I’m studying for my English class and don’t understand how to answer this. Can you help me study?

Writing Assignment 1–The Short Story

Write a complete, considered answer. Your thesis statement must be clear, precise and explicit. Support your thesis with specific details, examples, and direct quotes from the stories. An essay which does not include direct quotes from the story cannot receive a grade higher than a C.Required length: 3-5 pages (800-1250 words). Be sure to include a Works Cited list. Use correct MLA format and citation techniques in your essay.

1. Choose one of the following stories. How do the characters have trouble telling the difference between reality and perception?

• “The Tell-tale Heart”
• “A Rose For Emily” https://2015-2016-chs-english11.weebly.com/uploads…

I’m trying to study for my Philosophy course and I need some help to understand this question.

This Assignment has two parts. In Part I, you will test your understanding of fallacies by creating an argument with fallacies in it. In Part II, you will identify the fallacies and explain how they operate.

Part I:

Consider a scenario where someone is using errors in argument. For example, the argument may focus on errors that customers or colleagues make in your field of study. It could be how the public perceives your field, how a newcomer to your field may make errors, or addressing a controversial topic in your field. If you would like to write about your life at home instead of at work, this may be the sort of argument that teenagers give to their parents during a disagreement. It could be a disagreement you have had with friends or family members. You get to choose the situation.

The Assignment should be 1–2 pages and should be composed in first person as the person making the errors. You should be deliberately employing at least four logical fallacies in the argument. The person making the argument likely does not know they are making mistakes. You will be correcting these errors in Part II. However, in Part I, have fun showing how errors in argument make their way into daily life. Some may be exaggerated, but some may be subtle.

In the sections of the paper where you are using a logical fallacy, you should highlight the error in bold. This will demonstrate that the fallacies are deliberately used in your composition.

While the paper will have errors in argument, aim not to have errors in spelling or grammar. The work should still be composed to demonstrate college-level writing, clarity, and organization.

Part II:

The content for Part II should be at least 2 pages, as well as a reference page

In Part II, you will analyze the purposely flawed argument that you created in Part I. You will take on the role of a leader in your profession or of someone offering guidance to help a friend or family member understand their errors.

In the scenario for Part II, you have been asked to address the errors with the person voicing the argument in Part I. You should not be harsh with the person who made the mistakes, but you will use leadership, knowledge, and compassion to help make corrections. Offer diplomatic guidance that encourages without chastising the subject. Use your critical thinking and analytical skills to evaluate the Part I arguments, explain how they should be corrected, and offer guidance for improved argumentation in the future.

1. Analyze the argument from Part I. Identify and label the logical fallacies used in the argument. Be specific, using and citing sources to support your definitions of each fallacy.

2. Using clear argumentation, explain the implications of those fallacies in the workplace or daily life and why the fallacies would be problematic. What could be a consequence of this reasoning? Why do you believe the person making the argument used these tactics?

3. Offer guidance: How could the person constructing this argument avoid making those mistakes in argumentation? What would have strengthened each of the claims?

Save Parts I and II in the same document

I’m trying to study for my Nursing course and I need some help to understand this question.

Exercise

Mrs. V, a healthy 45-year-old woman, gives birth to a child. There are no outward complications associated with the birth but, when examined by the pediatrician, the child exhibits abnormal facies, a single palmar crease, hypotonic muscles, and loose pelvic joints. Following chromosomal analysis, a diagnosis of Down syndrome is made.

Discussion Questions (Provide answers based on evidence and reference your responses using APA format)

* Discuss the cause of Down syndrome.

* What risks factors exist in the family history? Why are these thought to be risk factors?

* Discuss further characteristics that the child may show as he gets older.

McCance, K. L., & Huether, S, E. (2014). 7^th ed. Pathophysiology: The Biologic Basis for Disease in Adults and Children. Elsevier Inc. ISBN: 978-0-323-08854-1

I don’t know how to handle this Business question and need guidance.

*Responses of at least 250 words*

Question 1 Forbes Article

Read the Forbes article: Every Leader Must be a Change Agent or Face Extinction (Links to an external site.). Given that change is interwoven in organizations today, a leader must be prepared for change in order to multiply growth opportunities. How can leaders remain ready for change and motivate their employees to embrace those changes?

