theories, concepts, and/or strategies presented in the course materials.
Impressive research and summation of sections and a detailed analysis and explanation. Good analysis with frequent connections between the experience and the theories, concepts, and/or strategies presented in the course materials.
Solid research and summation of sections and thorough analysis and explanation. Analysis contains some connection between the experience and the theories, concepts, and/or strategies presented in the course materials.
Acceptable research and summation of sections and adequate analysis and explanation. The analysis fails to connect the experience and the theories, concepts, and/or strategies to the course materials.
Poor research and no summation of sections or analysis and explanation.
Poster design (30%) Material is complete and accurate. Clear evidence of research. Visual aids are useful in making the Material is complete. There is evidence of research and collaboration. Visual aids are useful in making the presentation interesting. Material is somewhat complete. There is some evidence of research and collaboration. Visual aids Material is satisfactorily complete but there is minimal evidence of research and
collaboration. The visual Material is lacking in evidence of research and collaboration. Visual aids are missing in the presentation.
Page 6 of 7
presentation more interesting and meaningful.
Shows a polished and imaginative approach to the organisation of presentation. Full use of research poster style conventions with logical flow, and appropriate sections.
Fluent academic writing style throughout. Grammar and spelling accurate throughout. Referencing is consistently accurate and compliant with ICMS Style Guide. Introduction states purpose clearly and outlines main points succinctly. There is a clear summary of findings and recommendations.
Carefully and logically organised in presentation. Introduction states purpose clearly and outlines main points succinctly. There is a clear summary of findings and recommendations.
Grammar and spelling accurate. Referencing is accurate and compliant with ICMS Style Guide. are used in making the presentation interesting.
Organised well in the presentation. Introduction and conclusions outline and summaries main ideas.
Grammar and spelling mainly accurate. Referencing is mainly accurate and compliant with ICMS Style Guide.
aids used in the
presentation are limited to being useful in some areas.
Organised in some parts of the presentation. There are some concepts used but they may not correspond to the elements. Meaning is apparent but academic language not always accurate.
Grammar and spelling generally accurate but may contain errors. Some attempt at referencing but not always compliant with ICMS Style Guide. Disorganised/incoherent in the presentation. The few concepts used do not correspond to the key elements. Meaning may be unclear.
Grammar and spelling contain frequent errors. Referencing is unsystematic and not compliant with ICMS Style Guide.
Delivery (20%) A substantial presentation and effective
communication of findings fully supported with concepts that closely correspond to the elements.
Evidence of very good communication, smooth handovers and answer audience question in a professional manner.
A well-structured presentation and communication of findings supported with concepts that closely correspond to the elements.
Evidence of good communication, good handovers and ability to answer questions easily.
An appropriate presentation and communication of findings supported with visuals. These may not always correspond to the written text but do not detract from the communication of findings.
Evidence of
communication, handovers and ability to answer questions.
A presentation that shows evidence of report Structure, but errors may detract from communication of findings.
Evidence of some communication, some hesitation during handovers and answering questions.
Lacks evidence of a structured presentation with limited visuals to support description and explanation.
Lacking evidence of communication and unable to answer questions

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What is epistemology? What are the three central issues in epistemology?

