Best Writer

Write a Discussion paper on Scenarios for Change.By Day 7 of Week 7
Read a selection of your colleagues’ posts.
Respond to at least two of your colleagues, explaining how you would address the issue they proposed using specific evidence-based strategies for leading the change process. Be sure to support your response with reference to the Learning Resources, research, and prior professional experiences.

(1) Terri Hughes
Hughes_Initial Post

At my previous place of employment, teacher retention was such an issue that annually we stayed surprised they could even open the schools. Two years ago they paid a company hundreds of thousands of dollars to find out why our students continued to fail and fail at a record rate annually. Unfortunately, I could not find any published documentation to support what we were told once the data had been read by that company. They told us that our scores were low and would continue to be low due to teacher retention and due to the transient nature of our students’ lives. That district was the highest paying district within an hour all around but it also had the highest rates of violence even at the K-2 levels.
For this discussion board post I am going to be speaking as the instructional coach for this district, this is a position that does not actually exist in that district. Specific to the state of Califonia from 2005-2015 before and during the great recession there was a 70% decline in teacher candidates, teachers were laid off, and budget cuts were extreme (Darling-Hammond, et.al., 2018). For the 2017-2018 school years more than 80% of districts reported they would be short qualified teachers, 90% of districts said this was worst than the year before, and the current strategies used to bandaid these shortages undermine teachers’ and the quality of instruction and student achievement (Darling-Hammond, et.al., 2018). This paints an accurate picture of just how severe the teacher shortage is in that area. Lambert cites, that teachers are overworked, staffing is too low, social-emotional behaviors too great, and just the overall stress of things is why teachers are leaving in record numbers (2022). It’s possible with the decrease in test scores and increases in office referrals at Grand City this may already be an issue for them or could be soon (Walden University, LLC. (2016b).
“Ultimately, instructional coaching decreases teacher turnover, reduces costs associated with teacher recruitment and hiring, and improves student achievement outcomes (Larkin &Sandak, 2019). Fullan mentions that people change their attitudes when they experience new things, more specifically when you reach them through their feelings (Fullan, 2016). What better way to reach teachers than through 1:1 coaching throughout the school year? Some way in which to offer teachers supports through instructional coaching is by offering personalized support. This means providing teachers with non-evaluative guidance, professional learning opportunities, and frankly support of just being there (Larkin & Sandak, 2019). Secondly, they can offer quality collaboration, answers to questions that come up daily and be a thought partner (Larkin & Sandak, 2019). Finally, the coach will take the lead in doing the in-depth research that is sometimes needed, they will seek out the training a teacher may benefit from, and assist by modeling or observing a teacher with the intent to help a teacher meet her goals for the year. As a mentor teacher, I was at a bare minimum another adult with my mentees to speak with and understand what they were going through. My focus as a mentor teacher was to get them credentialed as quickly as possible. How great it would have been to offer them the array of supports that an instructional coach offers. I believe Grand City could also benefit from instructional coaches but specific to math and ELA as to not overwhelm anyone with too much to get through.
I am curious if any of you have instructional coaches or something similar where you work? If you do what have been your experiences? Again, this is not a role at any school I’ve taught at but feels like the answer to a lot of problems. Perhaps I just do not know.

References
Darling-Hammond, L., Sutcher, S., & Carver-Thomas, D. (2018). Teacher shortages in California: Status … – getting down to facts. Getting Down to Facts. Retrieved from https://gettingdowntofacts.com/sites/default/files/2018-09/GDTFII_Report_Darling-Hammond.pdf
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
Lambert, D. (2022). Covid-19 challenges, student behavior push California teachers to quit midyear. The Stockton Record. Retrieved from https://www.recordnet.com/story/news/2022/06/02/coronavirus-challenges-student-behavior-push-california-teachers-resign/7485394001/
Larkin, H., & Sandak, S. (2019). A guide to implementing instructional coaching – betterlesson. Better Lesson. Retrieved from https://info.betterlesson.com/hubfs/Collateral/Whitepapers/Whitepaper_A_Guide_To_Implementing_Instructional_Coaching.pdf
Walden University, LLC. (Producer). (2016b). Grand City education and demographic data files [PDF]. Baltimore, MD: Author.