Question 2 Change Assessment

Referencing this week’s lecture, assess the changes you have made in your personal or professional life and evaluate how well you maintained the change. Do you agree with the argument that change is easier to make than maintain? Why or Why not?

Week Three Lecture

We hear the word change so often it appears it has become a buzzword and a cliché in some instances. I can speak from experience that if change is strategic, planned, and rolled out properly, it can be a huge success. OD practitioners have witnessed organizations and entrepreneurs embrace the process, work a strategic well-thought-out plan, and achieve success. Conversely, they have also witnessed organizations and entrepreneurs who had the best of intentions; however, their impatience and ego prevailed! That is what Senge et al (1999) refer to as “Walk the Talk,” a phrase we have all heard. It is not enough to stand on a stage in front of your employees and talk up the need for change, the great outcomes, and commitment to the process if you cannot back it up with action.

One of the earliest change theories introduced was Lewin’s (1951) force field model. His model is comprised of two specific components: the three stage change model and the force field analysis. The first is the process of change where Lewin suggests there are three stages to change.

The first stage of unfreezing is where employees come to understand that the way they used to perform or do things will no longer be adequate. In this stage, an organization must communicate and educate. Employees need to understand how the changes will affect them and how the organization will benefit. By educating and communicating often, employees can then focus on the change at hand and move forward as a valuable part of the process. Connor (1995), Senge, et al (1999), Kahan (2010), and Yukl (2006) agree that communication and explaining the relevance of change are key components to unfreezing and changing. The actual change stage is where new ways of doing things, norms, and/or procedures employees are to follow are conveyed. Communication remains a key component to the success of the process. Finally, in the refreezing stage, the change is solidified and reconfirmed. This is now the way in which we operate. In order for this stage to take hold, everyone understands reverting to old ways is simply not an option.

Depending on the size of the organization or the magnitude of the change, it can take 18 months to 5 years for the change process to be completed and established. While it may become tedious in the midst of the change process, remember, change has a greater chance of failure if rushed. Attempting to expedite the change process will increase the risk of failure exponentially.

The second component is Lewin’s Force Field Analysis (1951) tool.

As you can see from the diagram, it provides a visual for all the driving and restraining forces. Ideally, you would brainstorm all of the driving forces for change and restraining forces hindering change. From the brainstorming data, you can then examine the restraining forces first to determine those factors that are a non-issue and those that are valid concerns. Likewise, the same process takes place for the driving forces. This simple process allows an organization to reduce the resistance and thereby increase the driving forces for change. The force field analysis is a powerful tool for issues or problems, professional or personal.

References:

Connor, D. R. (1995). Managing at the Speed of Change: How resilient managers succeed and prosper where others fail. New York, NY: Villard Books.

Kahan, S. (2010). Getting change right: How leaders transform organizations from the inside out. San Francisco, CA: Jossey-Bass.

Lewin, K. (1951). Field theory in social science. New York, NY: Harper & Row.

Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (2006). The dance of change: The challenges of sustaining momentum in learning organizations. New York, NY: Doubleday.

I need support with this Social Science question so I can learn better.

In Unit 1, in your problem statement, you identified the social problem your program will be addressing, the target population, type of services, and setting. This week, you will expound upon the etiology of the social problem. In your primary post respond to the following questions:

What social problem(s) does your program address? What are the societal factors that contribute to the social problem(s)? Explain the micro, mezzo and macro level factors from a systems theory perspective. What political, religious and cultural values affect the problem, both historically and today? Last, what are the social and economic costs to society related to the social problem? Identify at least three academic scholarly references to back up and support your response

I’m trying to study for my Marketing course and I need some help to understand this question.

The Pressing Need for Change

The article ‘Wake-Up Call’: U.S. Students Trail Global Leaders (Armario, 2010), is a great anticipatory set for this class and gives a clear indication of where the U.S. as a nation rates educationally compared to other nations, particularly those in Asia. This resource reviews the recent performance of American students on national standardized tests as compared to students from other countries. What is most impacting is the improvement and acceleration of learning that has been occurring in some of China’s largest cities, such as Shanghai.

