• There are various pay plans that recognize merit and performance with different types of incentive plans. In a single company, different business units and goals may set up separate incentive plans to reward work more specifically as it contributes to the overall objectives of the unit. Profit sharing and employee stock ownership plans are popular in private as well as publicly traded companies. The world of pay for performance has taken on a much more sophisticated role in our world of work, especially as our work has changed dramatically from the industrial age to the knowledge age.
• Toggle DrawerQuestions to ConsiderTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
  • Experience tells us that the practical link of pay to work is not always set up in an equitable environment. Favoritism, nepotism, and other human shortcomings can and do interfere with the implementation of the best plans. How to prevent those shortcomings becomes a difficult challenge for HR managers. If you were designing an incentive plan for a publicly traded company, whose voice do you think should provide that ethical audit at the table of decision makers? The chairman? The board of directors? The shareholders? The employees? The executive team or compensation committee? Outside consultants? Internal HR director? A combination of all of these? Who in your mind would be the best person to ensure that the incentive plan does not cross the line and motivate the wrong kind of behavior—the kind that turns a plan from motivating good behavior into motivating wrong-doing based on the potential for a high reward?
  • What is an example of a company you have worked for or read about where someone, motivated by the potential gain from an incentive plan, went beyond the policy and the law, breaking all the rules?

There are a range of incentive plans for individuals and groups or teams. Think like an HR director who is responding to a work situation with a pay solution. Consider different types of pay plans along with their advantages and disadvantages.

Complete the following:

• Select one individual plan, one team plan, and one long-term incentive plan.
• Describe a situation in which each of these plans would be most appropriate, and justify why it is appropriate. In your descriptions, include the type of company and type of work as well as the position or positions that would be affected by your plan.

For example, if you selected a team-based plan, you might describe a department in a retail store that has a history of employees not covering for each other during the holiday rush period. You may use actual examples and reference a company as you have witnessed it, or you may describe a generic situation. In your descriptions, include how you think your chosen incentive plan will affect behavior and achieve intended results.

Your assessment should be no longer than two pages. Drafting a table that compares and contrasts the scenarios as a summary is appropriate but also requires a narrative describing the situations. Be sure to use proper APA (6th edition) style and formatting.

I need each question answered in 150 words each. Also, I want each reference listed with each question  

MODULE 1

DQ1

Aristotle described argumentation as the following: “For to a certain extent all men attempt to discuss statements and to maintain them, to defend themselves, and to attack others.” Aristotle’s description of argumentation represents his view of how argumentation is a part of who we are as human beings. Do you agree or disagree with Aristotle’s viewpoint? Explain why. How has his viewpoint played a significant role in the historical development of argumentation?

DQ2

Find a blog that presents and defends an argument within one of its posts. Write a paragraph evaluating the arguments as either inductive or deductive. Provide the blog link in your paragraph response. Why do you think identifying these different elements in an argument is important?

STUDY MATERIALS

Read Chapters 1 and 2 in Introduction to Logic.

Read “Ways of Knowing and Willingness to Argue” by Schommer-Aikins & Easter, from Journal of Psychology (2009). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=36525661&site=ehost-live&scope=site

Read “Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?” by Iordanou, from Journal of Cognition & Development (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87512075&site=ehost-live&scope=site

 Read “The Language of Argumentation” by Taylor, from Science Teacher (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88164181&site=ehost-live&scope=site

 Read “Principles in Persuasion: Beyond Characteristics of the Speaker” by Bradshaw, from Jury Expert (2012). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=79746133&site=ehost-live&scope=site

 View “For Argument’s Sake” by Cohen, from TED Talks (2013). URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=56620

Read “Persuasion” from Mosdell, from Key Concepts in Public Relations (2009). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/sageukpr/persuasion/0?institutionId=5865

Read “Chapter 1: Nature of Argumentation” by Besnard & Hunter (2008). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=16&docID=3338790&tm=1528414595722

 View “Public Speaking—Informative and Persuasive Speeches” from Films on Demand (2012). URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=117906

MODULE 2

DQ1

When watching or reading the news, what fallacies do you see people make most often in their arguments?

