MAT-130Homework3Name______________________________

MAT-130 Homework 3
Name:_________________________________
Due Friday, April 2, 2021, no later than 4:45
P.M.
Decide whether each statement is true or false. (1
point each)
1. If ¬(� ∧ �) is true, then the truth values of p
and q must be both true.
2. p → q is equivalent to ¬ � ∨ � .
Decide whether each is a statement or is not a
statement. Note: a compound statement is still a
statement.
(1 point each)
3. 12 − 24 ≤ 12
4. I command you to driveto Houston, Texas.

Write a negation of the following without using
a slash symbol. (1 point each)
5. z > −28
6. � − 2 ≤ −37
Construct a truth table for the following compound
statement. (4 points)
Please show all columns, just as in the class notes.
7. � → ¬� → �
3/30/2021 Rubric Assessment - MHA6100-Executive Leadership
in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377
969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId
=226982&… 1/2

Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Includes all
assignment
components and
meets graduate level
critical thinking. A
purpose statement is

identified for the
response.
/ 15Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and
breath. Purpose

statement is
vague.
Assignment meets most
of expectations with all
components being
addressed in good
depth and breadth.
Purpose statement is
present and appropriate
for the assignment.
Assignment meets all
expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the

assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Integrates and
understands
assignments
concepts and
topics.

/ 15Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment concepts.
Demonstrates the
ability to evaluate, apply

and integrate key
assignment concepts.
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C Range)
11 points
(12–13)
13 points
Exemplary (A Range) (14–
15)
15 points
Criterion
Score
Synthesizes,
analyses,
and
evaluates

/ 15Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
Summarizes
information gleaned
from sources to
support major points,
Synthesizes and
justifies (defends,
explains, validates,
confirms) information
Synthesizes and justifies
(defends, explains,
validates, confirms)
information gleaned from

969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId
=226982&… 2/2
Total / 50
Overall Score
Close
resources
to apply
concepts in
the
assignment.
concepts and
strategies.
but does not
synthesize. Provides
minimal justification to
support major topics.

Uses one credible
resource in the
assignment.
gleaned from sources
to support major
points presented. Uses
a minimum of two
credible resources in
the assignment.
sources to support major
points presented. Uses
three credible resources for
the assignment, including
at least one scholarly peer-
reviewed resource.
Criteria
No Submission
0 points
Emerging (F through

D Range) (1–2)
2 points
Satisfactory (C
Range)
3 points
Proficient (B
Range)
4 points
Exemplary (A
Range)
5 points
Criterion
Score
Uses correct spelling,
grammar, and
professional
vocabulary. Provides
credible resources
using correct APA
format.
/ 5Student did not
submit
assignment.

Contains many (≥5)
grammar, spelling,
punctuation and APA
errors that interfere
with the reader’s
understanding.
Contains a few
(3–4) grammar,
spelling,
punctuation and
APA errors.
Uses correct
grammar, spelling,
and punctuation
with no errors.
Contains a few (1–
2) APA format
errors.

Uses correct
grammar, spelling,
and punctuation
with no errors.
Uses correct APA
format with no
errors.
No Submission
0 points minimum
Emerging (F through D Range)
1 point minimum
35 points minimum
40 points minimum
Exemplary (A Range)
45 points minimum

631&evalObjectType=5&userId=4901&groupId=0&rubricId=65
74&d2l_b… 1/3
Response
No Submission
0 points
Emerging (F-D: 1-
27)
27 points
Satisfactory (C: 28-31)
31 points
Proficient (B: 32-35)
35 points
Exemplary (A: 36-40)
40 points
Criterion
Score
Quality
of Initial
Posting
/ 40No initial posting
exists to evaluate.
The information

provided is inaccurate,
not focused on the
assignment’s topic,
and/or does not answer
the question(s) fully.
Response demonstrates
incomplete
understanding of the
topic and/or
inadequate preparation.
The information provided is
accurate, giving a basic
understanding of the topic(s)
covered. A basic understanding
is when you are able to
describe the terms and
concepts covered. Despite this
basic understanding, initial

posting may not include
complete development of all
aspects of the assignment.
The information provided is
accurate, displaying a good
understanding of the topic(s)
covered. A good understanding is
when you are able to explain the
terms and topics covered. Initial
posting demonstrates sincere
reflection and addresses most
aspects of the assignment,
although all concepts may not be
fully developed.
The information provided
is accurate, providing an
in-depth, well thought-out
understanding of the

topic(s) covered. An in-
depth understanding
provides an analysis of the
information, synthesizing
what is learned from the
course/assigned readings.
Participation
No Submission
0 points
Emerging (F-D:
1-13)
13 points
Satisfactory (C: 14-
16)
16 points
Proficient (B: 17-
18)
18 points
20 points
Criterion
Score
Participation

in
Discussion
/ 20No responses to
other classmates
were posted in this
discussion forum.
May include one or
more of the
following:
*Comments to only
one other student's
post.
*Comments are not
substantive, such as
just one line or
saying, “Good job” or
“I agree.
*Comments are off
topic.