After reading Armario (2010) and watching the video What’s Working in U.S. Education System? (NBC News, 2010), post a three to four paragraph reflection on the information in these resources. Consider the following questions as you reflect.

• Do you believe that the article is one that we, as educators, should take seriously or is it just media hype? Explain.
• What is it about the comparative student information that is impactful or concerning to you?
• What does it tell us about how the students in China are surpassing the performance of students in America?
• What are some of the differences you see between schooling in China and in America?
• Do you think schools are aware of this information, and what do you think they should do about this, if anything?
• What can teachers do with this information in their own classrooms?
• What information from the panel, if any, should be implemented in our schools and school districts?

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Click here for information on course rubrics.

References

Armario, C. (2010, December 7). Wake-up call: U.S. students trail global leaders. Retrieved from http://www.nbcnews.com/id/40544897/ns/us_news-life…

NBC News. (2010, September 26). What’s working in U.S. education system? [Video File]. Retrieved from https://archive.org/details/KNTV_20100926_150000_M…

Introduction

A Brief History

American schools date back to around the 17th century, 1635 to be exact, with the opening of the first formal school, the Boston Latin School (Lake Forest College, 2010). At that time, schools were in their infant stages in America, struggling to develop some form of curriculum that might be meaningful for those who sought a formal education. Not all students attended; in fact, formal schooling was designed for the elite. The first textbook, The New England Primer, came from England and focused on providing an education in Calvinist theology (Lake Forest College, 2010). Noah Webster was even involved in publishing textbooks for schools, too, with an emphasis on civic duty and morality in society (Lake Forest College, 2010).

As time passed, America’s founding fathers knew that its citizens would need to be educated in order for the country to survive. Jefferson, Madison, Randolph and others firmly believed in the need for an educated citizenry in order for democracy to flourish. Later, theorists and educators like Mann, Dewey, Booker T. Washington, and others helped to develop the education system in the United States (Lake Forest College, 2010).

Today, much has changed, from the launch of Sputnik and the National Education Defense Act, to A Nation at Risk, No Child Left Behind, and Every Student Succeeds Act, the U.S. education system continues to evolve. The demand for educational accountability, a knowledgeable and well-prepared workforce in order for America to continue to grow and flourish, has reached the front burner.

But, what does this mean? It is one thing to provide rhetoric regarding the need for U.S. schools to improve. One need only look at the place of U.S. education in the international rankings to recognize that much more needs to be done for our students.

Over the years, many educators and theoreticians have discussed, even argued, regarding what schools need in order to do to provide the best educational opportunities for students. And, as time has passed, the art of teaching has evolved into the science of teaching.

No one denies America is unique! The United States’ population is composed of several racial and ethnic representatives. Because of this, often when one looks at comparative data between American students and foreign students it is easy to forget the challenges we face in our schools. We must remember that all students come to our schools for an education, many who speak limited English. And, all of them deserve equal and equitable education.

Our mission is to provide the best educational opportunities for all students in America to be successful in our school system and later to contribute to our vibrant American economy.

So, how do we attain our mission? The title of this course, “Strategies for Enhancing Achievement for All Students”, speaks for itself. We can no longer be satisfied with the “achievement of some students,” we must focus on the “all.” In this class, we are going to explore this new “science” of teaching in order to determine what really works in our schools that can enhance learning for all students.

Using our text and selected readings, we will determine what truly works in schools, what truly can make a difference in how teachers teach and students learn.

So, let’s get to it…

From Coleman to Marzano

Back in 1966, the controversial Coleman Report was distributed (Coleman, 1966). This report, involving over 600,000 students and 60,000 teachers, found that school funding had little to no impact on student achievement and learning. This report caused pressure to build. Questions were asked of school leaders and policymakers, demanding more accountability for student performance.

