Surveying or previewing the text



Another aspect of being a more efficient and effective reader is to look over the text before reading. This is called surveying or previewing the text. By looking over the material before reading it, you get a sneak preview of what you will be reading. This can aid in focus because you can identify which sections you may lose focus on. This, in turn, allows you to better plan the amount of time it will take you to read the assignment, think about what knowledge you already have of the topic—your schema (the less you know, the longer it will probably take), look up information before reading that may help you better understand the topic, and think about how the reading is organized.


How do I survey?


To survey you want to look at features of the text that help you predict what it will be about and prepare yourself for the information you will learn. Some common ways to survey include the following:


  • Read the title. The title indicates the topic of the


  • Check the author and source of the article. This information may provide clues about the reading’s content or


  • Read the first paragraph or introduction. The introduction introduces you to the topic and suggests how the rest of the reading will be


  • Read headings and subheadings. The subheadings or subtitles suggest the specific focus of the


  • Read the first few sentences after each heading and subheading. These sentences often state the main point of the


  • Read text that stands out typographically (such as bolded, italicized, or underlined text). This emphasis indicates important information or vocabulary that the author wants to stand


  • Look over graphics and pictures. If a graphic or picture is included, it often suggests the information in and around it is


  • Read the summary (if included). The summary provides a condensed view of the reading and often outlines key


  • Look for patterns of organization or how the reading is set up. These patterns will help determine what is important in the article and what information you should annotate most carefully. 1





1 From Reading Across the Disciplines by McWhorter.





Why should I survey?


Surveying will give you a mental outline of the reading. In other words, you will know the main idea and major points of the text before you start reading it. Additionally, you will know what to expect including patterns, difficulty level, and type of vocabulary. This mental outline of what is in the reading and what you need to do to prepare to read it helps you maintain focus because you are actively trying to fill out the details of the outline.


Surveying also makes it possible to assess your interest and knowledge level for the topic so you know if you need to build schema (prior knowledge) prior to reading. Knowing the difficulty level and how complex the text is will help you better estimate the time it will take to read so you can plan accordingly.




What should I survey for my current reading assignment?


For different classes on campus, different aspects of the text are important to survey.

For example, for History, it is very important to know who the author is before reading because different historians have different interpretations of history. For your ENGWR 300 class, the author may or may not be important. It depends on the type of text and the purpose for reading the text.


Think for a minute about the text you are reading for ENGWR 300. What features of the text do you think you need to look at as you survey? Make a list here:


Assignment: Survey


Based on the survey list you just created, begin surveying your current ENGWR 300 reading assignment. Then, answer the following questions. If you are having trouble answering, resurvey based on the questions.


  1. What is the title?



  1. How long is the reading?



  1. Is the reading broken down into chunks (i.e. sections or chapters)? How long is each chapter or section?






  1. How difficult do you think the reading will be?




  1. What do you think your schema for the reading is? (Low, medium, high)




  1. How could you build your schema on the topic if necessary?




  1. What is the first paragraph about?





Next step: Now that you have surveyed, a good practice to enhance focus is to create questions out of what you surveyed. Then, when you read, you try to find the answers. This process of finding answers helps you to maintain focus. More information about moving from surveying to questioning can be found on the Survey slideshow on Canvas. As you get used to


surveying texts, you can combine these steps and annotate your assigned reading with surveying questions as you survey.


During the survey process you may have located barriers to your comprehending or completing the reading. If you are worried about schema, you can build schema. If you are worried about giving yourself enough time to focus, you can work on creating efficient and effective daily reading habits. If you realized during surveying that the reading didn’t look that difficult, you can focus on increasing your reading rate. When you do your metacognitive check- in this week, think about whether you would like to work on schema, reading habits, or reading rate next.

Behaviorism theory | Education homework help


Behaviorism theory | Education homework help

Behaviorism theory | Education homework help. Behaviorism is the belief that instruction is achieved by observable, measurable, and controllable objectives set by the instructor and met by the learners who elicit a specific set of responses based upon a controlled set of stimuli. Behaviorism operates on the principle of stimulus-response and that negative and positive reinforcement increases the probability of behavior/learning. Theorists such as Pavlov, Skinner, and Thorndike are proponents of behaviorism.