Comments to two or
more classmates’ initial
posts but only on one
day of the week.
Comments are
substantive, meaning
they reflect and expand
on what the other
student wrote.
Comments to two or
more classmates’ initial
posts on more than one
day. Comments are
substantive, meaning
they reflect and expand
on what the other
student wrote.
Comments to two or more classmates’

initial posts and to the instructor's
comment (if applicable) on two or more
days. Responses demonstrate an
analysis of peers’ comments, building on
previous posts. Comments extend and
deepen meaningful conversation and
may include a follow-up question.
Writing No Submission
0 points
Emerging (F-D:
1-13)
Satisfaction (C: 14-
16)
Proficient (B: 17-18)
18 points
20 points
Criterion
Score

74&d2l_b… 2/3
Total / 80
Overall Score
13 points 16 points
Writing
Mechanics
(Spelling,
Grammar,
Citation
Style) and
Information
Literacy
/ 20No postings for
which to evaluate
language and
grammar exist.

Numerous issues in
any of the following:
grammar, mechanics,
spelling, use of slang,
and incomplete or
missing citations and
references. If
required for the
assignment, did not
use course, text,
and/or outside
readings (where
relevant) to support
work.
Some spelling,
grammatical, and/or
structural errors are
present. Some errors in

formatting citations and
references are present. If
required for the
assignment, utilizes
sources to support work
for initial post but not
comments to other
students. Sources include
course/text readings but
outside sources (when
relevant) include non-
academic/authoritative,
such as Wikis and .com
resources.
Minor errors in grammar,
mechanics, or spelling in the
initial posting are present. Minor
errors in formatting citations and

references may exist. If required
for the assignment, utilizes
sources to support work for
both the initial post and some of
the comments to other students.
Sources include course and text
readings as well as outside
sources (when relevant) that are
academic and authoritative (e.g.,
journal articles, other text books,
.gov Web sites, professional
organization Web sites, cases,
statutes, or administrative rules).
Minor to no errors exist in
grammar, mechanics, or spelling
in both the initial post and
comments to others. Formatting
of citations and references is

correct. If required for the
assignment, utilizes sources to
support work for both the initial
post and the comments to other
students. Sources include course
and text readings as well as
outside sources (when relevant)
that are academic and
authoritative (e.g., journal
articles, other text books, .gov
Web sites, professional
organization Web sites, cases,
statutes, or administrative rules).
No Submission
0 points
minimum
There was no
submission for this
assignment.

Emerging (F to D Range)
1 point minimum
Satisfactory progress has not been met
on the competencies for this
assignment.
56 points minimum
Satisfactory progress has been achieved
on the competencies for this
assignment.
64 points minimum
Proficiency has been achieved on
the competencies for this
assignment.
Exemplary (A
Range)
72 points minimum
The competencies for this
assignment have been

mastered.
74&d2l_b… 3/3
Close
MHA6100 WEEK 2 LECTURE NOTES
1 | Page
A Real Way with People, Listening Like You Mean It, and
Providing Great Feedback
The third cornerstone of leadership is a real way with people.
This cornerstone involves competencies that focus on
interpersonal effectiveness on a day-to-day basis, which build
staff engagement.
Listen like you mean it involves active listening, not simply
waiting for your turn to speak. In doing so, you as a leader
should remain calm with an easy-to-approach demeanor. You
should be warm, inviting, and patient. Be sure to maintain
formal and informal channels of communication. Active
listening increases your effectiveness by providing better
understanding of goals, priorities, and perspectives of those you
work with. Many a times people want not only to be heard but
also be listened to. That makes them feel that they are
understood and valued. Listening can also fall short if you
listen inattentively, selectively, and impatiently. It will not

work if you are emotionally volatile and if you provide time as
opposed to attention.
Active Listening vs. Hearing
Active Listening
Hearing
Valuing the speaker’s perspective
Imparting own perspective
Valuing the messenger
Failing to set up dependable channels of communication
Maintaining a calm, easy approach
Tuning out selected information
Willing to hear people out
Being impatient
Providing attention
Providing time rather than attention
All skills can be misused or overused and can work against you.
Listening is not a substitute for action. Be sure to seek
feedback, develop a clear and active listening posture,
summarize, ask probing questions, keep your emotions in check,
schedule time with small groups, visit your team one-on-one,
and know your limits.
Providing Great Feedback
In order to improve, individuals need feedback on their
performance. The higher the quality of feedback, the better the
receiver can apply it. What is a good feedback? Those who are
exceptional at giving feedback focus on contextual factors.
When thinking about feedback, they begin with looking at their
own motives while determining the real issue, evaluating that
issue, setting the stage to deliver the feedback, and balancing
the feedback so that it is positive and constructive. Avoid
having reluctance to critique or praise and structure your
feedback poorly.
Remember, you win with people.Additional Materials
From your course textbook, Exceptional Leadership: 16 Critical
Competencies for Healthcare Executives, read the following