Coleman’s Report (1966) was followed shortly by the landmark work conducted by Ronald Edmonds and the emergence of the Effective Schools Movement in America. Edmond’s (1982) work is based on the presence of five key elements in schools that have been found to be effective in student learning:

1. the leadership of the principal notable for substantial attention to the quality of instruction;
2. a pervasive and broadly understood instructional focus;
3. an orderly, safe climate conducive to teaching and learning;
4. teacher behaviors that convey the expectation that all students are expected to obtain at least minimum mastery; and
5. the use of measures of pupil achievement as the basis for program evaluation. (NCESRD, 2010)

The original five elements were later revised, and are now the official Effective Schools Process correlates:

1. there exists a clear and focused school mission;
2. there exists a safe and orderly school environment;
3. there exists high expectations for student performance;
4. all students have an opportunity to learn and there is an emphasis of significant time on task ;
5. instructional leadership is present and practiced at each school;
6. student progress is monitored frequently; and
7. a positive home-school relationship exists. (NCESRD, 2010)

It can easily be said that the pioneering work of Edmonds has led us to where we are today, recognizing that the art of teaching has become a science in which schools, educational researchers, and other professionals are continually searching for answers on how they can increase student achievement in our schools.

References

Edmonds, R. R. (1982, December). Programs of school improvement: An overview. Educational Leadership. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_1…

Lake Forest College. (2010). History of the effective schools movement. Retrieved from http://www.lakeforest.edu/library/archives/effecti…

Lake Forest College. (2010). Ron Edmonds

Required Studies:

The following materials are required studies for this week. Complete these studies at the beginning of the week and save these weekly materials for future use.

Read

• ‘Wake- Up Call’: U.S. Students Trail Global Leaders (Armario, 2010) [Web page]
  • Note: The video on this webpage, China Schools U.S. in Standardized Test, is not functioning, but the transcript for the video is available at the bottom of the article.

• Effective Schools Checklist (Audain, 2007) [Web page]
• History of Effective Schools Movement (Lake Forest College, 2010) [Website]

View

• What’s Working in U.S. Education System? (NBC News, 2010) [Closed captioned]
  • This is an archive of a Meet the Press segment. Begin watching the segment at 8:30 am through the segment at 8:33 am.

Recommended Studies

These resources are provided to enhance your overall learning experience. For deeper understanding of the weekly concepts, review these optional resources.

National Policy Board for Educational Administration (NPBEA). (2015, October). Professional standards for educational leaders. Retrieved from http://www.ccsso.org/resource-library/professional…

• The Interstate School Leaders Licensure Consortium (ISLLC) standards 2008/2014 have been revised and renamed as the Professional Standards for Educational Leaders (PSEL) 2015 Please download and become familiar with these standards.
• The PSEL Standards are also the guiding standards for the National Educational Leadership Preparation (NELP) (2016) standards, which are used by Concordia for critical assessments and course objectives alignment.

Edmonds, R. (1979, October). Effective schools for the urban poor. Educational Leadership. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_1…

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Kinnier, J. (2012, Dec.). Video overview of Edmonds and his movement [Video File]. Retrieved from

Prince, C., Koppich, J., Morse Azar, T., Bhatt, M., & Witham, P. (2011). A. General Compensation Questions – what do we know about the relationship between student achievement and teachers’ educational attainment and experience, which is the traditional way that teacher salaries are determined? Center for Educator Compensation Reform. Retrieved from http://cecr.ed.gov/guides/researchSyntheses/Resear…

I need help with a Writing question. All explanations and answers will be used to help me learn.

Assignment Instructions: Watch one of the 21 videos at the link below. Then, locate a credible and informative article related to one of the two the segments (Wikipedia is not acceptable). Finally, write a five to seven (minimum) paragraphs essay in response to the prompt below.

Link to videos: Vice on HBO or Vice News Tonight

Essay Prompt: Answer the questions below in one, multi-paragraph essay. Make sure to use

evidence from the video and the article on the topic that you located.

1.What is the central topic or set of related topics of your video? Note both topics covered, then focus on one segment/topic

2.What is the central question or set of questions asked by the narrators/interviewers/creators of the segment you’ve chosen?

3.What is the thesis or central claim of the segment you’ve chosen?

4.What specific visual elements of the segment you’ve contribute to your understanding of the thesis or central claim?

5.What evidence is used by the segment to support its thesis or central claim?

