Exercise: Deductive & Inductive Reasoning 

 In Chapter 3, you have read about the two types of human reasoning, “deductive” and “inductive.” Deductive reasoning relies on logical  relationships between claims and tells us, given what we know or assume  to be true, what must necessarily be true. Consider the following example of a deductive argument in the form of modus ponens:

 Premise 1: If it is raining outside, then I have an umbrella.  

Premise 2: It is raining outside. 

Conclusion: Therefore, I have an umbrella.

 In this example, if the premises are  both true, then the conclusion is guaranteed to be true. What this means  is that premise 1 and premise 2 are logically related such that if both  are true, then the truth of the conclusion is required. In other words,  if it is true that “if it is raining outside, then I have an umbrella,”  and it is true that “it is raining outside,” then it cannot be false  that “I have an umbrella”….because that’s just what it means to say “if it is raining outside, then I have an umbrella.” You may be thinking, though, that it is  quite possible that it is raining outside but I forget my umbrella. But  notice that this would make the first premise false. It is false that  “if it is raining outside, then I have an umbrella,” when it is raining  outside, but I don’t have an umbrella. In fact, that are no conditions under  which it is true that “if it is raining outside, then I have an  umbrella,” and it is raining outside, but I don’t have an umbrella. This  is because, again, that’s just what it means to say that “if it is raining outside, then I have an umbrella.” On pp. 45-46, you read about some of the most common deductive argument forms and you saw examples of each. These are: modus ponens, modus tollens, and the hypothetical syllogism.You may see more deductive argument forms here: Deductive Argument Forms Because moral arguments are always  deductive, you read more about them than about inductive arguments.  Still, inductive arguments are an important part of human reasoning so I  will say a bit more about them here. Rather than relying on logical  relationships between claims, inductive arguments draw conclusions on  the basis of observation and experimentation. Inductive reasoning, then,  is the backbone of the scientific method. While deductive reasoning is  characteristic of logic and mathematics, inductive reasoning is  characteristic of the applied sciences. At a very basic level, we are taking inductive reasoning for granted when we assume that the world really is  the way we observe it to be. For instance, I observe a computer screen  in front of me, so I assume that there really is a computer screen in  front of me. But is it guaranteed that there is a computer screen in front of me simply because I observe it? You might reply, “Well, of course, and  you can touch it too!” However, if you have ever had a very vivid dream,  or if you have seen the 1999 movie, “The Matrix,” then you will admit  that there are situations we can imagine in which I observe a computer  screen, but there really isn’t one there. (A note: This question of whether, and  to what extent, we can rely on our observations will become relevant  again in our module on environmental and animal ethics. It will be  discussed further there, along with ethical issues related to scientific  claims. It is also a topic we discuss in my Introduction to Philosophy  class quite a bit.) For a critical thinking class, though, our goal is to determine what is most likely true, or what is most reasonable to believe.  I typically say to students at this point, “It is not most reasonable  to believe that we are in the Matrix, so we will leave this problem of  induction behind for now…” Then one semester, a student replied,  “Yeah, I bet that’s what people in the Matrix think too.” Indeed! Yet, at some point, if we need to decide  what we should do, we must make that decision about what is most  reasonable to believe. Overall, there just aren’t enough things we know  with the strength of deductive reasoning to rely only on what is  guaranteed to be true. When we don’t know what is guaranteed,  we must still decide what is most likely true. That is exactly what  science helps us to do. In particular, the scientific method helps us to  make good generalizations and is indispensable to causal reasoning. Read more about inductive reasoning here: 

Kris Barton & Barbara G. Tucker: Inductive Reasoning ______________________________________________________ 

For this assignment, you will be demonstrating your understanding of deductive and inductive reasoning. First, create your own example of each  of the three deductive argument forms discussed on pp. 45-46: modus  pones, modus tollens, and hypothetical syllogism. I gave an example of  one, modus ponens, above, about it raining outside and me having an  umbrella. That’s exactly what I’m asking you to do. Don’t use my example  or an example from the book or internet. Just think of your own example  to show you can create the argument forms. It is only necessary to create one  example of each argument. Please state the argument so that the logical  form is apparent rather than discussing your argument in a passage. You  may use this format: 

1. premise 

2. premise

 3. conclusion

 Your examples should look just like my example of modus ponens above, only with your own original content. To show your understanding of inductive  reasoning, answer the following using the reading in the textbook and  the link provided above: 

1. What is inductive reasoning?

2. How does inductive reasoning differ from deductive reasoning?

 3. What is a generalization? 

4. What is causal reasoning?

 5. What is sign reasoning? 

6. What is analogical reasoning? 

7. Describe a situation where you have used one of the types of inductive reasoning that you defined in questions 2-5.
To be clear, your submission to this  dropobox should include:

 1) one original example for each of the three  deductive argument forms, and 

2) your answers to the seven questions  above.

