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Key Components for Effective Reading Comprehension

Key Components for Effective Reading Comprehension. Discuss what you understand by the term ‘reading comprehension’. Reading comprehension is a process that is built up from a range of different learning components. Founder, Sedita, J. (2015) talks about their importance surrounding comprehension and the close link that comprehension has with these different areas. She states that if a child was suffering from comprehension tasks, teachers should look if the child have problems in other areas of reading. If so, they will find it more difficult to reach their end goal of successfully mastering reading comprehension. These components include: – Phonemic awareness – Phonics teaching – Fluency – Vocabulary Joan Sedita (2015) continues to talk about how phonemic awareness as well as phonics teaching are usually taught in the early years, so that children are familiar with words once moving through the key stages. Myers, J and Burnett, C (2004) state that phonics teaching is the reading of graphemes (letters) in a text and how they represent the phonemes (sounds). Joan states that the more practice that children have with recognising the sound of the different letters the more accurate they will be in decoding them and therefore making meaning from them. However, a research study conducted from Klinger., et al (2010) stated that there was a strong focus on literacy skills related to phonological development and decoding, but very little to increase their comprehension skills. This therefore will decrease the children’s ability to read between the lines of a text and support their reading comprehension skills. Strickland, W.D. (2013) agrees with this and believes that learners should be taught comprehension strategies by coupling surface level information from texts as well as extracting meaning from it (critical thinking). Another important component is vocabulary. If a child is not exposed to a wide range of vocabulary once they are young, they may struggle with the process of reading comprehension. Once children have reached the age of six their vocabulary knowledge should reach a maximum of 1000 words (Caposey, T., and Heider, B. (2003). Eyres, I. (2007) comments however that children need support in developing different strategies that help them make sense of a text. He continues to talk about how written texts are a lot different than spoken ones and strategies on how to effectively engage and better understand these texts needs to be developed. Myers, J and Burnett, C (2004) believe that DARTS activities provide children with a large variety of ideas to explore and comprehend a text. Myers and Burnett continue to talk about how the process of DARTS helps develop children’s literacy skills. These activities will not only promote literal understanding, but also encourage a child’s reading comprehension. Iser, W. (1978) supports the positive contribution that DARTS have involving the development of literacy as he believes that reading involves active engagement with texts in order to construct meaning. Myers, J and Burnett, C (2004) supports this by stating that critical reading and understanding of the text is encouraged when children can discuss and evaluate what they have read. Baker, S.K, et al (2017) talks about the other two critical areas, which are reading each word accurately and fluently as well as comprehending the meaning of the text being read. Klinger, Vaughn and Boardman (2007) state that once children know how to decode and read words fluently it has little to no impact if the child is unable to construct meaning from the text itself. Baker, S.K., et al (2017) stated that once the fluency of reading and comprehending of reading are combined, they create the process called the ‘simple view of reading’. This ‘simple view of reading’ consists of word recognition skills and language comprehension processes. The strategy simplifies the overall outlook of the reading process and highlights clearly both the processes that constitute reading as well as the dynamic interplay between word recognition and language comprehension (Eyres, I. (2007). The simple view of reading is a vital part in reading comprehension and can be the difference in children successfully extracting meaning from the text. Stated in The Rose Review (2006), teaching of reading comprehension needs to be more explicit as it depends crucially on language comprehension. Teachers need to develop more unique teaching strategies, combined with increasing their own knowledge of oral language development and language comprehension. In conclusion, there are several key components that join to create effective reading comprehension. Eyres, I (2004) states these as ‘cueing systems’ and are created in the processes of reading. Stated from Blickenstaff, J., Et al (2013) review, comprehension is an important element during all areas of literacy development. Students that can read more fluently are therefore more capable to focus on the meaning of the text. They are also able to capture more information and effectively use their background knowledge with what they have just read. Eyres, I. (2007) supports this and comments that children’s familiarity with the structure as well as other aspects of a genre can aid their comprehension skills and successfully develop their overall reading comprehension. Discuss how the teaching approaches you used to teach reading skills in each lesson will develop children’s reading comprehension skills. (1200 words) The National Curriculum for English (DfEE, 2014) states that good reading comprehension is linked with linguistic knowledge, vocabulary and grammar. A teacher’s overall goal is to promote high standards of different language and literacy skills by slowly developing the child’s spoken and written language first through encouraging the enjoyment of reading. The book chosen, ‘The Velveteen Rabbit’ will develop children’s literacy skills by teaching them the process of both retrieving information from the text (inferring) as well as discussing the authors use of certain language (figurative language). This essay will focus on two consecutive lessons and how they link closely to the impact that these lessons have on the development of reading comprehension. DfEE (2013) highlighted in teaching standard 2 that teachers