(2) Terri Winbush
RE: Discussion 1 – Module 4

In viewing the videos of Grand City’s task force meetings. and listening to the ongoing issues that their city is facing, one issue that caught my attention was the growing population of refugees and I would like to comment on the early childhood education department This is an issue that is happening in our school district within our early childhood division. We are facing a major problem with families migrating to the city of Los Angeles needing immediate child care services. This issue has been addressed by administrators, principals, and families that are in need.
In our school district, as well as Grand City we are facing a large number of immigrants and other families, the population is growing more and more after the Covid-19 pandemic. The parents have expressed their concerns about their children not being able to attend early learning preschool programs. About 60% of families do not speak English, parents are concerned about their children having more access to learning and being able to speak a second language. I totally agree the community needs more resources in order for a change to occur. From 2005- 2019, the percentage of preschool enrollees attending public school increased by 6.6 percentage points to 59.7% (Mcelrath (2021). There was a major shift in the type of preschool programs parents chose public schools to enroll their children because it became much more prominent. The percentage of enrollment went up according to the U.S. Census Bureau analysis of data. When COVID-19 hit in 2020 enrollment decreased and in 2021 increased. Parents are feeling more comfortable taking their child(ren) back to school. Schools are now mandated to use Universal Precaution from the Department of Health, In 2018, Governor Newson proposed several initiatives for the state of California and one of them was more funding for child care and making it affordable for all families. During that time he proposed a program called ” Universal Preschool”, which was passed and was funded for 2.7 billion and it has been extended for the 2021-2022 year. This program serves 100,000 children. Senate Bill 130 defines what it covers and how schools will receive the funding for their programs. We are hopeful that our President Biden will continue to put our children and low-income families first and keep this expansion program going. This program is known as closing the achievement gap because 90% of brain growth happens before kindergarten. If the Governor and community leaders get involved and the school district, parents, and community leaders write letters, have petitions signed, and advocate for the children and families of Grand City I know something should change. Our cities are overcrowded.
The mayor and legislation along with large companies must collaborate and communicate and state what the vision is for the community. Schools do not have the capacity or the will to improve themselves; improvement must therefore come from sources outside of school, such as universities, state,, and national commissions, and departments of education (Barth (1990). With Grand City, the task force should also petition a bill that will create more early learning programs and funding for all early learning to have the right to get free services. The petitions should be sent to the assembly leaders, congress, state legislators, and the Department of Education in order to have more programs for the community. Resources are great, but funding is better.
References
Barth, R.S., (1999). Improving Schools from Within. Teachers, parents, and principals can make a difference. Jossey-Bass Inc., publishers, San Francisco, CA 94104.
Mcelrath, K., (2021) Heighten Focus on Early Childhood Education Program as Preschool Enrollment Increased Before COVID-19. Censusgov/library/stories/2021/11/pre-pandemic-early childhood-enrollment-expanded-as-more-enrolled-public-preschool.html.
Walden University LLC. (Producer).(2016b). Grand City education and demographic data files {PDF}. Baltimore, MD: Author.