DQ2

Identify a fallacy you used in a recent discussion with another person. Why did you use that fallacy and how can you address the concern without the use of the fallacy?

STUDY MATERIALS

Read Chapter 4 in Introduction to Logic.

View the Fallacies media piece to increase your knowledge of fallacies. URL:http://lc.gcumedia.com/phi105/fallacies-website/fallacies-website-v1.1.html

Read “Fallacies” by Cohen, from The Essentials of Philosophy and Ethics (2006). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/hodderepe/fallacies/0?institutionId=5865

Read “Part IV – Of Fallacies” by True, from Elements of Logic (1860). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-16649-004&site=ehost-live&scope=site

 Read “Fallacy” by Iannone, from Dictionary of World Philosophy (2001). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/routwp/fallacy/0?institutionId=5865

 Read “Worldview,” by Margas & Margas from Encyclopedia of Identity (2010). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/topic/world_views?institutionId=5865

Read “Fallacies of Logic: Argumentation Cons” by Shaprio, from ETC: A Review of General Semantics (2007). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=23943093&site=ehost-live&scope=site

 

MODULE 3

DQ1

Find an example in society of a dispute that is (1) based on the ambiguity of language and (2) is not a genuine dispute. Point out the differences and propose how to resolve the dispute.

DQ2

Take a term that is related to a social issue you are personally interested in and clearly define it. For example, defining a right vs a privilege in the debates on health care. Comment on another student’s post by seeing if you can find an exception that is excluded from the definition given. 

STUDY MATERIALS

Read Chapter 3 in Introduction to Logic.

Read “The Rules of the Syllogism” by Jevons, from Elementary Lessons in Logic (1912). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2009-01796-015&site=ehost-live&scope=site

 View “Logic: The Structure of Reason” from our Films on Demand collection. URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=32714

MODULE 4

DQ1

Examine an argument made in public and translate its conclusion to show one of the four standard-form categorical propositions (A, E, I, or O). Does the conclusion follow from the premises? Why or why not? Second, if its premises are true, what else can you infer about the conclusion? Analyze.

[Note: Remember that standard-form categorical propositions use affirmative or negative “to be” verbs (e.g., is, are, am, was, were, be, been, being) in its copula to set up a connection between two classes — the subject (S) and the predicate (P).]

DQ2

As you are learning about propositions and contradictions, write out a view that you hold on a social issue in propositional form (A, E, I, or O). What is the logical contradiction to your view? Identify a specific group that advocates the contradiction of your viewpoint.

STUDY MATERIALS

Read Chapter 5 in Introduction to Logic.

MODULE 5

DQ1

Using an argument from an organization you found, create the logical contradiction for the organization’s position. Be sure to properly label the quality and quantity of the propositions.

DQ2

How would you communicate with someone who holds a different view than yourself in a way that is logically sound but does not deny the human dignity of the other person? 

STUDY MATERIALS

Review Chapter 5 in Introduction to Logic

Read “Effective Argumentation in a Culture of Discord,” by Cioffi, from Accounting Education News (2005).  URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=18996145&site=ehost-live&scope=site

 Read “The Argumentative Structure of Persuasive Definitions” by Macagno & Walton, from Ethical Theory and Moral Practice (2008). URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/881372107?accountid=7374

Read “This Is Like That: Metaphors in Public Discourse Shape Attitudes” by Landau & Keefer, from Social & Personality Psychology Compass (2014). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=97332918&site=ehost-live&scope=site

Read “Reflection and Reasoning in Moral Judgement,” by Paxton et al., from Cognitive Science (2012 URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=70249521&site=ehost-live&scope=site

 Read “The Structure of a Manipulation Argument” by Tognazzini, from Ethics (2014).  URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=92959039&site=ehost-live&scope=site

 Read “Arguing to Learn and Learning to Argue: Design Justifications and Guidelines” by Jonassen & Kim, from Educational Technology Research & Development (2010). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=51313070&site=ehost-live&scope=site

MODULE 6

DQ1

Why is it important to understand how a syllogism functions when it comes to doing advocacy work? 

DQ2

Provide an argument in affirmation of the topic: It is better to protect privacy over security. Your response should be at least 250 words long and include at least one source found using resources available from the school’s library or online.