must promote prior knowledge, progress and outcomes in their teaching. As these English lessons are taught consecutively, the teacher can observe and manage the progress of the outcomes attained by the children. The first consecutive lesson focuses primarily on inferring characters feelings and retrieving this information from the text. Children must be taught to read between the lines of the story and extract important parts of information surrounding the characters feelings. (Harrison, C (2004). Myers and Burnett agree with this and believe that once a child studies a text critically it can help towards children gaining an insight into their own feelings as well as the experiences of others or the characters that they are reading about (Myers, B., Burnett, C (2004). The second consecutive lesson focuses more so on figurative language (personification) and how the author used this type of language within the text, ‘The Velveteen Rabbit’. The plenary of this lesson allowed the children to work together to create their own sentences containing figurative language (personification). Jones, D. Hoodson, P. (2012) supports this teaching and believes that providing children with interactive learning experiences will later be beneficial to their discussing, negotiating, speculating and justifying skills. In order to successfully and effectively retrieve information from the text, children must engage their working memory with each-other to enhance their knowledge of reading comprehension. The main activity associated with this lesson was created so that children can use their imagination and draw visually (infer) the extract read aloud to them from the book. Clay, M. (1998) believes that children’s routes towards successful reading comprehension vary. Talk and drawing are two very significant forms that shape a child’s understanding of a text. Myers, B. Burnett, C (2004) believe that if teachers do not use questioning and allow children to discuss their ideas in class they may simply work in silence or talk about matters unrelated to the task at hand. Hence why effective questioning is used throughout both English lessons and is prominent both in the starter activities, main and plenary. Class teacher will lead the activities and tasks through targeted questioning (the ball game) and asking recap questions in the plenaries. Jones, D. Hoodson, P. (2012) believes that the use of targeted questioning can allow teachers to have an insight into the development of a child, in regard to, their cognitive understanding, competence in speaking as well as listening. National Curriculum for English (2014) stated that children develop comprehension skills through high quality discussions with their peers and teachers, as well as reading a range of different stories, poems and non-fiction. Wells, G. (1985) states that children usually enter education already having a strong basis of using spoken language at home and knowing how language is used by their family, friends and local community. Tizard, B. (1984) also agrees with this and believes that children are already skilful speakers by their prior knowledge of spoken language at home. This will help teachers to aid the questioning part of the two different lessons and sculpt it to a suitable level for each child. Differenation of questions were scaffolded so that each child feels confident in answering questions throughout both lessons. Graham, J and Kelly, A. (2008) stated that confidence will develop a child’s independence and capabilities to exploring more interesting and challenging texts. Graham and Kelly continue to talk about if children are more open to wider range of reading materials and different language, a child’s strategies in grammatical knowledge and language comprehension will strengthen. This will therefore develop their ability to construct meaning from the text. In both consecutive lessons the teacher gives children the opportunity to answer confidently, scaffolding the questions according to their ability levels. Once children can answer questions aloud, teachers can identify the children that understand the text more clearly than others, and therefore focus more on supporting children that need help. DfEE (2013) highlight on the importance of the use of assessment in teaching standard 6. It states that teachers should make accurate and productive use of assessment. This is evident in both English lessons as both plenaries show visually if the children met the learning outcomes or not. Jones, D. Hoodson, P. (2012) believe that children need to be aware of the objectives of the lesson as well as the assessment at the end. Through allowing children to be involved in this process they will be able to understand what activities and teaching is involved as well as why they need to do them. Pupils assessing each other’s drawings in the second English lesson opens peer assessment and the importance this has towards individual performance. The more proficient readers can scaffold and support the weaker readers by sharing their ideas. This will allow them to further develop in their inferencing skills. The proficient readers will use their prior knowledge of what they already know as well as their listening skills and share these ideas with their peers. Caposey, T. and Heider, B. (2003) conducted a study involving a selection of small groups which helped one another learn a specific subject area. They concluded that students learn more effectively in a cooperative way by having an aim of working towards an objective. This was prominent in the directed activities in both lessons. Eg; hot seating activity and creating their own sentences involving personification. In both English lessons national curriculum targets were met. Each lesson is linked closely with the importance of reading comprehension and how it develops and strengthens children’s understanding of a text. The National Curriculum for English (2014), stated that it is essential for pupils at the end of their primary education, that they can read fluently, and with confidence. Activities created in both English lessons will help strengthen this and support strongly towards their literacy skills for later education. Reference list Baker, S.K., Fien, F., Nelson, N. J., Petscher, Y., Sayko, S.,Key Components for Effective Reading Comprehension
MCJ 522 Excelsior College Zero Tolerance Immigration Policy Discussion.