Behaviorism does not concern itself with the learner’s internal mental states, constructs, and symbols that cognitivism considers in its focus on learning schemas. With cognitivism, the focus of research is on how the brain receives, internalizes, and recalls information. Behaviorism is not interested in internal mental states, but only in external outputs, learning products, and behavioral change. Behaviorism is not concerned with the willfulness, creativity, and autonomy of the learners that constructivism considers in its focus on the learning process. With constructivism, the focus of research is on how to help learners construct, rather than be controlled by the learning experience. Behaviorism is not interested in any behavior from the students that is not predicted beforehand by the learning objectives and demonstrated by the behavioral outcomes. Unlike humanism, behaviorism is not interested in the self-direction or self-actualization of the learner. It is not concerned about whether individual or social human needs arc met through the educational process, as is humanism. Behaviorism is concerned with learning outputs, with a set of single events controlled by the stimulus-response mechanism versus the learning and thinking that is the focus of humanism. Nevertheless, despite its detractors and opposing schools of learning (cognitivism, constructivism, and humanism), behaviorism is still a powerful force in how children and adults are taught nearly seventy years after Skinner began his research with animals.

Guiding Questions

  • What is learning?  
  • How have Behaviorist approaches impacted teaching and learning and what is their significance?
  • In what ways do this week’s readings connect with your experiences of teaching and learning?


Before attending to this week’s readings, think about the questions above. Much like you would do a K-W-L Chart with your students; determine what you KNOW about the topic and what you WANT to KNOW about the topic. Your R2R Post will indicate what you LEARNED about this week’s content. Refer to the R2R details and the success criteria outlined in the Syllabus.



    • Complete Assigned Readings
    • Post R2R#3
    • Comment on at least 3 of your classmates’ posts



  • Classmate  1 

Hi everyone!

This weeks reading focused on classical theories of learning, including behaviorism and the model of learning. Learning can be defined as knowledge or skill acquired by instruction or study; and also as modification of a behavioral tendency by experience (such as exposure to conditioning).

While reading this week, I stumbled across this quote, “It is most effective to present material in a way that is both interesting and understandable to those who are to learn it.” Phillips, D.C., & Soltis, J.F. (2009). Perspectives on Learning (5th ed.). New York: Teachers College Press. Page 9. There are many things that need to be in place in order to make learning happen. We have been taught that in order for learning to happen students need to have their basic needs met, interested in the topic, material is relevant,  demonstrates confidence, and has the skills necessary to learn; these are only a few examples.

The model of learning is made up of 3 components; learner inputs, learning agents, and learning outcomes. Learner inputs are skill (knowledge and ability), will (dispositions that affect learning), and thrill (motivations, emotions, and enjoyment of learning). “The inputs develop into the outcomes in achievement (skill) is as valuable as enhancing the dispositions towards learning (will) and as valuable as inviting students to reinvest more into their mastery of learning (thrill or motivations.”  The learning agents are success criteria, environment, and learning strategies. Hattie, John & Donoghue, Greg. (2016). Learning Strategies: A Synthesis and conceptual model. npj Science of Learning. 1. 16013. 10.1038/npjscilearn.2016.13. Page 101.

Behaviorism is the “theory that human and animal behavior can be explained in terms of conditioning, without appeal to thoughts or feelings, and that psychological disorders are best treated by altering behavior patterns.” Locke along with other behaviorists assumed that humans were biologically “wired” or equipped so that they could interact with the environment, and profit from this interaction. Behaviorism is the belief that conditioning is the single most thing that is responsible for producing learning, throughout the whole kingdom. Rewarding desirable behavior, and extinguishing (or even punishing) poor behavior is one of the techniques. Behavior is something that is learned; good or bad, and is always communication. Behaviorist approaches have impacted teaching and learning, it has changed what we teach and how we teach, and also how the students learn. Every student is different, and has their way of learning. Using the behavioral approach and paying attention to your students really helps when assessing if they are learning as you intended.

This weeks reading definitely connect with my experiences teaching AND learning. I am a teacher of students with autism. After reading this week I have seen that I see behaviorism in my classroom daily. Behaviors are a huge part of autism and I have learned so much about my students through their behaviors. I have absolutely rewarded students for positive behaviors, and have used planned ignoring in attempt to extinguish poor behaviors. Behavior is communication, we have all heard that probably a million times. My experiences have proven that to be true, my non-verbal students communicate through their behaviors, and my verbal students also communicate through behaviors. Knowing this allows me to plan better and how to respond to them.

I enjoyed this weeks reading, and look forward to reading everyone’s posts.

