Module 03 Content

1.

Top of Form

You are a Training Specialist hired by Universal Medical Supplies, Inc. This organization has been experiencing low productivity and errors in communication in the workplace. As part of an ongoing professional development series, the Vice President of the Human Resources department has tasked you with creating Critical Thinking training materials. The materials will be presented in many forms and by various means to help improve productivity and communication in the organization.

For a short training presentation during a regional meeting, you have been asked to create a 3- to 5-minute video presentation illustrating the differences between deductive and inductive argument.

Instructions

Use PowerPoint and a video recording program such as Screencast-O-Matic to create a training video that is 3-5 minutes in length and includes the following elements:

· Bullet points with brief text that outlines deductive reasoning.

· Bullet points with brief text that outlines inductive reasoning.

· Clip art or images to accompany your text. You may use characters, cartoons, drawing tools, or other technologies to be creative.

· Narration related to the bullet points to explain:

· The principles underlying both deductive and inductive reasoning.

· Clear examples of both deductive and inductive reasoning in a workplace setting.

· References to your sources at the end of the video.

Your PowerPoint

Slide 1) Title slide 

Slides 2-3) Deductive reasoning. You’ll want to provide an example or two. Talk about the value of deduction and why it’s useful. 

Slides 4-5) Inductive reasoning. Again, provide an example or two. Discuss the value of induction and how it is used. 

Slide 6) References. Yes, they count.

Bottom of Form

Please see the attachment for instructions

writing

Option 1

Though political scientists debate on the precise reasons for the low representation of women in Congress, the number of women serving in the House and Senate is significantly lower than that of men. Since the 1980s, the percentage of women in congress has consistently increased, yet they are still notably underrepresented (Chamberlain University, 2023). A complex problem, the underrepresentation of women in Congress has structural, political, and cultural roots. After the Nineteenth Amendment was ratified in 1920, several states, particularly in the west, granted women the right to vote. However, this restriction persisted until the 1960s civil rights movements and the enactment of the Voting Rights Act of 1965.  Before the 1980s, women were less likely than males to vote and participate in politics. Today, women vote at a greater rate (4%) than men, yet there is still a dearth of women in congress in the United States (Greenberg, E. S. & Page, B. I., 2018).

The low representation of women in Congress, in my opinion, is due to a variety of factors, including gender stereotypes and roles that are special to girls' genders. As a result, girls may be exposed to fewer cues that encourage political activity, which in turn results in fewer women entering the political pipeline. Women currently have many obligations, including family, employment, housework, raising children, and providing for their education. As a result, they do not have enough time for politics, which may affect their ability to be represented in Congress. Sanbonmatsu, K. (2020), claims that due to the low number of women in Congress, American democracy may not require women's representation. According to the article, women make up 23.7 percent of congressional presentations in the United States, which is lower than the global average of 24 %. A statute or constitutional provision requiring a gender quota for candidates or officeholders does not exist in the United States, but the use of quotas in elections is on the rise globally. Women's representation in politics, in my opinion, might be improved by quota systems. To increase the number of women in Congress, gender equality should be promoted, and gender discrimination should be ended.

References

Chamberlain University (2023). Week 5: U.S. Congress and Presidency

Greenberg, E. S & Page, B. I. (2018).
 The Struggle for Democracy, 2018 Elections and Updates Edition. (12th ed.). Pearson.

Sanbonmatsu, K. (2020). Women’s Underrepresentation in the U.S. Congress. American Academic of Arts and Science. https://www.amacad.org/publication/womens-underrepresentation-us-congress

Reply

 

After studying the course materials located on Module 5: Lecture Materials & Resources page, answer the following:

1. Name some very important organs that are not vital organs.
2. List the functional description of all the normal vital organs, including today’s exceptions.
3. Is it possible to live without a vital organ? Why? Example?
4. Distinction between assisting or substituting vital organs. Bioethical analysis.
5. Do the following practices assist or substitute the vital organ? Why?
   • Dialysis
   • Respirator
   • Ventilator
   • Tracheotomy
   • CPR
6. Read and summarize ERD PART FIVE Introduction.
7. Unconscious state: Definition.
8. Clinical definitions of different states of unconsciousness: Compare and contrast
9. Benefit vs Burden: bioethical analysis.

Submission Instructions:
 is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.

• If references are used, please cite properly according to the current APA style