Discussion 1: Scenarios for Change
Consider the need for educational change facing the Grand City community and how members of the task force have begun working toward meeting that need. You have reviewed the data reflecting demographics for the community and reflected on how the data should inform decisions regarding changes to your specialization. While changes may be welcomed by some members in the community, as a leader of change, you must also take into account why some members resist change. Perhaps the issues facing Grand City are similar or reflective of the needs of your own community. How might you support your community in a change process? How might you encourage change-resistant community members to work toward necessary change?
For this Discussion, you will use data to develop a specialization-specific scenario representing a need for change in your educational or community setting.
Note: You will develop the scenario in this Discussion for your colleagues to respond to and address the scenario from your perspective in Module 4 Discussion 2.
To prepare:
Review the assigned Fullan (2016) chapters for this module. Consider the processes and concepts regarding change and how educational leaders can support both.
In the City Hall location in Grand City, revisit the media of the task force’s opening meeting. Think about the issues addressed by the members represented and how communities strive to meet the educational requirements of their children/students and the needs of their members. Think about how the issues raised in the video and those by your colleagues thus far in the course resonate with your specialization in your own educational or community setting.
Select an issue that represents a need for change in your educational or community setting and involves, or has the potential to involve, your specialization area. Locate and review the existing data related to this issue. What is the data telling you about the issue and potential educational and/or community changes?
Note: If you are unable to determine an issue from your own educational setting or find data related to your issue, you can select an issue and review the data provided in Grand City.
Based on the data, develop a more detailed scenario of the issue for your Walden colleagues to respond to with evidence-based strategies for leading the change process.
Note: You may wish to base your scenario on a personal experience or on the information provided in Grand City.
By Day 3 of Week 7
Post a scenario description that explains:
The details of the issue, including the history of the problem, who is involved, and why the problem has occurred. Be sure to include specific reference to data to support your explanation.
How the issue presents a need for change within your specialization in your educational or community setting.
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.

Module 4: Applying Strategies for Change (Weeks 7 and 8)
Commitment to what should be changed often varies inversely with knowledge about how to work through a process of change. … promoters of change need to be committed and skilled in the change process as well as the change itself.
(Fullan, 2016, p. 83)
Educational changes can be challenging because of the many stakeholders who may be affected by the change. As you consider strategies for implementing and measuring the effectiveness of change, recognize that some individuals and groups may resist change and work to undermine it. As a leader in developing plans for educational change, consider how other leaders have been successful and what contributed to that success. Conversely, think about how some leaders have failed and the possible lack of knowledge in the change process that contributed to that failure.
In this module, you will create change scenarios related to your educational setting and based on available data. You will also continue to develop evaluation tools for a program in your specialization.
Learning Objectives
Students will:
Develop educational change scenarios
Analyze data for change
Apply evidence-based strategies for leading change processes
Develop program evaluation tools
Develop program evaluation action plans
Learning Resources
Required Readings
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
Chapter 3, “Insights into the Change Process” (pp. 39–53)
Chapter 5, “Planning, Doing, and Coping with Change” (pp. 82–96)
Giancola, S. (2014). Evaluation matters: Getting the information you need from your evaluation. U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatters.pdf
Jayaratne, K. S. U. (2016). Tools for formative evaluation: Gathering the information necessary for program improvement. Journal of Extension, 54(1), 28. Retrieved from https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1930&context=joe
Henson, H. (2016). Data quality evaluation for program evaluators. Canadian Journal of Program Evaluation, 21(1), 99-108. doi:10.3138/cjpe.261
Document: Action Plan Template 1 (Word document)
Document: Action Plan Template 2 (Word document)
Required Media
Grand City Community
Go to the Grand City Community and click into City Hall to review the following for this module:
Walden University, LLC. (Producer). (2017a). Grand City opening task force meeting [Video file]. Baltimore, MD: Author.
Walden University, LLC. (Producer). (2016b). Grand City education and demographic data files [PDF]. Baltimore, MD: Author.

Write a Case Study in Women’s Effective Leadership article and discuss their leadership during the COVID-19 pandemic. To inform your analysis of their leadership in action, you will need to find one additional credible source about your chosen leader and her leadership during the pandemic. The three leaders mentioned in the article are the following: Hasina, Ing-wen, or Merkel please see attached document

Write a discussion paper on the Security Program Components.
Woods

I would look at the framework and see what do we need to upgrade update.
With the security to me everything needs to be up to date. You can’t
have a brand new security software with everything is not up to date it
serves no purpose. With me I check everything from software to hardware
got to stay on point. Can’t have a old framework with a brand new
security program you are asking for some trouble and conflict with the
old and new stuff on the network to clash and cancel each other out. I
would make some suggests on things. Security program, hardware, and etc.
To me I wouldn’t get a brand new software without making sure that
everything else is up to date. I’m letting the company waste money on
something that our system or network can’t handle it. I would make sure
that every hardware and software would fit our needs for the company. In
order to due so got to make sure that you get the information from your
current security software and compare it with the new software then
make the decision on what software is best for the company.

