A500.9.4.RB_Course Reflection

             MLSD 500: Leadership Found in Research

     A500.9.4RB – Course Reflections

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

October 6, 2015

         

Course Reflections

It was quoted that technology continues to expand and intertwine itself with everyday life. When teaching students about higher learning, ePortfolios offer numerous benefits, like facilitating reflection on learning in a course, showcasing career skills, aiding in program review, and showcasing professional standards (Chatham-Carpenter, Seawel, & Raschig, 2009).

Everything that we have handed in for this course supports this theory. We wrote blogs about our professional and personal standards; we created concept maps to allow us to think conceptually, while using a new software program; and we captured and edited research into media master showpieces.

The course I am referring to is MLSD 500, a.k.a., Leadership Foundation in Research. We started the course learning and then debating the differences between a claim and a fact. An example is that Pluto was known factually to be a planet. I had been taught and therefore always believed that Pluto was a planet within our solar system.

Scientists rescinded their claim and, instead, years later, have identified the “planet” rather a “dwarf planet”. FACT. Really!!?? I don’t believe you anymore! Is it a dog?

This course guided the students in the discipline of discourse and debate on topics like fallacies. The concept of fallacy dates back to the time of Aristotle. I did not realize that there were so many fallacies and outcomes of rationalization. There happen to be more than 200.

I gravitated toward the black-or-white fallacy, or the limitation of two choices that allow only two outcomes. I have definitely rationalized myself out of a two-option problem. I like this example of a black-or-white fallacy:  Will you contribute $20 to our environmental fund, or are you on the side of environmental destruction?  A rational response is: I do want to prevent the destruction of our environment, but I don't want to give $20 to your fund (Dowden, 2015).

I feel as though politics and party lines tend to be black or white and not a lot of color in between.

Speaking of politics, the Iran Nuclear Deal was actually being debated and voted upon simultaneously, during the course of our learning process and debates regarding critical thinking. Our President actually spoke about critical thinking numerous times in his speech. Iran's supreme leader, the Ayatollah Ali Khamenei, demonstrated that he also thought critically about the destruction of a country and their people - many times, publicly.

Somehow the Iran Nuclear Deal went through, and the very next day Iran's supreme leader, the Ayatollah Ali Khamenei, gave a speech that Israel will not see the end of the next 25 years, according to the IRN. "God willing, there will be no such thing as a Zionist regime in 25 years. Until then, struggling, heroic and jihadi morale will leave no moment of serenity for Zionists" (McLaughlin, 2015).  

Oh good.  I am glad that leaders are demonstrating their critical thinking capabilities, as I have been asked to do over the past few months. In fact, I was even asked to submit a research project that covered improving some area of personal significance. I had been struggling to develop a twenty-year plan. Actually, the past four years, I had been searching for answers or even some guidance. This project enabled me to hone in on my long-term goal and to develop an implementation strategy. As part of the strategy, I identified potential companies that aligned with my values, goals and desired lifestyle working environments.

The outcome was fantastic! I had the opportunities for deep reflection, the time to reach out to those who truly knew me – my family and friends – by creating a survey to validate my direction, and the time to identify companies that were in alignment with my vision. I came up with not just one summation for my twenty-year plan but two videos!

And this is where I signoff as ERAUgirl76, concluding my course reflection with my action research report videos:

Cheers to another fantastic ERAU semester!

References:
Chatham-Carpenter, April. (2009). Avoiding the Pitfalls: Current Practices and Recommendations for ePortfolios in Higher Education. Retrieved from pdf.

Dowden, Bradley. 2015. Fallacies. IEP, A Peer-Reviewed Academic Resource. California State University, Sacramento. ISSN 2161-0002. Retrieved from http://www.iep.utm.edu/fallacy/#Black-or-White

McLaughlin, Eliott, C. (2015). Iran's Supreme Leader: There will no such thing as Israel in 25 years. Retrieved from http://www.cnn.com/2015/09/10/middleeast/iran-khamenei-israel-will-not-exist-25-years/

A500.8.3RB_Good Presentation Design

             MLSD 500: Leadership Found in Research

     A500.8.3RB – Good Presentation Design

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 30, 2015

         

HOW TO ROCK YOUR PRESENTATION!