chapters:
· Competency 6: Listening Like You Mean It
· Competency 7: Giving Great Feedback
· Competency 8: Mentoring
From the South University Online Library, read the following
article:
· Authentic Leadership
Benefits of Mentoring
Review each tab to learn more.
· To Mentors
Mentors gain the ability to invest time to understand the career
aspirations of direct reports.
Mentoring supports the development of essential skills of those
being mentored.
Mentors have the opportunity to support the career development
of those being mentored in a nonpossessive way.
They have the opportunity to model relationship building with
the mentee.
The mentor also has the opportunity to encourage the growth of
the mentee
· To Mentees
Mentees get the opportunity to spend time vocalizing their
career aspirations to an individual who has been where they
currently are and where they want to go.
Mentoring teaches the essential skills needed to move up the
professional ranks from a willing teacher who is not afraid of
true staff development.
The career development may not be with the mentee’s current
organization. The benefit of this relationship is not to confine

the mentee to one organization but to expand their horizons,
even if it takes them elsewhere.
They have the opportunity to observe and participate in
relationship building that provides connectio ns that they can use
in their career.
Mentees have the opportunity to participate in a mentoring
relationship with someone whom they respect and who
encourages growth.
Additional Materials
chapter:
· Competency 9: Developing High-Performing Teams
articles:
· Original Article: Setting the Stage for Success: Mentoring and
Leadership Development
· Mentoring Practice and Mentoring Benefit 6: Equipping for
Leadership and Leadership Readiness—An Overview and
Application To Practice Using Mentoring Activities
Developing High-Performing Teams and Energizing Staff
The objective of any team is to become high performing. To
develop a high-performing team, you must know the process of
development and understand its importance.
A team is a group of leaders having common goals, and
achieving those goals depends on the team’s interdependence.
To build a high-performing team, you need to have the best
people for the team’s roles; develop team members’ orientation
toward common vision and collective goals; develop trust
among team members; and assist members in working through
the conflicts that will come with group interaction. All
successful teams, whether in athletics or business, have things
in common. These things are common goals, trust within the
team, conflicts that are worked through as a team, and each
member’s understanding of his or her role. Many believe that
conflict is bad. On the contrary, conflict is natural and can be

the springboard for creativity and success. The key is to ensure
fairness in resource allocation throughout the team, minimize
the growth of cliques, and ensure members know and understand
their roles. The two most important keys are assuring that
personal reactions are kept out of conflicts and team discussions
are held within the confines of the team. Remember, even the
team can be overemphasized and backfire on the leader. Balance
is important.
Energizing staff goes hand in hand with developing high-
performing teams. It begins with leaders’ pursuit of heightened
levels of motivation in the people they work with. The leader
must help the individuals remember why they do the work they
do. Many a times, in healthcare, the reason is to serve the
patient. The leader also has to find ways to show the workers
that the work they do makes a difference. Although motivation,
at its best, comes from within the individual, leaders have a
larger influence than they realize. Understanding this influence
and optimizing it separate the high-performing leaders from the
rest. To do so, leaders need to exemplify work ethic,
motivation, optimism, and enthusiasm about the future. The
leader must also show excitement for new challenges and work
with energy, passion, and drive. They must also help those
being led see the importance of their work. Enthusiasm is
contagious.
Be sure to understand the downfalls of misuse or misapplication
of energizing staff. Watch out for undervaluing motivation,
under developing motivational skills, and tolerating cynicism.
Downfalls of Energizing Staff
Review each image to learn more.
When energizing the staff goes wrong, the staff can feel a sense
of discomfort rather than energy. This can stem from the leader
having an energy level that is far above that of the staff, and the
staff could end up feeling worn out.
An overzealous leader can continually raise the bar for the staff.

This reduces the meaningfulness of the performance targets.
Being too excitable and overemphasizing the energizing of the
staff while underemphasizing performance is also a drawback.
This may lead to the leader creating perfunctory celebrations
that become routine and quickly lose his or her motivational
power.
Additional Materials
chapter:
· Competency 10: Energizing Staff
article:
· Characterizing Teamwork in Cardiovascular Care Outcomes: A
Network Analytics Approach

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