read each pargher and give me you opinion on it if you agree or disagree with it

1.

Evaluating the risk of violence is a difficult task, as not all the information being gathered by threat assessment teams is fact. Often, it seems that the threat assessment teams are handed pieces of a puzzle that they are to put together without a guide. The NTAC models are a wonderful resource for those who investigate potential threats, but there is not a checklist that will determine whether a student or individual poses a real threat. According to the 10 key findings of the Safe School Initiative (Fein et al., 2004), an accurate or useful profile of students who engage in targeted school violence does not exist (p. 20). While there are behaviors that are associated with the commitment of school violence, there is not a physical trait or “profile” that exists to determine the potential threat of a student. Even if the behaviors of concern are observed, that does not necessarily mean that the individual will engage in school violence, but it does indicate that an inquiry should be posed.

Because there is no checklist or profile for determining whether a student poses a real threat, it is important that any and all information that is provided to the threat assessment team about a student or individual be subject to inquiries or an investigations, if the inquiry proves to show a merit for concern. A best practice for mitigating the threats, perceived or real, would be to have a designated team member be available at all times to receive information or concerns from the community about a student, and stress that any and all information should be shared with an authority (Fein et al., 2004). Anonymity may help concerned individuals report concerning information without fearing that the student of concern will retaliate if they are outed as the informant, or other concerns the reporter may have. This practice that was mentioned in Fein’s article stood out to me because I believe that many are afraid that the student may find out that they “ratted” them out and fear retaliation, or fear that they will face consequences or repercussions for being privy to this sort of information. This would make sense considering a key finding from the SSI was that other students were involved in some capacity to many cases of school violence (Fein et al., 2004), which could be simply because they were somehow in the know about the supplied information.

I believe that the threat assessment process is a continuum because new ways of perpetrating school violence are always arising, and the patterns exhibited by perpetrators is subject to change. Not every perpetrator of school violence exhibits the same patterns as those before them, and behaviors that are of known concern may not be present in some individuals, or behaviors that have never been viewed as concerning could be present and play a factor for certain individuals. This field does not work in absolutes or concrete profiles, and that is why the threat assessment process is a continuum.

2.

According to Fein et al. (2004) “Threat Assessment in Schools” report there are 10 key findings when assessing a threat. The first key finding is that most violent acts at school do not happening suddenly. When looking back at school shootings authorities, schools, classmates, etc. realized that there were hidden clues. As Fein et al. (2004) calls it finding pieces to the puzzle. Because of this knowledge schools are seeking action to prevent shootings come occurring. Many school shooters were victims of bullying, because of this and with the help of psychologist, people are beginning to understand the true effects of bullying (Fein, Vossekuil, Pollack, Borum, Modzeleski, & Reddy, 2004). Most schools nationwide have implemented an anti-bullying zero tolerance practice. I believe this is the best key factor in preventing school violence.

Another method that schools along with law enforcement can use is teaching students to come forward with any information they may have on a student who may be a potential perpetrator. This can be bias and judgmental, so perhaps each school can have one staff member or team who handles such situations. Perhaps schools can have an anonymous line, mailbox, email, etc.

Nevertheless, when investigating a threat a team should be formed and use all resources available in handling any situation.

Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.

1. How can the disease described above create a mismatch between ventilation and perfusion? Use your understanding of alveolar dead space and physiologic shunt to explain your answer.
2. Individuals with chronic obstructive pulmonary disease have more difficulty exhaling than inhaling. Why is this so?
3. In general terms, what mechanisms in lung disease can affect diffusing capacity across alveolar membranes? Use the Fick law to explain your answer. Make sure all of the topics in the case study have been addressed. Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content. All sources must be within 5 years. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

1. What symptoms of resistance to change have you experienced? Have you experienced both active and passive forms? Have you experienced them as a resistor yourself (as a recipient of change)? Have you experienced them as someone responsible for the management of change (as an initiator of change)?
2. Which of the various reasons for resisting change do you believe to be the most common? What are your “top three” in this regard?
3. Which of the various reasons for resisting change do you believe to be the most difficult to deal with (as a manager)? What are your “top three” in this regard?
4. When senior managers resist change at the strategic level, they are in a position to cause more damage than employees resisting changes at the operational level. Have you worked in a company where you believe that management resistance to change may have existed? As a manager yourself, what would you try to do to prevent this from happening?
5. Which approach to the management of resistance attracts you? What is the reason for your choice? For example, is it because you think it to be the most effective or does it also relate to a view that you have about how people should be managed?

Please develop and prepare a 3 to 5 page APA formatted paper.

Assignment: Evaluating Scholarly Writing

Authorities in every academic discipline share
certain expectations and norms for publication in their scholarly
journals and texts. While specialists in some disciplines uphold a
strict standard of academic writing, other experts allow a more flexible
rhetorical style. In general, however, academic writers strive to
influence their discourse communities by following the expected norms.

While communities of scholars strive to ensure
quality in their disciplines, they also recognize a certain level of
subjectivity in determining the quality of academic writing. Analyzing
each author’s quality of evidence, awareness of the target audience, and
potential for personal bias will help you determine the appropriateness
of books, articles, and other documents that you read. For this
Assignment, you evaluate a scholarly article. As you review articles,
consider the ways that the different backgrounds of the authors and
their readers may affect both the creation and the interpretation of the
writing.

To prepare:

• Select an article from either the Walden Library or
  the Internet related to public policy and administration and your field
  of interest.
• Consider how different audiences could interpret the
  selected article. Pay particular attention to the quality of evidence
  that the author presents.

By Day 7

Submit a 1-page evaluation of the article you selected. In your evaluation, be sure to do the following:

• Evaluate the quality of evidence,
  appropriateness of the content and writing style for the target
  audience, and the author’s potential bias. Then, explain whether the
  article meets professional standards for scholarly writing and why.
• Explain how various audiences might perceive the author’s intent and message.
• Explain how you might revise the article to make it more appropriate for an international audience.

After writing your draft, be sure to complete the following steps before submitting your final draft to Assignment:

• Submit your paper to Assignment, using the Assignment Draft links provided in the Academic Integrity
  area of the course navigation menu, in order to check your work for
  plagiarism. You can check up to six drafts without penalty. Do not make
  your final Assignment submission for this assignment without completing
  the rest of the steps.
• Go to the Walden Writing Center and create a login for Grammarly.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

President & Fellows Harvard University. (2010). Interrogating texts: Six reading habits to develop in your first year at Harvard. Retrieved from http://guides.library.harvard.edu/sixreadinghabits
Note: The navigation links on the Harvard site may not be functioning properly, so please scroll down the page manually to access the information.

Ware, M. (2008). Peer review: An introduction and guide. Retrieved from http://publishingresearchconsortium.com/index.php/prc-documents/prc-guides-1/47-prc-peer-review-guide-final-2013-07-22/file

Walden University. (2014) Library. Retrieved from http://library.waldenu.edu/

Walden University. (n.d). Writing Center. Retrieved from http://writingcenter.waldenu.edu/

Required Media

Laureate Education (Producer). (2012g). Walden University: Introduction to scholarly writing: Purpose, audience, and evidence [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 4 minutes.