INTRODUCTION TO PHILOSOPHY EPISTEMOLOGY EXAM STUDY GUIDE STRUCTURE The Exam consists of 30 questions, multiple -choice. Questions will be taken from the content of the course, including: power point presentations /audio lectures and readings . You are permitted to take the exam anytime while it is open. You are allowed two hours to complete the exam upon opening it. The exam must be completed in one sitting: you are NOT permitted to close it and return to it later. Your exam preparation should focus on the following: I. POWER POINT PRESENTATIONS /AUDIO LECTURES Prepare thorough answers to each of the following questions (organized by topic) Topic 6: Introduction to Epistemology 1. What is epistemology? 2. What are the three central issues in epistemology? 3. What is Socratic wisdom/Socratic ignorance? What were the three specific groups of people Socrates spoke to in his pursuit of knowledge? 4. What is the first definition of knowledge offered in Plato’s Theaetetus (as explained in lecture)? Whic h sophist is associated with this definition? What are problems associated with this definition? 5. What is the second definition of knowledge offered in Plato’s Theaetetus (as explained in lecture)? What are problems associated with this definition? 6. What is the last definition of knowledge offered in Plato’s Theaetetus (as explained in lecture), which is also recognized as the traditional definition of knowledge? What are problems associated with this definition? 7. What are the five sources of knowledge? 8. What i s skepticism? Who are famous skeptics, as discussed in lecture? How is skepticism different from ordinary doubt? Topic 7: Plato’s Cave 9. What is the central topic in Plato’s Republic? What are the three parts of the soul according to Plato? What is Plato’s definition of justice? 10. Know the allegory of the cave, including the full setting of the stage , the full narrative of the cave 11. How is the narrative of the cave an allegory for Plato’s metaphysics? What is the role of the sun? 12. How is the narrative of the cave an allegory for Plato’s epistemology? What is the role of the sun? 13. What are Plato’s two epistemic states? What are Plato’s four kinds of knowledge? What is the hierarchy and organization of th ese four kinds of knowledge? 14. How is the narrative of the cave an allegory for Plato’s theory of the education of the soul? Topic 8: Rationalism 15. What is a priori knowledge? What is a posteriori knowledge? 16. What is rationalism? 17. Who is Rene Descartes? Why does Descartes write his book, Meditations ? 18. What is the scientific revolution? 2 19. What is the Church’s response to the scientific revolution? 20. Who are the relevant natural philosophers in the scientific revolution? 21. What is methodological /systematic doubt? Why does Descartes use this method? 22. What are the three arguments (under methodological/systematic doubt) that Descartes presents in Meditation One ? 23. What is Descartes’ sense perception argument? What is his response to this argument? What does this argumen t lead him to doubt /find dubitable ? What remains indubitable? 24. What is Descartes’ Dream Argument? What is his response to this argument? What does this argument lead him to doubt /find dubitable ? What remains indubitable? 25. What is Descartes’ Evil Demon Argume nt? What are the characteristics assumed about this demon? What does this argument lead him to doubt /find dubitable ? 26. In Meditation Two, what is the one thing that Descartes claims he can know with absolute certainty , even through the Evil Demon Argument ? W hat is his reasoning for this certainty? 27. What is solipsism? 28. Which philosophers objected to Descartes’ reasoning for this absolutely certain claim? What are the specific objections? Topic 9: Empiricism 29. What is empiricism? Who are the famous empiricists in philosophy? Which field of inquiry serves as the paradigm of empiricism? 30. Who is John Locke? 31. What does Locke mean by ideas ? What is the theory of innate ideas? What are Locke’s objections against the theory of innate ideas? 32. What does Locke mean by tabula rasa ? 33. What are the three ways ideas are derived under Locke’s empiricism? What are the examples of ideas specifically mentioned in lecture (from Locke) that fall under each way of derivation? 34. What are simple ideas in Locke’s empiricism? What are complex ideas in Locke’s empiricism? 35. What are primary qualities? What are the specific examples of qualities identified in lecture (from Locke)? 36. What are secondary qualities? What are the specific examples of secondary qualities identi fied in lecture (from Locke)? 37. What are Locke’s three thought experiments to support his distinction between primary and secondary qualities? 38. What are Locke’s three kinds of knowledge? 39. What is Locke’s inference to the best explanation for the existence of t he external world? Topic 10 : Skepticism 40. What is David Hume’s methodology in his system of philosophy as discussed in lecture? 41. What are the two kinds of perceptions in Hume’s empiricism? What are the three principles of connection in Hume’s empiricism? 42. What are Hume’s two kinds of knowledge? What are the properties/attributes of each kind? What are the problems/ shortcomings of each that Hume identifies ? 43. What is analytic knowledge? What is synthetic knowledge? 44. Which traditional concepts/beliefs did Hume regard with skepticism? 45. What is Hume’s argument concerning knowledge of God’s existence? 46. What is Hume’s argument concerning knowledge of the existence of the Self. 3 47. What is Hume’s argument concerning knowledge of the existence of t he external world. 48. What are the four traditional components of causality? Which component(s) does Hume treat with skepticism? What is Hume’s argument concerning the knowledge of causality. What kind of knowledge does causality fall under? 49. What is Hume’s “ problem of induction”. What are two responses to the problem? Why does Hume reject each response? 50. What is Immanuel Kant’s response to Hume’s skepticism and theory of knowledge? II. READINGS Know the readings (be able to identify who is the author of each of the readings, the title of each work, the central ideas and arguments, famous passages and their meaning within them)