The backlash to the traditional PowerPoint has started. There are ways in which we can improve our effectiveness and allow our content to connect in more powerful ways. One key concept is simplicity. Making the simple complicated is commonplace; making the complicated simple, that is creativity (Reynolds, 2015).

One key factor for consideration is how the audience will actually process the presentation. A design must take advantage of how people process information. People process information is three ways: dual-channels, which is having separate information that separates visual and verbal material; limited capacity, where people can pay attention to only a few pieces of information in each channel at a time; and active processing, understanding the presented material when the audience pays attention to the relevant material.  That means it is organized in a coherent mental structure and integrated within their prior knowledge (Reynolds, 2015). 

Multimedia combines the use of several media or medium of expression or communication, such as sound/narration and images.  The results are more impactful and memorable than single mediums. Modality principle focuses on audio narration over on-screen text, particularly for complex presentations, as in these cases, the concept is that people learn better when words are presented as narration rather than text. The redundancy principle states that people learn more readily with narration and graphics/animation and that text is not necessary. And, the coherence principle asserts that people learn better when extraneous visual material is excluded (Reynolds, 2015).

When creating a PowerPoint presentation, one should limit the use of slide information, as that it overloads people's cognitive systems. Successful PowerPoint presentations use verbal and visual methods, limiting them to three seconds for effective comprehension. Following these recommendations, the presenter will be assured of targeted learning capability. A good presentation guideline will include the following elements:  a targeted end as an initial step; creation in analog mode; and, cultivation of a sense of community. It is best to avoid reading from slides, and instead to include pamphlets for distribution after the presentation.  It is always best to keep it simple (Reynolds, 2015).

People respond well to PowerPoint presentations that use high-quality graphics, photography, slide transitions, and video and audio (Reynolds, 2015).

When delivering the presentation, one should pretend that everyone in the audience is naked, connect with the audience by making eye contact and smile (my late grandmother was a very famous politician and these were her words of wisdom and advice)!

Contrast is what we notice, that is, how things differ, and it is what gives a design its energy. Contrast is one of the most powerful design concepts of all, because any design element can be contrasted with another. It can be achieved through manipulation of space, colored choices, text selection, and the position of elements. Contrast allows the viewer to understand the point of the design quickly. Every good design has a strong and clear focal point and having a clear contrast among elements helps. Designs that have strong contrast attract interest and help the viewer make sense of the visual (Reynolds, 2015). 

Repetition means that the same elements are reused throughout the presentation. It brings a sense of unity, consistency, and cohesiveness. Repetition is viewed as being part of a larger whole. However, too much repetition may overload viewers and creative a negative reaction (Reynolds, 2015). 

Alignment refers to organization within a presentation, where everything is lined up via an invisible line. Alignment is about obtaining unity among elements of a single slide, but with a visual connection. Without alignment, presentations look less sophisticated and less professional (Reynolds, 2015).

Proximity has to do with movement of things closer or farther apart to achieve a more organized look. Information, images and content should be grouped together so they are processed as a group or idea, as opposed to conflicting ideas. It is important not confuse so that the information is clearly presented. A rule of thumb is to group like-minded things together so that it catches one’s eye (Reynolds, 2015). It is all about location, location, location! 

Bottom-line:

• Design matters, yet design is not about decoration or ornamentation.         

  Design is about making communication as easy and clear for the viewer as possible.

• The principle of signal-versus-noise should be kept in mind so all nonessential elements are eliminated.  Visual clutter should be removed and 3-D effects avoided.

• People remember visuals better than bullet points. Always consider how the use of strong visual—including quantitative displays to enhance narrative.

• Empty space can be a powerful tool. Learn to see and manipulate empty space to give slide designs greater organization, clarity, and interest.

• The principle of contrast can create strong dynamic differences among elements that are different. If it is different, make it very different.