Kalpakyan

As a Chief Information Security Officer (CISO) responsible for developing a information security program, I understand that there are a lot of components that go into development of an information security program. Main component the information security plan should focus on is to protect information from threats to ensure confidentiality and integrity. Integrity is important because it ensures that no unauthorized changes happen in the data being secured and protects against treats. But there are other components like availability, authenticity and non- repudiation. Availability is the function to make sure that the information that is needed for the user is available that moment. Authenticity is ability to trust that the message that was received actually came from the source it was sent from. Non-repudiation is the assurance the sender receives confirmation that the information was received by the person that needed to receive.

Top 5 Key Elements of an Information Security

This week we look at core competencies needed for both interviewing and being successful at the workplace.

Before this assignment, please make sure to view the provided YouTube clip and read the following:

http://www.best-job-interview.com/12-core-competencies.html

In this forum, rank the 12 core competencies as you see as most important to least important. Why did you rank them this way? Are there any areas missing from this list?

Your response should be at least 250 words

Selecting an Issue for a Health Communication Plan
Select a health communication campaign that you would like to develop in Atlanta, GA or surrounding cities based on one of the six most prevalent serious health problems currently faced by communities today, such as poverty, health security, and communicable diseases.
Based on your research, create a 2- to 3-page report in a Microsoft Word document, including answers to the following questions:
Identify your chosen problem and elaborate why it is a health concern.
Identify how you will assess the need for the program. What type of data will you review?
How will you determine the target audience?
Write up a brief problem statement that puts the data you gather together as a problem, which is of concern for your target population. This is part of the first step in the health communication planning model.
Provide at least five scholarly resources taken from the South University Online Library to support your efforts and topic.