How have Behaviorist approaches impacted teaching and learning and what is their significance?

classmate  2

Learning is taking something you already know through experience and building from it to form a new understanding. It is important to me that learning starts with prior knowledge. Thorndike and Plato, also believed that prior knowledge was a reality and important for learning to take place. Whenever I teach a new subject I find that students more times than not have prior knowledge of a subject or knowledge that puts them in a position to understand a topic. I activate prior knowledge with a journal where students with no real support from me have to answer certain questions. It kind of freaks them out sometimes if I ask them a question and they are unsure of the answer because they want to get the right answer. What I try to convey to them is they usually have some part of an answer and they just need assistance from myself or other students to develop the best understanding.

When it comes to developing that best understanding what is important is the teacher understanding how learning best occurs. Hattie and Donoghue lay out for us, their model of learning.  With in their model is what they have coined “Skill, will, and thrill.”

“The model starts with three inputs, the thrill, skill, and will….Each of these inputs and more desirably the outputs…are open to being influenced by teaching both directly and indirectly, both intentionally and unintentionally.” I have never heard a teacher or administrator use thrill, skill or will or reference this work, it is kind of new but it is a reflection of most advice given to teachers. Teachers that want to succeed have to try and understand their students in order for them to learn. If you do not understand the skills they already have, their determination  to accomplish a task, or the enjoyment they may get out of certain learning over others or what gives them that enjoyment then your practice will not stick with the kids the ways in which you would want.

Behaviorists know the importance of at least part of the skill, thrill, and will. They want to achieve the right outputs from students yes but they primarily focus on the stimuli they provide and not external factors outside of their control. Behaviorism is rooted in psychology and when psychology was trying to gain legitimacy by conducting  experiments that were very scientific in nature. This reminded me when I worked in an elementary school and we used Classroom Dojo.  Dojo is an application or website that assigns students an avatar and they can receive or lose points. I used this system for a year before I noticed and other teachers told me that I have to make  sure the sound of my phone is on.  Students gaining points and losing points have different tones. Regardless if students know if they are giving points or not the tone can cause them to change their behavior.  Learning that and practicing it made me feel uneasy because I felt like I was treating them like Pavlo’s dog.

I enjoyed the work of Thorndike because he really believes in making sure students need to understand the purpose of their learning. Phillips and Soltis also support the importance of students being able to see how their skills work together. I always believed English and Social Studies worked well and supported one another. In my classroom students recently completed a unit that allowed them to explore different aspects of identity and how they impact people and their perspectives.  It allowed students to make connections with yes historical figures and authors as well themselves and their classmates. I would like to think that since their learning was usable in so may different areas that they found it more beneficial than a stand alone unit.

classmate 3

People believe that learning is just what the student is being taught but true learning is found in a model. Hattie and Donoghue (2016) describe a learning model “comprises the following three component: learner inputs, learning agents, and learning outcomes.” (p.99) Much of learning focuses on the first part which is learner inputs. This part is where you find the skill of the student, their will, and the thrill of learning. When you take into account all three of those pieces, you can find the best way to get the student started at their most successful place. From there the teacher then uses and tries different learning agents in which there is an abundant number to try from. The educator does want to think about the learning that takes place at two different levels. The first one is factual-content which is more surface level learning, which is critical when moving on to the next level which is integrated and relational (deep) level. When you take a look at all these different parts and how they fit together, that is when you get learning.

Another view on learning comes from Plato where he believes that “knowledge is innate, it is in place in the mind at birth.” (Phillips and Soltis, 2009, p.10) The knowledge that a student learns is only because that is what they were born already knowing, but needing to be retaught to them. Then there was Locke’s model where he believed that, “the newborn baby knows nothing, but it immediately states to have experiences of its environment via its sense.” (Phillips and Soltis 2009, p. 14) From that point those experiences build on each other which then produces complex ideas that they now know. This lends itself well to what Hattie and Donoghue were talking about because having that background knowledge is critical to build more complex learning opportunities.

The Behaviorist approach doesn’t care much for “how new knowledge is acquired; instead it was: How is new behavior acquired.” (Phillips and Soltis 2009, p. 23) They wanted to study how student behaviors impact their learning and can they be led to do specific behaviors that will show they are successful. This has impacted learning because teachers now focus much of their time on behavior strategies to get the students to do what they want and when they want it done. Teachers often do that with a reward or reinforcement. That then starts to take away part of the learning model which is the will and thrill of learning.