• The principle of repetition can be used to repeat selected elements throughout the slides. This can help give the slides unity and organization.

• The principle of alignment can be used to connect elements visually (through invisible lines) on a slide. Grids are very useful for achieving good alignment. This will give the slide a clean, well-organized look.

• The principle of proximity may be used to ensure that related items are grouped together. People will tend to interpret items together or near to each other as if they belong to the same group.

References:
Reynolds, Garr. (2015). Presentation Zen: How to deliver presentations like a pro. Sociable Media, Inc. Retrieved from http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf
Reynolds, Garr. (2015). Presentation Zen: How to deliver presentations like a pro. Sociable Media, Inc. Retrieved from http://www.presentationzen.com/chapter6_spread.pdf  

A500.7.3.RB_Quantitative Research Reflection

             MLSD 500: Leadership Found in Research

     A500.7.3RB – Qualitative Research Reflection

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 24, 2015

         

Social researchers believe that patterns and regularities occur in society and that these are not simply random events. Patterns necessitate interest in the formulation of explanations. These explanations are presented in theories that allow us to come to a sense of reality. On the basis of theory, we can develop hypotheses about relationships that ought to exist, if the theory is valid (Mamia, 2015).

Empirical research is the study of an aspect of reality. Research data is obtained by asystematic method of empirical observation. Theoretical research studies problems related to theories of a discipline. Research data consists of previous research. Scientific research is a dialogue between theory and empirical. Most research involves both theoretical and empirical element (Mamia, 2015).

Qualitative research aims at understanding. It answers primarily to “how” questions, i.e. How does this work? Meanwhile, an explanation is the goal of quantitative research, which primarily addresses “why” questions, i.e. Why does this work? Both qualitative and quantitative research can aim for a description of social reality (Mamia, 2015).

The quantitative method is based on the idea that social phenomena can be quantified, measured and expressed numerically. The information about a social phenomenon is expressed in numeric terms that can be analyzed by statistical methods. The observations can be directly numeric information, or they can be classified into numeric variables. Observations are transformed into a data matrix in which each observation unit occupies one row and each variable one column. The data matrix is the starting point for the analysis. The quantitative method enables the research and description of social structures and processes that are not directly observable (Mamia, 2015).

I have enjoyed collecting data, analyzing the results and trending the figures. I now understand how easy it is to be misled by incomplete or manipulated data and the value of random sampling to minimize risk. In a random sample, the risk of sampling error can be statistically estimated. With random sample, there is a definite level of confidence (Mamia, 2015).  Prior to this understanding, I had, no doubt, come to conclusions based on information that had not been properly vetted for balanced, unbiased input. My new understanding of the research process for data collection has brought clarity to the importance of unbiased data in quantifying conclusions, particularly as it relates to business decisions.

Reference:

Mamia, Tero. (2015). Quantitative Research Methods. General Studies/ISS. Retrieved from Microsoft PowerPoint Presentation. 

A500.6.3RB_QualitativeResearch

MLSD 500: Leadership Found in Research

     A500.6.3RB – Qualitative Research

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 13, 2015

         

Comparing and Contrasting, Qualitative and Quantitative Measures

They say that it’s not about the quantity of friends but the quality. But when qualitative and quantitative data is applied in a statistical sense, quantitative data has the distinction of being information pertaining to measurable numbers, whereas qualitative data, is data that is unable to be measured, like feelings, senses, and opinions.

I would like to clarify that I am a quantitative gal, who prefers data that is factual and logical, preferred to opinion or interpretation. However, this blog concludes that both qualitative and quantitative methods are important to management problem solving and related to the purpose of analysis (Wostenholme, 1999). For example, it would be more prudent to qualify an opinion, then back it up with quantifiable data.

The strengths and weaknesses of qualitative methods

There is little doubt that the methods of qualitative research provide a significant level of assistance to thinking. Qualitative method enhances linear and `laundry list' thinking. The methods bring much needed tools to the strategic areas of management and allow a wide range of managers to access the power of feedback thinking (Wostenholme, 1999).