Explain as completely as you can what an economist means by SCARCITY (define this term). Describe the 5 economic resource categories and how they relate to the scarcity problem. (the 5th is Human capital) Explain opportunity cost. How does it reflect scarcity? What does it have to do with decision making? Finally, explain the difference between positive and normative economics and how our normative positions affect the choices we make — individually and as a society.
SECOND SECTION
Choice 1:
Title the next section of your paper MY SITUATION:
Identify two competing outputs (not activities) in your
life. SELECT A SITUATION THAT ALLOWS FOR SOME COMPROMISE. No all-or-nothing dilemmas. Clearly, you have lots of things competing for your resources, but pick just TWO tasks or products or services you produce. Only two because you will be translating your situation to a 2-dimensional PPC graph.
FOCUS on OUTCOMES not on activity. The limited resources are your constraints and are held constant, so explain how much of your labor and human capital you have to divide between these two goals. You can measure the application of your resources using time (think in terms of man hours or machine hours), but TIME is NOT itself an economic resource. Time is simply an allocation measure.
Here is an example: If I have two hours of my labor and human capital (labor and human capital are the limited resources, NOT time), what can I produce? Option #1 is to grade Econ1110 papers, so the number of papers graded is the “good” produced. Zero will go at my graph’s origin and the maximum 2-hour output (say, 10 graded papers) at the x-intercept. Option #2 is to hit golf balls. I can hit 120 golf balls in 2 hours.
Then I explain how accomplishing more on one front means scaling back on the other. The more papers I get graded, the fewer golf balls hit and, as a result, How do my normative beliefs shape my decisions? This output choice need not be all-or-nothing.
I could split my resources 50/50, grading 5 papers and hitting 60 golf balls. That puts me about in the middle, with 5 papers graded 60 golf balls hit. But it is finals week and grades are due, so this day I give my all to your work, grading the maximum: 10. I love golf, but teaching is what i do best, and it’s what I get paid for! It would be nice to get paid for playing golf, but I am not at that level. So, how could I make this decision? This is satisfactory in the short-run and okay with my very understanding husband. But in the long-run, allocating my resources 100% to grading and 0% to golf is totally unacceptable and would lead to a stir crazed teacher. In the long- run, one must find a happy median between work and play.
You describe two competing products/services/tasks. Remember, you can measure your output/accomplishment quantitatively (counting up) only. What are the resource constraints that force you to choose? Why can’t you “have it all”? DO NOT cite time or money as your limited resources. If you are tempted so to do, look again at the list of five economic resource categories. How do your beliefs help you decide which output combinations
are normatively acceptable are which are not?
Earned income is a proxy for the value of labor and human capital you “sell” to your employer. It is NOT an economic resource, an input. Earned income can be treated as a production possibility (apply your labor and earn a paycheck), but not as a resource (input) into the production of some other good/service. And time? It measures incremental application of the 5 economic
resources. We refer to man-hours (labor and human capital), machine hours (physical capital), and so on.
neither time nor money is an economic resource;
 whatthecompetingoutcomesareandhowyou measure accomplishment/output in each case;
 thecompetingNORMATIVEargumentsforpursuingmoreof eachTgood. In other words, why is more of this better than more of that?
 Considerwhether/whyyourcurrentproductiondecisionisreally the best. Can you think of a better place on the production possibilities curve to produce? Does taking a long-run view of the situation lead you to a different “best place” than would a short-run perspective?
 THE FIRST 2 SECTIONS OF YOUR PAPER CANNOT EXCEED 3 PAGES. One page for each section, is the minimum. Your graph page is in addition to this
Choice 2
Title the next section of your paper MY SITUATION: Identify two competing purchases (not activities) in your life. SELECT A SITUATION THAT ALLOWS FOR SOME COMPROMISE. No all-or-nothing dilemmas. Clearly, you have lots of things competing for your income, but pick just TWO that are very important and compete with one another for the income you have available (no credit). Only two because you will be translating your situation to a 2- dimensional budget line.
You will need to find a choice that you ACTUALLY face daily, weekly or monthly with a fixed amount of income. You will need ACTUAL PRICES of the two products under consideration. You will spend ALL of this fixed income.
You will identify the monetary and relative prices for a unit of each of the two products under consideration.
You will also:
 Identify the maximum amount of each product you COULD purchase given the fixed income and known prices
 Identify the ACTUAL amount chosen of each product
 Finally think of the benefit you get from your
purchase… what would you be willing to pay (not the actual price) and consider the consumer surplus from your pruchases..discuss.
Here is an example: If I have $15 for lunch on Tuesday as we always go to BW# as a group. I could get wings or my favorite sandwich, jerk chicken. Wings are $0.50 on Tuesday and the jerk Sandwich is $6. I could buy 30 wings or 2.5 jerk sandwiches.
I actually choose 1 sandwich and 18 wings.
FINALLY
The graph
What goes with Choice 1:
Draw a production possibilities curve (PPC) to show the competing objectives discussed in your MY SITUATION section. There are examples of PPF graphs in the Scarcity PowerPoint presentation. What are the two output options you discussed in the paper’s MY SITUATION section? Scale out units of one on the y- axis and units of the other option on the x-axis. What are the “production” combinations available? Plot those points, connecting the dots to draw your curve. Mark your current position and label it I AM HERE. Then also mark where you would like to be, if it is not your current position.
You are graphing 2 GOODS, so you should have
a desirable output measured out on each axis, NOT the scarce resources/inputs. Keep in mind, too, that neither time nor money is an economic resource.
For my papers vs. golf example, the number of papers graded goes on the y-axis (0 at the origin, 10 at the intercept) and the #of golf balls hit, measured on the x-axis. In the short-run, “I am here” at the y-intercept showing 15 papers graded and a poor golf game. This works in the short-run but, in the long-run, I operate way down the PPC — grading fewer papers and having a much better golfer.
The graph you submit with your paper can be computer generated or hand-drawn. Either way, it should be the LAST PAGE of YOUR PAPER’S E-MAILED WORD DOCUMENT, not sent as a separate attachment. If you hand-draw your graph, put
it on graph paper and then scan it so you can paste it onto your Word document’s last page. DO NOT SEND YOUR GRAPH AS A SEPARATE ATTACHMENT.
Hand-drawn or computer generated, your graph should be neat, correctly composed, and completely labeled. INCLUDE YOUR GRAPH AS THE LAST PAGE OF YOUR WORD-DOCUMENT PAPER. Send the whole document to me as ONE e-mail attachment.
Title must include the following (above the graph and in a single phrase):
Your name; the fixed time period, and the two products such as:
Scott’s PPF of golf balls hit and papers graded over 2 hours.
——————————————————————————————
What goes with Choice 2:
Draw a production BUDGET LINE to show the competing objectives discussed in your MY SITUATION section. What are the two output options you discussed in the paper’s MY SITUATION section? Scale out units of one on the y-axis and units of the other option on the x-axis. What are the “consumption” combinations available? Plot those points, connecting the dots to draw your curve. Mark your current position and label it I AM HERE. Then also mark where you would like to be, if it is not your current position.
You are graphing 2 GOODS, so you should have
a desirable consumption measured out on each axis, NOT the scarce resources/inputs, nor money. Keep in mind, too, that neither time nor money is an economic resource.
For my wings vs. jerk sandwich example, the number of wings goes on the y-axis (0 at the origin, 30 at the intercept) and the #of jerk sandwiches, measured on the x-axis (2.5). In the short-run, “I am here” at the y-intercept showing 18 wings and a 1 sandwich.
The graph you submit with your paper can be computer generated or hand-drawn. Either way, it should be the LAST PAGE of YOUR PAPER’S E-MAILED WORD DOCUMENT, not sent as a separate attachment. If you hand-draw your graph, put
it on graph paper and then scan it so you can paste it onto your Word document’s last page. DO NOT SEND YOUR GRAPH AS A SEPARATE ATTACHMENT.
Hand-drawn or computer generated,
Your graph should be neat, correctly composed, and completely labeled. INCLUDE YOUR GRAPH AS THE LAST PAGE OF YOUR WORD-DOCUMENT PAPER. Send the whole document to me as ONE e-mail attachment.
Title must include the following (above the graph and in a single phrase):
Your name; the fixed income, and the two products and prices such as:
Scott’s budget of $15 spent between wings at $0.50 and jerk sandwiches at $6.