The first reading I did this week was by Hattie and Donoghue which was about the learning model and its different parts. As I read that, I made some connections to my own classroom. One example would be, “More often than not, a student must have sufficient surface knowledge before moving to deep learning and then to the transfer of these understandings.” (Hattie and Donoghue, 2016, p. 105) When I am getting ready to teach a lesson, I take on the assumption that they have very little background knowledge. This means that I do things such as focus on key vocabulary, give them some real life examples in visual form, and have them summarize the information from that lesson. However, at times I do recall lessons not going well because I tried to just jump right into that deeper learning which I didn’t set them up for. That is why this chapter really made an impact on me because it led me to reflect on my own teachings which is something I do consistently.  Hattie and Donoghue (2016) stated, “It is also our observation that the teaching of ‘learning’ has diminished to near extinction in many teacher education programs.” (p. 98) Being in the classroom, it has become clear over time that teaching and learning are two very different things but do go hand in hand. Thinking back to the classes that I took for my degree, I would have to agree with Hattie and Donoghue because I don’t recall there being much of a difference taught between the two in my classes. With my real life experience, I find that it does not set future teachers or students up for immediate success.

Successful implementation of an MTSS

Successful implementation of an MTSS

Gathering together staff at most schools and announcing that they must stop the school-wide intervention model they have been implementing and start a new one would most likely elicit a harsh response. Many school-wide intervention models have been created and attempted with varying degrees of success and acceptance. It is only human nature that after a while, the receptivity dims. As a special education leader, what competencies will you need in order to overcome resistance to change?

For this Discussion, you will assume the role of the Special Education Leader in which you were given the responsibility of implementing a multi-tiered system of support in the high school featured in the media. Although this school has begun implementing RtI, it has not been operationalized or supported on a consistent basis. Staff is confused by what an MTSS is and how it would function in their school.

To prepare

· Review the module Learning Resources. Focus on leadership competencies needed for successful implementation of an MTSS. Review the rubric from the Colorado Department of Education.

· Review “RtI Meeting: High School” media. Consider the leadership competencies being demonstrated by each individual.

A brief summary analyzing the leadership competencies you would need to operationalize an MTSS at the high school featured in the media segment. Based on the media, what leadership competencies are most critical to foster collaboration and successful implementation of MTSS based on the school’s culture? Consider the team meeting goes terribly wrong. What competencies do you need to foster collaboration and successful implementation of an MTSS? Reference the team from the media segment as well as your readings to provide a rationale for your response.

A reflection to the following: Given the media segments, case study scenarios, and module Learning Resources reviewed within this course, what leadership competencies and actions would be needed to implement an MTSS and sustain the system over time at your local school or district, and why?

Learning Resources

Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press.

  • Chapter 6, “The Essential      Role of Teams in Supporting All Students” (pp. 51–60)
  • Chapter 7, “The Logistics of      Setting Up and Running Effective School Teams” (61–70)
  • Chapter 17, “Treatment Integrity” (pp.      169–175)

McIntosh, K. & Goodman, S. (2016a). Conclusion. In Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 325-332). New York, NY: Guilford Press.

Nelson, J. R., Oliver, R. M., Hebert, M. A., & Bohaty, J. (2015). Use of Self-Monitoring to Maintain Program Fidelity of Multi-Tiered Interventions. Remedial and Special Education, 36(1), 14-19.

Moolenaar, N.M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovation climate. Educational Administration Quarterly, 46(5), 623-670.

O’Connor, P., & Witter Freeman, E. (2012). District-level considerations in supporting and sustaining RtI implementation. Psychology in the Schools, 49(3), 297-310.

Whitelock, S. (2010). It’s not your grandmother’s school: Leadership decisions in RtI. Communique, 38(5), 26-27.

The Center for Comprehensive School Reform and Improvement. (2008). Response to intervention: Possibilities for service delivery at the secondary school level. The Center for Comprehensive School Reform and Improvement Newsletter. Retrieved from

Colorado Department of Education Implementation Rubrics

Colorado Department of Education. (n.d.-b). RtI implementation rubric: District level. Retrieved July 5, 2016, from

RtI Implementation Rubric: District level. Reprinted by permission of Colorado Department of Education.

Colorado Department of Education. (n.d.-c). RtI Implementation rubric: School level. Retrieved July 10, 2016, from

Fidelity of Implementation Tools: School-Level Rubric. Reprinted by permission of Colorado Department of Education.

Required Media

Laureate Education (Producer). (2012b). RtI meeting: High school [Video file]. Baltimore, MD: Author

Note: The approximate length of this media piece is 13 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Part 2

Meaning-Making Forums 1-4 are this course’s unique final project. Be fully engaged in Phase Two! After reviewing the readings, presentations, lecture notes, articles, and web-engagements, and previous assignments, artificially move your predetermined careseeker (i.e., Crossroads’ Careseekers: Bruce, Joshua, Brody, Justin, or Melissa) through Phase Two.