STUDY MATERIALS

Read Chapter 6 in Introduction to Logic.

Read “Deduction as Verbal Reasoning” by Polk & Newell, from Psychological Review (1995). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=9508100500&site=ehost-live&scope=site

 Read “Deduction/Induction” by Carr, from Key Ideas in Linguistics and the Philosophy of Language (2009). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/edinburghilpl/deduction_induction/0?institutionId=5865

Read “Induction” by Brewer and Brewer, from The A-Z of Social Research (2003). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/sageuksr/induction/0?institutionId=5865

Read “Deduction” by Brewer & Brewer, from The A-Z of Social Research (2003). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=111&docID=3308243&tm=1528418776279

Read “Chapter 6, Influencing Through Induction” from pages 91-106 of Influencing Through Argument, by Huber, Snider, & Lawrence (2005). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=111&docID=3308243&tm=1528418776279

Read “Chapter 7, Influencing Through Deduction” from pages 109-132 of Influencing Through Argument, by Huber, Snider, & Lawrence (2005). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=129&docID=3308243&tm=1528419322293

Read “Deduction as Verbal Reasoning” by Polk & Newell, from Psychological Review (1995). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=9508100500&site=ehost-live&scope=site

MODULE 7

DQ1

Research an argument in the realm of apologetics and evaluate the syllogism given (e.g., the transcended argument for the existence of God). Translate the argument into a standard-form categorical syllogism with a major premise, a minor premise, and a conclusion that contains a major term (predicate) and a minor term (subject). Make certain the major term, minor term, and middle term are connected by an affirmative or negative copula that uses “to be” verbs (e.g., is, are, am, was, were, be, been, being) in both premises and the conclusion.

DQ2

Find an argument against a position you hold. This can be in the realm of politics, religion, art, etc. Identify the form of the argument and state whether it is valid or invalid. Then, provide a response. 

 STUDY MATERIALS

 Read Chapter 7 in Introduction to Logic.

MODULE 8

DQ1

When you are asked to construct an ethical argument, what do you consider that to mean? Explain and discuss with other whether there are objective or subjective standards for ethical arguments. 

DQ2

Find an outside source that argues for some specific ethical standards in its argumentation. Translate it into a syllogism

STUDY MATERIALS

 Review Chapter 7 in the textbook. 

 Read “Martin Buber,” from the Jewish Virtual Library. URL:http://www.jewishvirtuallibrary.org/jsource/biography/Buber.html

View “Evidence in Argument: Critical Thinking” from our Films on Demand database. URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=49816

In this course, you utilized a variety of methods to explore the subject of Islam and to see Islam as a lived tradition, practiced by humans, which takes many different forms in the world and effects society in a variety of ways. Which approaches (theoretical or methodological) to the subject taken within the course were most instrumental in explaining the subject  and study of Islam in an academic setting to you and why were these useful?  How did specific readings complicate or problematize your understanding of what Islam has been, is, or could be, within the world? Lastly, how do these materials and conversations help you to think through the topic of religion as a human phenomenon within the world we all occupy?

Read the following prompt and consider the themes that you are being asked to address. Then, consider what resources from the course you can utilize to answer the question and formulate a plan of how to answer it within the allotted time.  Your answer needs to utilize at least 4 pieces of evidence from the course readings and other materials, so I anticipate you will need at least 6 paragraphs (of 4-6 sentences), including an introduction and conclusion that addresses the third question. Please make sure that at least 2 of your 4+ course materials are from the second half of the course.

Also, your answer will need to arrive at a precise ending, so I do not think an argument longer than about 8 paragraphs is necessary.

You will be graded on grammar, formatting, spelling, and citations, so remember to leave yourself time to proofread and to list your sources used at the end as well.

Your grade will also be based on demonstrating your knowledge of course materials—if you already know about the subject, that is great, but make sure you demonstrate your knowledge of the assigned materials from this semester. The paper will probably be between 800-1200 words, depending on your paragraph lengths and writing style. 

Outlining your answer ahead of time will save you time overall. You can include the outline with your paper for an extra 2 points on your final. 