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Organizational Policies and Practices to Support Healthcare Issues

Discussion: Organizational Policies and Practices to Support Healthcare Issues

Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.

For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?

In this Discussion, you will reflect on a national healthcare issue (nursing burnout) and examine how competing needs may impact the development of polices to address that issue.

ASSIGNMENT:

Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor (nurse burnout) you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples

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General Accountability Office (GAO) issues standards for the audits of governmental organizations

The General Accountability Office (GAO) issues standards for the audits of governmental organizations, programs, activities, and functions that are commonly referred to as the Yellow Book.

Review the latest publication of the Yellow Book on the GAO website, specifically the following sections:

Application Guidance: Complying with GAGAS.

Relationship between GAGAS and other Professional Standards.

In what significant way do financial audits in government and not-for-profit organizations differ from those carried on in business?

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How does this issue/event interact with the history lens and impact social issues?

Analyze globalization and industrialization and how different industries have impacted the global economy through the history and humanities lenses, and address the following: 

· How does this issue/event interact with the history lens and impact social issues? 

· In what ways does the history lens help articulate a deeper understanding of the global issue(s) that inform your issue/event? Next, analyze your issue/event through the lens of the humanities by exploring the following questions: 

· How is this issue/event portrayed creatively in a global society? What is the message or commentary of this representation? 

· How does this representation interact with you in your personal and professional lives? 

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Developed a clear picture of the environmental issues that will affect the initial release of the new product

Deliverable Length:   10-15 PowerPoint slides (each slide should include 200-250 words each in the notes section)

Based on your discussions with Michelle, you have developed a clear picture of the environmental issues that will affect the initial release of the new product. As you compile your notes, the phone rings. 

“Hello?”
“Hi. This is Michelle. I want to touch base with you about your presentation to the board next week. Do you have any questions about the upcoming meeting?”
“Thanks for calling,” you say. “You have good timing. I was just reviewing my notes and working on my PowerPoint presentation. I think I’ve covered the areas we discussed at our last meeting. Do you have something else that you want me to include?”
“Oh, good,” says Michelle. “Yes, I’d like you to share 3 or 4 goals for the marketing project, too. Make sure these goals are specific as possible. You might want to lead with the goals, but I’ll leave that up to you. Naturally you’ll need to do some research to determine the types of goals that are relevant for a new product project like this. Be as specific as you can when outlining realistic expectations.
“Okay,” you say as you jot down more notes. “Anything else?”
“Just be sure to include your thoughts about whether we should develop a product that can be marketed world-wide. You know that is one of their main concerns. You’ll have about 30 minutes for your presentation. ”
“Will do. Thanks for the information. I think about 10–15 slides should be about right for a 30-minute presentation.” 

The students should list and explain 3–4 goals that a company in this situation should set for itself. The explanations should be 2–3 sentences each, and they should include citations from the text and other sources. Each goal should be as specific as possible; for example, the goals might include—among other things—the following items: 

  • Sales in dollars or units 
  • Market share 
  • Customer awareness 
  • Profit 
  • Return on investment 
  • Customer satisfaction 

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