NOTE: These research-based forums require that you draw upon ALL of the required course readings and learning activities to date, in order to substantively develop each phase in our Solution-based, Short-term, Pastoral Counseling (SbStPC) process.  Make every effort to be attentive to our Solution-Based Short-term Pastoral Counseling handout. Be noticeably attentive to our Overarching Directive as you support each core assertion.

  • Rapport and Relational Alignment. Briefly discuss how you will continue to build rapport and shift your relational style in order to best align with the careseeker’s style (i.e., use DISC language) and current behavioral position (i.e., attending, blaming, or willing).
  • Phase Two Distinctive Features. Narrate movement of careseeker through Phase Two’s distinctive features (i.e., purpose, goal, chief aim, role/responsibility, use of guiding assumptions) and apply pertinent insights and techniques from ALL the readings, previous assignments, and the Bible.
  • Supportive Feedback Break. What portrait, definition(s), key thought(s), and/or assessment insight from the Quick Reference Guide might be utilized in the supportive feedback technique?
  • Phase Two Marker. Describe a marker that indicates you have collaboratively ‘imagineered” a picture of life without the problem. In what way does this marker indicate the careseeker is in a willing position and ready for Phase Three?
  • Food for Thought: When learning a new people skill or counseling technique, is it normal to “feel” awkward and fake?  Use at least 1 example and thoughtfully explain how this “feeling” might be normalized.


  • Carefully Follow Meaning-Making Forum Guidelines & Tips!
  • Make sure to use headings (5) so that the most inattentive reader may easily follow your thoughts.
  • Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.
  • Foster a “noble-minded” climate for investigating claims via well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).  Noticeably support assertions to facilitate reader’s further investigation and to avoid the appearance of plagiarism. Follow current APA standards or Turabian form.
  • Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.

Academic success and professional development

Academic success and professional development

The Assignment:

Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity

Using the Academic and Professional Success Development Template you began in Week 1 and continued working on in Week 2, write a 2- 3-paragraph analysis that includes the following:

  • Clearly and accurately explains in detail the relationship between academic integrity and writing.
  • Clearly and accurately explains in detail the relationship between professional practices and scholarly ethics.
  • Accurately cite at least 2 resources that fully support your arguments, being sure to use proper APA formatting.
  • Use Grammarly and SafeAssign to improve the product.y

Clearly and accurately describe in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. Include sufficient evidence that Grammarly and SafeAssign were utilized to improve responses.

Part 3, Section 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Section 1 by:

  • Clearly identifying and accurately describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program and 2) professional work as a nurse throughout your career.
  • Include a clearly developed review of resources and approaches you propose to use as a student and a professional.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.

Remember to include an introductory paragraph that contains a clear and comprehensive purpose statement that delineates all required criteria, and end the assignment Part with a conclusion paragraph. Also, cite at least 5 references

Assignment due date and Time

Week 5 Submission, February 19 2021 (1900 hrs, 7 pm Singapore Time).


2000 words maximum (+/- 10%)
(exclusive of references, appendices etc.)

Feedback mode:

Based on the Research Skills Development Framework and to AQF6/7 criteria.

Learning objectives assessed:

CLO1: Integrate and apply contemporary Ethics & Governance issues in a business context

CLO6: Effectively communicate ethics and governance concepts and arguments in a logical manner

Assessment declaration:

By submitting all work for this assessment you have read, understood and agree to the content and expectations of the Assessment declaration (Links to an external site.).

Getting trained and immersed in ethics and governance scholarly literature can be challenging, that students of this important subject need to understand, that to become future ethical business leaders and contributors. The purpose of this assignment is to build up your ability to bridge normative theories and scholarly readings.

From each of these readings, identify whether each uses Deontology, Teleology or Virtue ethics, or a combination to justify their approach. While it may seem like a challenging reading task, please remember, the use of these four readings actually makes your assignment easier.