Write an essay about you as a baby.Genetics and prenatal development

If possible, talk to your biological mother and ask her about her pregnancy with you. Were you planned for or a surprise? What did she crave? Did she read or sing to you in the womb? Did she want to know your sex before you were born? Why or why not? How did she pick your name? Did she have morning sickness? Did she plan on a natural birth? Did the delivery go as expected? What did she love most about being pregnant with you? How do her answers correspond to what you have learned about prenatal development and pregnancy? Reflect upon the answers in your journal. What surprised you? What did you learn?
If it is not possible to talk to your biological mother, then interview anyone that you know that has had a baby, asking the same questions.

This assignment will assess the following course objectives:
Explain the scope and nature of juvenile delinquency.
Analyze biological, psychological and sociological theoretical explanations for juvenile crimes.
Assess the influence of gender, family, and social forces on juvenile behavior.
Evaluate the effectiveness of the juvenile justice system in preventing crime and rehabilitating offenders.
For this assignment, you will write a 1,500-2,000 word case study that analyzes the scope, causes, and effectiveness of the juvenile justice system with respect to a particular type of crime commonly committed by juveniles.
To begin, you must identify a type of crime commonly committed by juveniles. Perform research on the scope of juvenile crime and the types of crimes that juveniles commonly commit (assault, breaking and entering, drug possession, drug sales, robbery, vandalism, larceny, etc.). Identify and analyze five different theories, influences, and/or social forces that are common root causes or contributing factors to juveniles committing the type of crime that you’ve chosen. Provide a well-reasoned evaluation of the effectiveness of the juvenile justice system in deterring crime, rehabilitating offenders, and providing relief to the victims of the crime addressed in the case study. Conclude the case study with three recommendations for improving the juvenile justice system.
The case study assignment should contain the following sections:
Introduction
Identify a type of crime commonly committed by juveniles and explain why you selected this crime for the assignment. Describe the basic elements of the crime. Explain the scope of juvenile offenders for this type of crime, and identify the impact that this crime has on communities.
Root Causes and Contributing Factors
Identify and analyze five different theories, influences, and/or social forces that are common root causes or contributing factors to juveniles committing the type of crime that you’ve chosen.
Evaluation of the Effectiveness of the Juvenile Justice System
Evaluate the effectiveness of the juvenile justice system in deterring crime, rehabilitating offenders, and providing relief to the victims of the juvenile crime addressed in the case study. Discuss recidivism rates of juveniles and factors that contribute to re-offending.
Recommendations for Improvement
Based on your research and analysis, make three recommendations for improvement in the juvenile justice system. Explain the basis for your recommendations and support them with research and/or data.
Formatting & Sources
Please write your paper in the APA format. As part of your research, you may refer to the course material for supporting evidence, but you must also use at least four credible, outside sources and cite them using APA format as well. Please include a mix of both primary and secondary sources, with at least one source from a scholarly peer-reviewed journal. If you use any Study.com lessons as sources, please also cite them in APA (including the lesson title and instructor’s name).
Primary sources are first-hand accounts such as interviews, advertisements, speeches, company documents, statements, and press releases published by the company in question.
Secondary sources come from peer-reviewed scholarly journals, such as the Journal of Management. You may use like JSTOR, Google Scholar, and Social Science Research Network to find articles from these journals. Secondary sources may also come from reputable websites with .gov, .edu, or .org in the domain. (Wikipedia is not a reputable source, though the sources listed in Wikipedia articles may be acceptable.)