Find below are short answer questions , no references needed. Exam preparation:

  Respiratory:

1. Review respiratory anatomy. 

2. Describe the usual order of exam and normal exam findings.

3. What sounds would you anticipate hearing during a normal exam, and where would you expect to find them?

· Vesicular

· Bronchial

· Bronchovesicular

4. What are signs of respiratory distress?

5. Describe anatomical changes seen as a result of longstanding respiratory disorders.

6. Describe tactile fremitus

7. Describe sounds heard as you percuss the chest. What sounds do you expect to find in a normal exam, and where do you anticipating hearing them?

8. Describe adventitious breath sounds. Crackles fine/coarse, wheezes, rhonchi. Identify some conditions where you would hear these findings.

9. What is the significance of testing for egophony? Whispered pectoriloquy?

  Charting Pediatric milestone:

1. Describe what subjective data means. Identify examples.

2. Describe what objective data means. Identify examples.

3. What goes where in your note? Where would you document these findings?

· LCTAB

· Pt denies headache

· FSBS done in office 128

· 10 yo female c/o ear pain x 2 days

· A1C last month 6.4

4. Consider important pediatric developmental milestones. Arrange the following milestones in order of when they occur — earliest to latest. Be familiar with anticipated timeframes of developmental milestones.

· Imitate sounds

· Walk

· Sit up

· Ride bicycle

· Ride tricycle

· Smile

· Roll over

5. Normals for basic vitals measurements across the lifespan

6. T, P, R, BP, BMI

 HEENT: 

1. Review recording of subjective and objective findings for HEENT.

2. Consider the usual order of exam for HEENT. What changes in the usual order would you anticipate based on the age of the patient or based on the presenting complaint?

3. Review usual findings of the HEENT exam. What changes are seen for younger or older patients?

4. How do you perform the Weber test? What’s the normal result? Explain what changes to the normal findings would indicate.

5. How do you perform the Rinne test? What’s the normal result? Explain what changes to the normal findings would indicate.

6. Make a chart for grading tonsils. List the grade and what that grade represents.

7. Review anatomy of sinuses and where they are located.

8. Review Snellen test results. What does 20/20 mean? 20/40? 20/10?

9. What options are available instead of the Snellen to test visual acuity for younger children?

10. Review fundoscopic exam findings. What is normal? What might the absence of a red reflex indicate? 

11. Describe the appearance of a cataract.

  

1. Analyse the role of Building Information Modelling (BIM)in the construction planning and management processes.

2. Formulate BIM solutions to the design challenges and the BIM’s responses to the needs of emerging offsite construction (modern methods of construction).

3. Justify and defendthe design or managerial choices made within the production process of construction project.

4. Apply disciplinary knowledge and multi-disciplinary skills to overcome complex problems of practice and identify appropriate solutions.

1.1 Coursework Overview

The assessment requiresyou to develop BIM-based solution for a given project, which will be presented and illustrated to you in the early sessions of the module. You need to critically analyse the project and evaluate potential digital solutions for the challenges encountered with the planning and management of the project. To this end, the planning and management requirements need to be clearly identified for the given project; and the relevant BIM-based solutions need to be proposed with sufficient details for implementation to address such requirements. 

1.2 Coursework Tasks to be Completed by Students

Each student will individually produce areport to include all of the followings:

1. For the given project, analyse the project and identify the project planning and management requirements throughout the project life cycle.

2. Propose possible BIM-based solutions for at least five major challenges for the identified project planning and management requirements based on the industry best practices and academic literature. The solutions need to be tailored to the given project. The used industry practices and academic literature need to be cited in the report (see section 3.5)

3. Justify why your solutions will address the project planning and management requirements of the given project. 

4. Demonstrate practicality of the solutions by explaining how your solutions are implemented to the given project using one of the available BIM software packages.