Assignment 1 Readings

1Gupta R. 2019, Ethics and ethical dilemmas–a practical approach. Vinimaya. 2019; Vol: 40 No 1, pp. 5–19.2Hiekkataipale, M. and Lämsä, A.-M. (2017), “(A)moral agents in organisations? The significance of
ethical organisational culture for middle managers’ exercise of moral agency in ethical
problems”, Journal of Business Ethics Vol. 155, No. 1, 147–1613Reddy Y.R.K., 2009, The ethics of corporate governance An Asian perspective, International Journal of Law and Management, Vol. 51 No. 1, pp. 17-264Christensen, SL. and Kohls J, 2003, Ethical Decision Making in Times of Organizational Crisis A Framework for Analysis, Business & Society, Vol. 42 No. 3, 328-358.

Write an informative essay

Assignment Overview: Write an informative essay

Take the time to think about your past speaking experiences. Were you nervous? What helped you get through this experience? Let’s write about it and discuss it.

Case Assignment

After reading and viewing the assigned material for Module 1, write a well-organized and well-supported essay in which you respond to the following:

1.       Share your public speaking experiences over the years—from childhood to the present day. Consider your experiences in front of an audience. This may include presentations, speeches, performance, theater, teaching, etc. Is speaking in public a talent of yours or is it outside of your comfort zone? Consider why you feel the way you do. What do you like or dislike about your voice, your delivery, your mannerisms, and non-verbal communication?

2.       Address also your role as an audience and listener. What sort of public speaking, presentations, life performances, etc., do you enjoy or not enjoy?

A well-organized essay has a beginning, middle, and an end. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay.

A well-supported essay includes supporting points, details, and examples. Each body paragraph should have a topic sentence that states the main point of the paragraph and guides your reader through the essay.

The conclusion typically summarizes the main points of the essay and closes the essay with a lasting impression.

Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling.

Papers must be double-spaced in Times or Times New Roman font (12 cpi) with standard one-inch margins.

For this module’s Case, you may obviously write in the first person “I” as it is based on personal experience, although first person is not normally used in a formal essay.

Assignment Expectations

Write an informative essay (no less than two pages in length) outlining your background and feelings on public speaking, including a self-reflection on your own public speaking skills.

Write an analysis paper

Write an analysis paper

Complete an analysis of the key EXTERNAL  factors that have implications for successful implementation of the united states postal service (USPS) vision, mission and objectives(VMO), strategy and goals/objectives. You will examine USPS industry and the competitive conditions/positioning affecting it now or likely to do so in the future.  REPORT SHOULD BE an approximate 2,000-word double-spaced APA-formatted paper. The title page, reference list, and any appendices are not included in this suggested word count. You do not need to include an abstract.Your paper should address these topics:

  1. A brief explanation of the industry or industries in which the united states postal service operates as well as context for USPS current positioning.
  2. Analyze the current conditions in the united states postal service and in its relevant general environment and their likely implications for successful implementation of USPS strategic goals and related actions. Be sure to address the PESTEL framework.
  3. Apply Porter’s Five-Forces Model to enrich your understanding of the environment in which your organization is now or may be operating. The Five Forces model should stress that this model is used to evaluate the industry, not your selected organization’s activities. The model should be used to isolate the dominant force(s) in the industry faced by all competitors and that produce the greatest threat to your organization’s profits and/or strategy. You should discuss how your firm can provide a defense against this threat or threats.
  4. Describe USPS strategic group and construct a map to show its relative market position. Add in a discussion of your rationale for the grouping.
  5. Summarize the threats and opportunities facing USPS gleaned from your analysis. (SWOT analysis) Submit the SWOT format in Table form and add in some narrative to discuss the threats and opportunities in more detail. Explain in your discussion (not in the table) why you selected them and how they relate to the VMO and organization’s strategy.
  6. Evaluate the extent to which USPS current strategy appears a good match for the competitive conditions it confronts or any gaps that must be addressed.
  7. Add in a strong conclusion that ensures the reader leaves your paper with a clear recap of your key points.

How to do case study homework

How to do case study homework

Case Study Scenario Part 2


Part 2


Jenny: I do not know Rhonda, something about this just does not seem right to me. Should I teach the biopsych course even though I have had almost no experience? I mean, why me?


Rhonda: Yeah, have you ever noticed how whenever a problem crops up at the last minute, it is always up to one of us to come in and save the day?


Jenny: I just do not get it. None of the full professors ever gets overloaded like this. Why did Ben not go to Alan? Do you think it is because we are not full professors yet or maybe it is because we are women?


Rhonda: I do not know. It seems like an old boys club to me. I bet if they asked Alan teach the class they would have offered to pay to pay him something extra. They did not offer to pay you something extra, did they?


Jenny: No, of course not.


Rhonda: See what I mean?


Jenny: Yeah, (sigh) something about it just is not right.