The dangers claimed for qualitative method range from worries that it might, in the wrong hands, lead to inappropriate insights, to concerns that it will lead to fundamentally wrong inferences. One of the major criticisms of qualitative methods is the inability to become an expert and that the issue is rarely explained by its proponents (Wostenholme, 1999).

Qualitative research focuses on the study of issues in depth and detail, and tends to center on how people make meaning out of their experiences. Three characteristics of qualitative methodology are: (a) a naturalistic approach, or studying real-world situations; (b) an emergent design and flexibility, or pursuing paths of discovery as they arise; and (c) purposeful sampling, where the sampling is aimed at insight about the research question, not necessarily generalizable to a population, and participants are chosen according to specific, purposeful criteria. The typical data collection methods in qualitative research (the use of interviews, long-term observations, and the use of documents or artifacts that add meaning to, or are used or created in the research context) focus on how participants make meaning of their lives individually or in social contexts (Stuckey, 2013).

The strengths and weaknesses of quantitative methods

Quantitative methods on the other hand, adds the dimension of and hence allows computer simulation to ascertain behaviors over time. It is well accepted that inferring the behavior over time of the simplest of feedback structures is very difficult even for the trained, since the human ability to consider any more than a very small number of variables at once is limited (Wostenholme, 1999).

Quantitative methods bring together the best combination of both people and their creative thinking ability and computers and their data manipulation. It facilitates the combining of soft and hard system elements, which is unique and powerful. The problem with computer simulation is that data are often not available and hence models are still speculative. One of the major problems is how to produce simple, balanced and elegant models at an appropriate level of aggregation in time and space to be useful. There is always a tendency to produce models which are too detailed and complex to sufficiently validate them against the mental models of their creators (Wostenholme, 1999).

Conclusion

The quantitative research determines what is happening on a population level, and qualitative research can be used to determine why and how that phenomenon is occurring (Stuckey, 2013). In order to solve for what, when, where, why, and the how, one must conduct both quantitative and qualitative methods, to achieve successful results.

           

However, members of research committees view qualitative research as inferior to quantitative research (Hopefl, 1997). 

There has been an increased interest in qualitative research in recent years. Qualitative research can be emotionally taxing and extraordinarily time consuming. At the same time, it can yield rich information not obtainable through statistical sampling techniques (Hopefl, 1997). 

Qualitative researchers have a special responsibility to their subjects and their readers. Since there are no statistical tests for significance in qualitative studies, the researcher bears the burden of discovering and interpreting the importance of what is observed, and of establishing a plausible connection between what is observed and the conclusions drawn in the research report. To do all of this skillfully requires a solid understanding of the research paradigm and, ideally, guided practice in the use of qualitative observation and analysis techniques (Hoepfl, 1997).

Figure I: Comparison of Quantitative & Qualitative Research

Source: Jaikumar, Maheswari, Dr. (2014). Quantitative vs. Qualitative Research: Slideshow. Retrieved from http://www.slideshare.net/maheswarijaikumar/quantitative-vs-qualitative-research

References:

Hoepfl, Marie C. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers. Journal of Technology Education. Volume 9, Number 1. Retreived from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html

Jaikumar, Maheswari, Dr. (2014). Quantitative vs. Qualitative Research: Slideshow. Retrieved from http://www.slideshare.net/maheswarijaikumar/quantitative-vs-qualitative-research

Stuckey, Heather. (2013). An overview of the rationale for qualitative research methods in social health: Methodologies in Social Health and Diabetes. 1, 1, 6-8. Retrieved from http://www.joshd.net/article.asp?issn=2321-0656;year=2013;volume=1;issue=1;spage=6;epage=8;aulast=Stuckey

Wostenholme, E.F. (1999). Qualitative vs Quantitative Modelling: The Evolving Balance. The Journal of the Operational Research Society. Macmillan Press. 50, 4, 422-428. DOI: 10.1057/palgrave.jors.2600700

A500.5.3RB_Critically Thinking

             MLSD 500: Leadership Found in Research

     A500.5.3RB – Critically Thinking About Critical Thinking

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 11, 2015

         

Critical thinking is an intellectually, self-guided and self-disciplined process at the highest level of analysis, in an unbiased way, that functions as a guide to belief and action. People who think critically consistently attempt to live rationally, reasonably, emphatically (Glaser, 2013). 