Reading

http://www.bbc.co.uk/religion/religions/islam/history/earlyrise_1.shtml

http://teachmiddleeast.lib.uchicago.edu/foundations/golden-age-islam/index.html

http://bostonreview.net/politics/elizabeth-shakman-hurd-myth-muslim-country

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:

1). ZERO (0) PLAGIARISM

2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS (WITHIN 5YRS, OR LESS THAN 5YRS)

3).  PLEASE SEE THE ATTACHMENT FOR RUBRIC DETAILS.

4). Please review and follow the grading rubric details, and include each component in the assignment as required. Also, follow the APA 7 writing rules and style/Format, Title page, Introduction, Purpose statement, Literature Review, Conclusion, References. 

Thank you very much.  

As a psychiatric nurse practitioner, before you can recommend potential pharmacotherapeutics to address a patient’s condition or disorder, you must understand the basic function and structure of the neuron and central nervous system. For this Assignment, you will review and apply your understanding of neuroanatomy by addressing a set of short answer prompts. 

 

To Prepare:

• Review the Learning Resources for this week in preparation to complete this Assignment.
• Reflect on the basic function and structure of the neuron in relation to the central nervous system.
• Reflect on the inter-connectedness between neurons and the central nervous system, including the pathway and distribution of electrical impulses.
• Reflect on how neurons communicate with each other and review the concept of neuroplasticity.

 To complete:

Address the following Short Answer prompts for your Assignment. Be sure to include references to the Learning Resources for this week.

1. In 4 or 5 sentences, describe the anatomy of the basic unit of the nervous system, the neuron. Include each part of the neuron and a general overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Be specific and provide examples.
2. Answer the following (listing is acceptable for these questions):
   • What are the major components that make up the subcortical structures?
   • Which component plays a role in learning, memory, and addiction?
   • What are the two key neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control?
3. In 3 or 4 sentences, explain how glia cells function in the central nervous system. Be specific and provide examples.
4. The synapse is an area between two neurons that allows for chemical communication. In 3 or 4 sentences, explain what part of the neurons are communicating with each other and in which direction does this communication occur? Be specific.
5. In 3–5 sentences, explain the concept of “neuroplasticity.” Be specific and provide examples.

 

Directions

• Social Media discussions are designed to promote dialogue between faculty and students, and students and their peers using a social media platform as inspiration. In the social media discussions, students:
  • Demonstrate understanding of concepts for the week
  • Integrate outside scholarly sources and social media postings
  • Engage in meaningful dialogue with classmates and/or instructor
  • Express opinions clearly and logically, in a professional manner
• Use the rubric on this page as you compose your answers.
• Best Practices include:
  • Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
  • Enter the discussion often during the week to read and learn from posts.
  • Select different classmates for your reply each week.

Discussion Question

Healthcare policies impact all populations. Now, with the use of social media, policies involvement and awareness are rising.

1. Take a moment to review the Twitter feed for compelling Tweets that are related to healthcare policy and are directly impacting your community or those you care for.
2. Give an overview of a policy or potential policy. Include how it could impact your community or those you care for positively negatively.
3. Next, discuss the importance that interdisciplinary collaboration would have related to the policy.
4. Then, identify any ethical concerns it raises for you and why.
5. Compose a 280-character or fewer Tweet that describes what you have shared with the class. Remember Twitter only allows 280 characters (this include spaces, etc.) so you will need to be concise. It should include a hashtag. Include a reference URL if applicable. Share this Tweet in the discussion. (Note: A Twitter account is not required).
6. Your discussion post should look like:
   • Paragraph one: overview of the policy or potential policy. Include how it could impact your community or those you care for positively negatively.
   • Paragraph two: Discuss the importance that interdisciplinary collaboration would have related to the policy.
   • Paragraph three: Identify any ethical concerns it raises for you and why
   • Paragraph four: Compose a Tweet that describes what you have shared with the class.
   • Resources: Where did you find your data?
7. Example Tweet: Medications should be affordable. #pharmaceuticaltransparency #nursesunit #advocate https://www.cms.gov/newsroom/press-releases/cms-takes-action-lower-prescription-drug-prices-and-increase-transparency