Write a paper on the government subsidies;especially to oil ans coal companies i.e. how much, who primary companies etc…

In this assignment, you are going to consider a time when you overreacted. The goal here is to learn ways to respond more skillfully, sensitively, and proportionately to events and people in our lives.
1) Think of a recent time you over-reacted to a situation. Don’t include some major life event. Rather, think of some “dust-up,” or some irking episode, which, upon reflection, is not that big a deal in the long run. Write down a very brief description of what transpired, and be sure to include the feelings you felt.
2) Now, take a look at the attached file. It describes a series of steps that some therapists use to help clients re-structure affect is that is disproportionate to a given event. Read over the whole document, and consider especially which of the irrational beliefs may pertain to you.
3) Next, create a catastrophe scale. It’s easy. Draw a line, and mark 0, 25, 50, 75, and 100 on the line. Then, underneath the line, provide an example of an event that would consitute each score (a 25, a 50, a 75, and a 100). Now, events scoring a 100 are the worst events you can imagine. Events closer to 0 are events of little consequence (so little in fact, if you had not had an assignment like this, you may quickly forget they even happen). These are not events that actually have happened (they could be, but they don’t have to be). Just consider, on your subjective scale of life’s possible events, what would constitute for you a 25, a 50, a 75, and a 100 (or something approximating each of those numbers– you can describe what a “15” is if you prefer, rather than a 25, for example. The idea here is to flesh out the relationship between types of events that could conceivably bring you stress. The handout attached here walks you through a version of this.
4) Now the fun part: think back to that event in step 1. On a scale of 1-100, with 100 being the worst thing ever, and with 1 being something so minor you may not have even noticed it, what score would you assign to that event IN THE MOMENT in which it occurred (so NOT what you would assign it now, in the cool light of rationality and distance, but rather what did it feel like in that moment in terms of a score)? Then, situate it where it truly should belong on the scale (e.g., it felt like a 73, but afterwards, like right now, it probably would only constitute a 10 on your scale). The objective is to see how events present in terms of feeling, and to see how they feel much later, with the idea being that it would sometimes really benefit us if we could “cognitively restructure” a disproportionate feeling in the moment to something much more warranting of its true score on our scale.
5) Some theorists argue that we often have an irrational belief somewhere in our internal schema, and that such beliefs are largely responsible for the disproportionate reaction. If we know what our “button” is, sometimes we can have more control over it (or our triggers) in moments of stress. Write a paragraph summarizing your irrational belief (the idea here is that we all have one, and that indeed it’s typically the same irrational belief that triggers us again and again), and how it affected you in this instance, and what you might have told yourself instead, as a result of this exercise. Can you recall other times in your life when this irrational belief has reared its head? How did it affect you, and the subsequent situation?
Please submit your answers in an MS Word doc, to this file folder.
See attached instructions