I’m working on a law writing question and need guidance to help me understand better.

Act as a journalist responding to both student 1 and student 2 discussion post (Separately). As a journalist you need to provide questions to student discussion that they would be expected answer to justify their position. 150 word. Please see attachment for question that students are responding to. Student 1The president can send troops to the border but must be careful as to the nature of what the troops can actually do when they get there. The Posse Comitatus Act of 1878 forbids the military from engaging in civil law enforcement, takes away their power of a role as enforcers, and separates military and civil law enforcement while acknowledging the necessity of keeping the peace while pursuing felons (Buttaro, 2015). In a sense, the troops at the border are to maintain peace and act as citizens rather than soldiers to preserve the constitution. This can be highly controversial as any President can justify sending troops to a location in the U.S. for a different intent than what is actually allowed by law. President Trump’s “zero-tolerance” policy children were seized for months and years separated from families, policy-making anyone entering the country illegally ineligible for asylum, all violating international laws and American values into executive orders ( McDonnell, & Merton, 2019). Of course, this was not the first time this has occurred as President Bush tried a similar tactic, along with President Barack Obama after pressure from Congress. Due to protests on both sides of the immigration debate, President Bush in 2006 sent 6,000 National guard troops to the border, and President Obama sent 1,200 National Guard troops to the border in 2010 to boost security after a prominent rancher was allegedly killed by a smuggler (Rhodan, 2018).The criminal justice system has been very harsh in all aspects of its components against the refugees during the past presidency. Judges have responded to refugees in the U.S. with the assumption that like foreign migrants, are subject to the full force of the criminal justice system, even though Congress has not authorized the courts to punish refugees for their illegal entry (Criddle, 2020). The police treat illegal immigrants like criminals and our correctional facilities are full of them. When troops are at the border, this gives the police more assurance that what they are doing is right when treating illegal immigrants with discrimination. The perception would be that the entire government is behind them so they would have more ethical reasoning that what they are doing is right.I previously mentioned that stopping sex traffickers from crossing the border with their victims could possibly cut out the root of the problem to slowing down the organizations that bring said victims into the U.S. I believe the same could be said for drugs and the cartels that transport illegal drugs into the U.S. Drug cartels can be seen as terrorist organizations that we could send troops to the border for due to many reasons. Hannen (2016) proposed that drug cartels south of the border should be designated as terrorist organizations due to the violence and illegal activities that bleed into U.S. soil, compared just as violent as ISIS or Al-Qaeda that we have deemed as threats to national security. It is possible that putting more emphasis on our southern border could defuse the crisis in the flow of drugs and sex trafficking victims into the U.S. Buttaro, A. (2015). The Posse Comitatus Act of 1878 and the End of Reconstruction. St. Mary’s Law Journal, 47(1), 135–186. (Links to an external site.) Criddle, E. J. (2020). The Case against Prosecuting Refugees. Northwestern University Law Review, 115(3), 717–798. (Links to an external site.) Hanen, K. (2016). Doubling Down: Why Mexican Drug Trafficking Organizations Should Be Designated as Foreign Terrorist Organizations and as Significant Narcotics Traffickers. American Journal of Criminal Law, 43(2), 173–203. (Links to an external site.) McDonnell, T. M., & Merton, V. H. (2019). Enter at Your Own Risk: Criminalizing Asylum-Seekers. Columbia Human Rights Law Review, 51(1), 1–99. (Links to an external site.) Rhodan M. (2018). President Trump Wants to Send Troops to the Border. Obama and Bush Tried That Too. 1. (Links to an external site.)Student 2Hello Dr. Tate & Classmates,Can the President send troops to the border legally – the short answer is yes. The past three administrations have sent troops to the border for transportation and logistical purposes in support of Customs and Border Protection (Moreno, 2019). Trump had approved roughly 3,000 Soldiers, Obama 1,200, and Bush approved approximately 6,000 (Moreno, 2019). Troops on the border do have restrictions. An article from The Hill, states, “The Posse Comitatus Act of 1878 prohibits active duty Army and Air Force troops from providing direct assistance in “executing” the domestic laws of the United States” (Moreno, 2019).The CNN article portrays Presidents Trump’s main concerns for sending troops to the border such as, drug trafficking, gang activity, and extensive illegal immigration (Unknown, 2018). This is no new concerns at the border as this has been an issue for many years and similar to the reasons other Presidents have sent troops to our borders. I think it is important to note, that the enemy will always search for innovated ways to accomplishes their mission and adjust their covert techniques until it is no longer beneficial or effective. The optics of the beholder may not always be receptive, but