Answer the following questions in a 1/2 page to a page response. Keep in mind to identify unclear words or phrases, and propose ways in which those words or phrases may be clarified.
1 We might say a society is just if and only if it is organized so that the distribution of wealth within works to the benefit of the least well off. Do you agree with this conceptual theory of what a just society is, or not?
2 We might say that lethal force against an attacker is justified if a victim believes he or she will suffer serious physical harm. Is this a good definition of “justified”? Explain.
please provide reference.
(1) Describe a class in which you were a strategic learner in order to pass a test but did not come away from the class with a deep learning experience.
(2) Describe how you would create a teaching plan based on the nursing process that delivers a health promotion lesson to a culturally specific group of adults using the elements of adult learning.
question 3 and 4 due Wednesday at 1800. The text book pages for question 4 is attached.
(3) please look at examples of vagueness and ambiguity in medical diagnosis. What issues underlie the vagueness and ambiguity and how would you have corrected the diagnosis? Look for the underlying reasons why the diagnosis was made.
(4) Keeping in mind what Cederblom and Paulsen (2012) say about criticizing conceptual theories (pp. 200-203), consider one of the following theories and then analyze it by developing a counterexample (either or both ways), showing something the theory fails to elucidate, OR that the conditions are incompatible.
A. A person take his or her education seriously if and only if (1) the person would never allow trivial matters to come before completing assigned work; (2) the person would never think of cheating on an assignment; and (3) the person works to ensure balance between home and school to allow proper rest and focus on school work.
B. A person can be seen as a competent healthcare professional if and only if that person determines in all situations to first, “do no harm,” and always acts so as to produce the greatest good for those involved in a specific situation.
Cederblom, J. & Paulsen, C.W. (2012). Critical reasoning: Understanding and criticizing arguments and theories (7th ed). Boston, MA: Wadsworth, Cengage Learning.
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