Review Part 1


Ben: Good Morning Jenny. Are you interruptible?


Jenny: Oh hi Ben. (friendly and teasing), nice surprise. Well, I was just prepping for my upcoming course, but for the department chair I am sure I can take a few minutes.


Ben: Well, I certainly appreciate the time, professor. I wish I had good news. Have you heard about Stan? His wife Julia just had a stroke yesterday.


Jenny: Oh my god, that is terrible!


Ben:I know. It truly is just awful. They think she will be okay but she is probably going to need lots of therapy. Stan is going to take the semester off to help out with her and the kids.


Jenny: Oh what a nightmare. Poor Julia, and Stan and the kids.


Ben: I know, that is why I am here. It leaves us shorthanded here too. Stan was going to teach biopsychology this semester and now he will not be able to. I was hoping you could step in and teach the course.


Jenny: (apprehensive) Oh my, well I do not know Ben, I am really not sure. I only had one biospych course myself as an undergrad…


Ben: No need to worry, we can get all the syllabus and all the material information from Stan and I bet you would do a great job. Listen, there we have got fifteen students who need to that course to graduate. We cannot let them down.


Jenny: That is a sticky situation, Ben but I am just not sure…


Ben: Oh you will be fine. You are still interested in that full-time position when Professor Lee retires, right? Oh by the way, I need to know your answer by 3:00 today whether or not you can teach the course. If not I need to find anotehr professor.


Jenny: Okay Ben. Let me think about it and I will get back to you today.




Subject Matter Expert:


Bethany A. Lohr, Ph.D. LP; La Keita D. Carter, PsyD


Media Instructional Designer:


Peter Lindner


Instructional Designer:


Tina Houareau




Pat Lapinski


Interactive Designer:


Jay Austin


Interactive Developer:


Peter Hentges




View part two of the case study scenario in this unit’s studies and then answer the following discussion questions:


  • Compare this scenario to the one for the Unit 1 discussion. Are there different ethical and legal concerns? If so, specifically identify the ethical standards that apply.
  • Are there multicultural and personal concerns?
  • How could you use consultation in this situation?


Make use of scholarly materials to support your observations.


Response Guidelines


Given the additional information you have viewed, compare and contrast your response with that of your peers. Discuss how your perspectives have changed based on the information you learned. Where do you agree? Differ?


Refer to scholarly sources to support your observations where possible.


Note: Remember, all of your discussion posts are expected to be written at a graduate level, be free from typos and spelling errors, and follow standard English grammar. You will need to support your points with in-text citations and references in APA style. This may include your readings for this course, but also outside scholarly sources that you obtain relevant to this discussion from our library.

Compose a 1250 words assignment on matrix project

Compose a 1250 words assignment on matrix project. Needs to be plagiarism free! The algorithm run in time often takes the flowing 7th recursive divide and conquer technique (Storer 2001: 169-170), in which the matrices X and Y are divided into four different quarters and their seven factors computed. then, they are combined in four parts to result in matrix Z. In this application, the algorithms are described below:

Thus, in case the matrices X and Y are not square matrices, there will be a need to fill the missing columns and rows with zeros. Matrices X, Y, and Z are thus partitioned into equally sized block matrices

Even with this design, the number of multiplications has not reduced, 8 multiplications are still required to calculate the matrices. this is just the same as the number of multiplications required when the standard matrix multiplication method is used (Scheinerman 2006: 278). An important part, thus, is to define new matrices as below.

These are then used to express the product matrix in terms of. Due to how the product matrix has been defined, it is easy to eliminate one matrix multiplication and thus decrease the number of multiplications required to just 7, one for every, and express as

Then, the process of division is then iterated n times until the sub-matrices result in elements of the ring W. It is important to note that the Strassen’s algorithm can be efficiently implemented when carrying out multiplication of small sub-matrices using standard matric multiplication techniques.

Standard matrix multiplication often takes roughly (in which ) additions and multiplications. The number of multiplications and additions that are needed in the Strassen Algorithm can be calculated by considering the function (n) to be the number of required operations for any random matrix (Stoller & Bennett 2014: 77). Then, by applying the Strassen Algorithm recursively, it can be seen that f(n) = 7f(n− d) + l4n for a given constant d which depends on the number of additions carried out at every point of application.

Assignment 2

I will pay for the following article Reeds Clothier Inc. The work is to be 4 pages with three to five sources, with in-text citations and a reference page. Reed’s Clothier Inc.