it is necessary to use resources available to ensure the safety of this country and its citizens.Numerous Presidents have taken executive action to protect refuges from deportation from 1961 to 2014 (DeSilver, 2020). For example, at the tail end of the Vietnam War, President Ford authorized the evacuation of approximately 360,000 Vietnamese to reside in the United States (DeSilver, 2020).When Soldiers are placed at the border, this could potentially increase the capabilities of law enforcement and other agencies across the region. An article from The Hill states, “the Posse Comitatus Act does not prohibit indirect law enforcement assistance activities including training, information sharing, and utilizing certain military equipment” (Moreno, 2019). Based on information and intelligence gathering from Soldiers, this may help reduce the 52% of the federal court docket and prioritize their cases for efficiently (American Immigration Council, 2017).I think it is important to have resources available and on standby to assist in reenforcing our borders when all other measures have been exhausted. In addition, we must have a robust Customs and Border Protection to ensure our agents on the front line do not get burnt out or we will not have the quality of agents we need at our borders. One article reads,It was in the 1990s when drug trafficking and illegal immigration had a major uptick and concerns about the nation’s security became an important issue. Border Control agents and the military succeeded in reducing the number of smugglers and illegal crossings for a period of time, but once the military left, activity again increased (McFadyen, 2020).This statement proves the importance and necessity of using troops on the border when a solution is imminent. There are new and old threats that emerge routinely in the United States and our police, courts, corrections must work in unison with the common interests.American Immigration Council. (2017, August 25). Summary of executive order “border security and immigration enforcement improvements”. Retrieved April 16, 2021, from (Links to an external site.)DeSilver, D. (2020, May 30). Executive actions on immigration have long history. Retrieved April 16, 2021, from (Links to an external site.)McFadyen, J. (2020, February 17). Building barriers on the US-MEXICO Border. Retrieved April 16, 2021, from (Links to an external site.)Moreno, J. (2019, January 22). Sending Troops to Border is Legal. Retrieved April 16, 2021, from (Links to an external site.)Unknown. (2018, April 05). READ: Trump’s memo ordering National Guard troops to the border – CNN POLITICS. Retrieved April 16, 2021, from (Links to an external site.)
MCJ 522 Excelsior College Zero Tolerance Immigration Policy Discussion

The Monsters of Life In Frank Langella’s essay “The Monsters in My Head,” Langella describes fear as a monster our imagination that changes as we get older, Langella also describes how one should confront and control the “monsters” that are in our heads. I agree with Langella, that one should not fear the “Monsters” of life that one should confront or overcome fear itself because, if one does not overcome these monsters, these monsters will end up eating us or hunting us for the rest of our lives. In Langella’s essay “The Monsters in My Head,” Langella describes that when he was a young kid, a mummy would come into his room every night to hunt him down, but then one night the mummy did not show up for its nightly routine, it had disappeared. Years and years passed till, one night when Langella already had a son, a four year old. Another monster showed up to eat up his son’s sleep. Langella went into action with his macho strategy of fighting his son’s monster with a pillow. So, from that night on he would always do his heroic achievement, fighting his son’s monster off. After weeks of this continuing battle, Langella realized that the monster would return every time his son wanted it to return. Langella then reflected on his mummy’s disappearance and realized that his own monster had never gone away, it was always there next him, but it had changed shapes and sizes as rapidly as he grew older. As he grew older, Langella’s monster went from a mummy to a flying object. Then it changed to a first date, a first rejection and then to marriage and now fatherhood. Then Langella told his son that he was not going to fight the monster anymore because it was his son’s monster and he had to fight it himself since the monster was in his son’s head, and only his son could control it. The monster never returned to hunt and eat up his son’s slumber. It actually changed its form. The monster became his son’s new favorite playmate. So, Langella attempts to suggest strategies to overcome and control the “monsters” or the fears of life. Langella’s arguments of controlling and overcoming ones fears are true because I have experienced these “monsters” or these fears myself through my lifetime. When I was about ten, I used to dread watching horror films because after watching these gruesome-massacring films, I would always relive those scary-horrid scenes in my own dreams or as we well known them as nightmares. So, every time when my family wanted to watch these crimson-thrillers, I would just go to my room and watch cartoons to invade these things we call nightmares or monsters, that will come in the pitch-black night to eat us or hunt us down. One night, my uncle Rodolfo came over to watch the Boogeyman. My uncle told me not to be afraid of fictional-monsters that only existed in my head. So, I stayed that night