6.Is the segment convincing? Why?

7.Is the segment compelling or interesting? Why?

I don’t understand this Business question and need help to study.

I don’t understand this Nursing question and need help to study.

Develop a step-by-step flowchart diagram with shapes and arrows depicting the legislative process. The diagram will be used to monitor your proposed health care bill’s progress through the legislative process.

Consider the following as you develop your plan:

• How will you ensure the bill is assigned to the appropriate committee, agency, or department?
• How will you ensure the appropriate rules are written for the bill?

Write a 525-word paper in which you identify:

• What role does the coalition play in the legislative process?
• What can the coalition do to influence the bill’s passage into law?
• If the bill is signed into law, how will you ensure that it is implemented as intended?
• How will the effects of the law be monitored?
• What outcomes do you anticipate will result from the bill’s passage?

1 day ago

REQUIREMENTS

Need help with my Business question – I’m studying for my class.

Personal Change

Write a three- to four-page paper (not including the title and reference pages) describing the concept of a Force Field Analysis (FFA) and then creating an FFA on an issue in your life that you would like to change. Describe how the restraining forces impede your progress and develop an intervention strategy to enhance the driving forces to make change possible.

You must use at least two scholarly sources, in addition to the text, and format your paper according to APA style guidelines as outlined in the Writing Center.

Week Three Lecture

We hear the word change so often it appears it has become a buzzword and a cliché in some instances. I can speak from experience that if change is strategic, planned, and rolled out properly, it can be a huge success. OD practitioners have witnessed organizations and entrepreneurs embrace the process, work a strategic well-thought-out plan, and achieve success. Conversely, they have also witnessed organizations and entrepreneurs who had the best of intentions; however, their impatience and ego prevailed! That is what Senge et al (1999) refer to as “Walk the Talk,” a phrase we have all heard. It is not enough to stand on a stage in front of your employees and talk up the need for change, the great outcomes, and commitment to the process if you cannot back it up with action.

One of the earliest change theories introduced was Lewin’s (1951) force field model. His model is comprised of two specific components: the three stage change model and the force field analysis. The first is the process of change where Lewin suggests there are three stages to change.

The first stage of unfreezing is where employees come to understand that the way they used to perform or do things will no longer be adequate. In this stage, an organization must communicate and educate. Employees need to understand how the changes will affect them and how the organization will benefit. By educating and communicating often, employees can then focus on the change at hand and move forward as a valuable part of the process. Connor (1995), Senge, et al (1999), Kahan (2010), and Yukl (2006) agree that communication and explaining the relevance of change are key components to unfreezing and changing. The actual change stage is where new ways of doing things, norms, and/or procedures employees are to follow are conveyed. Communication remains a key component to the success of the process. Finally, in the refreezing stage, the change is solidified and reconfirmed. This is now the way in which we operate. In order for this stage to take hold, everyone understands reverting to old ways is simply not an option.

Depending on the size of the organization or the magnitude of the change, it can take 18 months to 5 years for the change process to be completed and established. While it may become tedious in the midst of the change process, remember, change has a greater chance of failure if rushed. Attempting to expedite the change process will increase the risk of failure exponentially.

The second component is Lewin’s Force Field Analysis (1951) tool.

As you can see from the diagram, it provides a visual for all the driving and restraining forces. Ideally, you would brainstorm all of the driving forces for change and restraining forces hindering change. From the brainstorming data, you can then examine the restraining forces first to determine those factors that are a non-issue and those that are valid concerns. Likewise, the same process takes place for the driving forces. This simple process allows an organization to reduce the resistance and thereby increase the driving forces for change. The force field analysis is a powerful tool for issues or problems, professional or personal.

References:

Connor, D. R. (1995). Managing at the Speed of Change: How resilient managers succeed and prosper where others fail. New York, NY: Villard Books.

Kahan, S. (2010). Getting change right: How leaders transform organizations from the inside out. San Francisco, CA: Jossey-Bass.

Lewin, K. (1951). Field theory in social science. New York, NY: Harper & Row.

Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (2006). The dance of change: The challenges of sustaining momentum in learning organizations. New York, NY: Doubleday.