To see the actual situation of the firm, we can move forward and discuss Jim’s financial ratios. The first and most important ratio is the current ratio. This gives an idea of liquidity of the firm. It is not good not to be liquid or to be extremely liquidated. The best balanced sheet has a combination of fixed and current assets. Too many of receivables are not good although they may increase the value of assets but they indicate a weak receivable control system. The industry current ratio is 2.7, while for Jim’s company it is 2.01 (Calculated by dividing current assets with current liabilities) Quick ratio for the industry is 1.6. For Jim Reed’s company it is 1.4. 1 : 1 is the least acceptable ratio. Reed’s is lagging behind in both these ratios from industry standards. Another ratio that proves and shows that the Reed’s company is in bad financial shape is Receivable turnover. If this ratio is high, it indicates higher credit policy. If this ratio is low, it shows there are loopholes in receivables policy. The value for industry is 20.1 while this company has the ratio of 26.0. This once again indicates that due to lack of attention, the company finances are suffering. (White, Sondhi and Fried, 1997) Inventory turnover needs to be high as that indicates good sales against inventory. The figure for industry is 7 which is good. The exhibit 5 show that in case of Reed’s the sales are related to inventory, but with increasing stock the increase in sales is not correlation.

Impact of Political Wrangling in the Implementation

Provide a 7 pages analysis while answering the following question: The Impact of Political Wrangling in the Implementation. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. There is the problem of profitability, who is losing money and why, protection of interests, the need for power, empire building, dislike of someone offering an alternative argument. To some, the actual item being discussed barely matters as the political attitudes are very deeply entrenched in the psyche of individuals such that they will always argue. as a knee jerk reaction. Dyche (2000).

Politics is always divisive and difficult for senior managers who may in fact be players in such situations or even encourage others to fall out (divide and conquer). There are always going to be some politics in any organization, simply because there are always conflicting needs. E.G. HR holds all the employment records but does not know about staff salaries and they would very much like to. But the salaries are held by finance who will allow nobody outside their department to have such data as they have held it forever and the manager says that security is the problem. So the managers of both departments have a problem with the other. Such a situation is clearly understood and accepted, until something appears that could shift the power, such as a new IT system, and both managers feel the attack in different ways. HR will feel they can now ask for the finance department databases to be in the warehouse, meanwhile, finance is going to block such a movement any way they can. Including scuppering or delaying the new system altogether as they are in charge of the budgets, and this is a simple example. Hansen (2008).

An area that will need to be investigated is that of existing processes, often there are well-known routes through the company system to find out any data that can be allowed to be disseminated allowing for privacy and security issues. It is important in this area to be aware of stepping on managers’ toes. They will not welcome changes unless there is a net gain to their department and work. If managers are happy with their present systems it can be very difficult to get them to change to something new.


Do Women Have Different Ethical Standards

Do Women Have Different Ethical Standards? Need help with my writing homework on Whether Women Have Different Ethical Standards When Compared to Men. Write a 2000 word paper answering; The paper looks at the feminist philosophical view in the determination of some discriminative concepts.

According to Hutchings (2007), feminism is an ethical tradition that examines some of the gender relations of power, which are tied to societal moral codes. The moral codes exist in the feminist global ethic, which occurs through the division of feminist thoughts into normative traditions that include care feminism, enlightenment feminism, and post-colonial feminism. Despite the categorizations, it is possible to determine that feminists might differ in their understanding and interpretations of the manner in which women are oppressed in society. However, the foundation of their arguments is based on women’s experience (Hutchings, 2007). For this reason, most feminists might argue that historically, not so many people consider a woman’s point of view. This means that men from the different communities, philosophies, religions, moral theory constructs and sciences for fellow men, as well as for the fulfillment of the male interests.

In order to evaluate the nature of sexist ethics, the basic requirement would be to develop an understanding of the same. The basic understanding of sexist ethics is that it is a moral theory that exhibits fundamental biases towards the interests of a single-gender. Most of the feminists believe that it is possible to consider the major moral theories as sexist since they exhibit biases towards the point of view of the male gender and their development seeks to fulfill male interests. However, an individual might argue that utilitarian and deontological theories are not sexist in nature, given their positions on the moral obligations of human beings.

Utilitarianism, which is&nbsp.also known as the principle of utility, is a moral examination of the righteousness of some of the human actions, which are based on the amount of pleasure or pain that they produce.&nbsp.It is a “consequentialist” ethical theory that judges the righteousness or wrongful actions by the results that the action might produce.