To think critically, one should:

* Strive to diminish the power of egocentric and socio-centric tendencies.   

* Use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.

* Work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.   

* Realize that no matter how skilled the thinkers, reasoning abilities can always be improved. They may at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, untested or trending social rules and taboos, self-interest, and vested interest. 

* Strive to improve the world in whatever ways are possible and contribute to a more rational, civilized society.    

* Recognize the complexities often inherent in doing so.   

* Avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. 

* Recognize the complexities in developing as thinkers, and commit to life-long practice toward self-improvement.   

I have always had an interest in developing intellectual virtues. I think it is critical to reflect upon humility, civility, empathy, justice and confidence in reason. We all learn at different rates, but I believe it is important to reflect and make decisions from a solid foundation regardless. There have been many lessons that I have learned from this critical thinking advantage point. An important lesson I learned just recently, through the analysis of divergent viewpoints on a particular subject, is that it is crucial to identify as many valid facts as possible, comparing and contrasting the information, and objectively assessing the issue in order to arrive at a sound decision, one that is based on logic and fact, without prejudices, biases or distortions. 

As an example, I chose to compare and contrast facts from different sources of the Iran Nuclear Deal. Our President spoke about critical thinking numerous times in his speech. Iran's supreme leader, the Ayatollah Ali Khamenei, demonstrated that he also thought critically about the destruction of a country and their people, immediately after the approval of the Iran Nuclear Deal. Here are some excerpts that identify the level of critical thinking among international leaders. 

President Barack Obama gave a press conference on August 5, 2015 stating that, "today, I want to speak to you about the Iran Nuclear deal, and the most consequential foreign policy debate that our country has had since the invasion of Iraq, as Congress decides whether to support this historic diplomatic breakthrough, or instead blocks it over the objection of the vast majority of the world. We need clear thinking in our foreign policy in order to respond to the Iranian nuclear program. The question is not whether to prevent Iran from obtaining a nuclear weapon, but how" (The White House: Office of the Press Secretary, 2015).

"Under this deal, Iran cannot acquire the plutonium needed for a bomb.  The core of its heavy-water reactor at Arak will be pulled out, filled with concrete, and replaced with one that will not produce plutonium for a weapon.  The spent fuel from that reactor will be shipped out of the country, and Iran will not build any new heavy-water reactors for at least 15 years" (The White House: Office of the Press Secretary, 2015). 

Iran's supreme leader, the Ayatollah Ali Khamenei, gave a speech the day after being approved in favor of the Iranian Nuclear Deal according to the IRN, that Israel will not see the end of the next 25 years. "God willing, there will be no such thing as a Zionist regime in 25 years. Until then, struggling, heroic and jihadi morale will leave no moment of serenity for Zionists" (McLaughlin, 2015).

And President Obama concludes his speech with, "to friends of Israel and to the Israeli people, I say this:  A nuclear-armed Iran is far more dangerous to Israel, to America, and to the world than an Iran that benefits from sanctions relief" (The White House: Office of the Press Secretary, 2015).  

Each leader believes his position is the result of efficacious critical thinking. Only time will tell.

References:

Glaser, Edward. (2013). Defining Critical Thinking: Another Brief Conceptualization of Critical Thinking. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766

McLaughlin, Eliott, C. (2015). Iran's Supreme Leader: There will no such thing as Israel in 25 years. Retrieved from http://www.cnn.com/2015/09/10/middleeast/iran-khamenei-israel-will-not-exist-25-years/

Nosich, G. M. (2012). Learning to think things through: Critical thinking across the curriculum. Columbus, OH: Prentice Hall. (ISBN: 9780137085149)

The White House: Office of the Press Secretary. (August 5, 2015). President Barack Obama Speech: Remarks by the President on the Iran Nuclear Deal. The White House. Retrieved from https://www.whitehouse.gov/the-press-office/2015/08/05/remarks-president-iran-nuclear-deal 