1.3 Expected Size of Submission

§ Your submission is expected to be 4,000 equivalent words (excluding the cover page and references section). 

§ Figures (diagrams, illustrations, photographs etc.) and tables are welcome but must be fully incorporated into the submission, integrated with the text and fully explained as to why they are exhibited. (250 words are counted for each figure/table used). 

§ The work must form a structured and coherent whole. On the cover page, identify the total number of words used (excluding the cover page and references section) and the number of figures/tables used.

§ The markers will stop reading at the point when they judge that the word limit exceeds the recommended word count by more than 10%. The Northumbria University policy on word limitsis available here.

A single digital file must be submitted. The University has published guides to help you submit your work using Turnitin or Blackboard Assignment submission portals. You can find these guides under Assessment Submission, Grades & Feedback from here 

There is a high demand for leaders who are able to communicate effectively. An early Harvard Business School study on what it takes to achieve success and be promoted in an organization emphasized the importance of communicating, making sound decisions, and getting things done with and through people. Unfortunately, many leaders have overlooked this important concept and are unable to connect to others while communicating. In today’s global society, it is important for leaders to be able to connect with their followers because it creates an atmosphere of unity, equality, and transparency. A leader should realize that he or she has successfully connected with followers when he or she senses:

• extra effort (followers go the extra mile)
• unsolicited appreciation (positive things are said)
• increased communication (followers express themselves more readily)
• enjoyable experiences (followers feel good about what they’re doing)
• emotional bondedness (a connection on an emotional level is displayed)
• positive energy (followers’ “emotional” batteries are charged by being together)
• growing synergy (followers effectiveness is greater than the sum of contributions)
• unconditional love (followers are accepting leadership without reservation)

In order for organizations to continuously improve and innovate, leaders should master the art of connecting to others because of both the short-term and long-term implications it will have on job performance, organizational commitment, and quality of work-life.

Please answer the following question(s):

Please respond to this topic where you (the CEO of a large company) communicate a new controversial policy change (e.g., no more working remotely/telecommuting or allowing employees to bring their pets to work or a different policy change) to your employees. Be sure to “connect” with your employees. 

ATLEAST 2 PAGES

You are the emergency manager for Plainsville, Colorado. (Draw details from the previously outlined scenario.) You have served as part of the mayor’s commission to consider the vulnerabilities of the rail line that runs through your community. The commission had just started considering the risks associated with poor track maintenance, plus the enormous potential consequences of a train derailment, when your state fusion center notified your office of the plans for terrorists to target rail lines where chemicals are routinely transported and where derailment could result in mass casualties (injury or death) and a sensational event designed to inspire fear. Because of the nature of the line in your city and what important manufacturing processes the chemicals in transit support, both state and national intelligence authorities have advised Plainsville’s leadership to create an annex to the community’s emergency operations plan (EOP) that specifically outlines a response to a train derailment involving a chemical spill.

Requirements

Your community is small, and the number of planners, their experience levels, and their expertise are all limited. Given this crucial task, you have decided to craft the annex yourself. 

• You are responsible for producing all components of the annex, which includes the following: 
  • Name the annex. 
  • Ensure that it is well organized and consistently formatted. 
  • It should be properly referenced where appropriate, and its content should be all-inclusive. 
  • Include a description of, and expectations for, the roles of all relevant partners (at least 10). 
  • Describe in writing the interagency collaboration process, network, relationships, and/or procedures that all responding partners should participate in during the prevent, respond, mitigate, and consequence management stages. 
  • Consult the National Incident Management System (NIMS), and reference it as appropriate when designing your annex. Your final product will likely be 7–10 pages. 

Templates

Because no single source for templates is prescribed, template and annex examples are available at the following links for guidance and assistance on creating your annex:

• Emergency Operations Plan Annex Template
• Emergency Support Function Annexes (examples, not templates)

Also, because this assignment involves a fictional city and EOP, you have several options for locating a sample EOP: 1) construct an annex drawing on NIMS guidance alone; 2) contact an emergency management office in a community near where you attend school or live and request their EOP or an annex excerpt to use as a sample; or 3) search online for a sample or an actual annex or EOP to serve as a template.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.