A5004.3RB_AdorableBalletSlippers

             MLSD 500: Leadership Found in Research

     A500.4.3RB – Adorable Ballet Slippers 

Submitted to ERAU Worldwide

in Partial Fulfillment of the Requirements of the Degree of MBAA

Embry-Riddle Aeronautical University

Worldwide

Online Campus

September 6, 2015

         

Adorable Ballet Slippers

      The lesson is about choice. Choice is the power of picking the best part, person or thing (Merriam-Webster, 2015). All humans share a basic need and desire for choice, we don't all see choice in the same places or to the same extent. Studies have shown that when you give people ten or more options when they're making a choice, they make poorer decisions, whether it be health care, investment, or other critical areas. Yet still, many of us believe that we should make all our own choices and seek out even more of them (Iyengar, 2010).

      Human behavior is shaped by the environment, by deliberate and non-deliberate conditioning, training and education. If this were the case, then choice is really conditioning, training and education of what is available and selecting deliberately or non-deliberately (Pecorino & O’Sullivan, 2002).

      If choice is reliant upon the environment that one is exposed to, than the selection is influenced by social class, education and upbringing (Pecorino & O’Sullivan, 2002).

      The fundamental difference culturally in our ideas is about choice. Here in America, when a paying customer makes a reasonable request based on their preferences, they have the right to have that request met. Opposed to Japan, where it is the people’s duty to protect those who don't know any better. Americans tend to think that their choices best fulfills an innate and universal desire for choice in all humans. These are assumptions that don't always hold true in many cultures (Iyengar, 2010).

      Americans believe that choice personally affects you and your preferences. Americans believe that by making their own choices, their own interests will be accounted for, which is essential for success and being true to oneself. Americans are exposed to more options each passing day and it is perceived that the choice one makes in America is a direct correlation to who they are, what they choose, and why they choose it (Iyengar, 2010).

I believe in transparent and authentic data based information so I can empower myself to make rational decisions. As leaders, we need to encourage and empower people to learn as much as possible, to vet data for its authenticity and simplicity, so that they may be informed and equipped to make good choices. 

According to Sheena Iyengar (2010), we become overwhelmed by choice, sometimes even afraid of it. If we were to educate the majority of the population and foster an empowerment environment, then this might not be a result. Dr. Iyengar states that choice no longer offers opportunities, but imposes constraints. It's not a marker of liberation, but of suffocation by meaningless minutiae (2010).

I agree with Dr Iyengar’s position that we are suffocating from the minutiae – overwhelmed by the details of biased presentations that leave us easy prey for manipulation, invalidating the concept of choice. That does not release us, however, from our own responsibilities as leaders to continually search for authentically vetted data in order to make sound, rational decisions. We must remove the clutter in the search for truth. If we do not implement this as leaders, we will make ourselves vulnerable to those who know how to market to our weaknesses for their own advantage and possibly make decisions that are not in our best interests.  Choice is essential for a free society, a society that fosters innovation and growth, and opportunities for all.

In the end, if you combined two different shades of pinks, through individuality, choice and innovation, you will get the best pink and product available, adorable ballet slippers. 

References:

Iyengar, Sheena. (2010). TED video transcript: The Art of Choosing. Retrieved from http://www.ted.com/talks/sheena_iyengar_on_the_art_of_choosing/transcript?language=en

Merriam-Webster. (2015). Full Definition of Choice. Retrieved from http://www.merriam-webster.com/dictionary/choice

Nosich, G. M. (2012). Learning to think things through: Critical thinking across the curriculum. Columbus, OH: Prentice Hall. (ISBN: 9780137085149)

Pecorino, P & O’Sullivan, S. (2002). Ethics: Deontological Theories on Natural Law, Problems. Retrieved from http://www.qcc.cuny.edu/SocialSciences/ppecorino/ETHICS_TEXT/Chapter_7_Deontological_Theories_Natural_Law/Problems_with_Natural_Law.htm