to watch this terrifying -cliffhanger movie. As I anxiously watched the movie, I realized that the main character, Tim, was also afraid of this monster, the boogeyman, which Tim believed that it lived in his closet, and would come out at night to terrify Tim’s sleep away. The point is that one day Tim decided that he wanted to confront this monster, so in other words he wanted to be brave and take control. As I watched the movie, I reflected and realized that I could also control and overcome my fear for screaming-suspense moving pictures or in other words horror movies. Then I told myself everything is in my head these monsters do not exist, they are imaginary. So, from that night on, I always enjoy the thrilling sensation of getting my hairs spike up after seeing a great scary movie without having any monsters invading my wondrous dreams. Like Langella said, we should overcome, control, and fight our own monsters, just like how I had to learn to fight and control my fear of having nightmares hunting me down after watching a horror movie. One has to always remember that these “monsters” or “fears” are just in our heads. Langella’s argues that these “monsters” still stand next to us side by side every day, every hour, every minute that the clocks runs, these monsters never go away. They just change shapes and sizes. My monsters are always with me. They are my favorite companions with whom I go to school, my classes, and my every day activities. My monsters are my challenges and fears, my ups and downs; they are what keep me going. The “monsters” that only exist in our heads are what makes us better persons. Some of the many monsters that have accompanied me through my long journey of life range from high school to adulthood and now to UCR. High school was like that long double twisted rollercoaster that never ends but irony it went by in a flash. High school was like the “IT” of the wondrous carnival of life. The “monsters” of high school and adulthood were very judging and responsible for hunting me down but, I was able to conquer them by changing their appearances. High school became my stepping stone to high education and adulthood became my sense of responsible and maturity. Now UCR will become my dearest best friend and one of my new companions in this long journey. Like Langella said, we should not let the monsters in our heads control us we should take control of our fears of losing or failing. Therefore, Langella’s suggestions on how the “monsters” in our heads are just fictional characters of our imaginations going wild. That change as we grow older in maturity and responsible. Lastly we should not let the “monsters” of life control us, we should actually take gear, control, and override them or else they will run us over.
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completing the Gibb and Dyches workbook, write a summary of at least 150 words
for each section (for a total of at least 1200 words). Each section must be
addressed thoroughly with a descriptive and detailed entry. Each section
summary must be written in narrative form, and bulleted/listed information must
not be included within your summary. Use the headings below to separate your
sections so there is a clear distinction in your responses to each section. Your
paper must follow current APA format and must include a title page and
reference page. Use the Workbook Summary Grading Rubric to ensure your paper
meets all standards.
the following sections:
Introduction: Special Education in the Individualized
Education ProgramSection 1: Present Levels of Academic
Achievement and Functional PerformanceSection 2: Measurable Annual GoalsSection 3: Measure and Report Student
ProgressSection 4: Services needed to Achieve
Annual GoalsSection 5: Student Participation with
NondisabledSection 6: Accommodations and State and
Districtwide AssessmentsSection 7: Transaction Planning
Here is the first written part of the assignment that I had to complete there may be something you may be able to use that reference gibb & Dyches.

Gibb & Dyches January 2007 workbook gave me a better understanding on the
requirements for writing an IEP.  Writing
an IEP allow teachers to have a better understanding on academic and functional
goals for the students.  According to
Gibb & Dyches students between the ages of 3 and 21 years old with a disabilities
as described in IDEA, and who receives special education services are required
to have a current IEP (Gibb & Dyches, 2007).
IEP Development Process
development stage of completing an IEP is critical for all individuals
involved.  The developmental team will
meet to discuss the strengths and weaknesses that a child may be
occurring.  The team will consist of the parent of the
child with the disability, a regular teacher, a teacher that specialize in
special education, representative of the local education agency (LEA), and interpreter if English is the child’s
second language, and any other individual who has knowledge or special
expertise regarding the student  (Gibb
& Dyches, 2007). Everyone on the team plays an important role and each
individual brings knowledge to the team that will assist in understanding the
abilities of the students. The team will discuss the services that are provided
in order to assist with establishing the academic goals of the student.
IEP Meeting Process
IEP team meetings are designed to establish the best academic interest of the
child.  The meetings are held in an
office or class room around a table. The meeting is directed by one of the
schools educators.  The school educator will
act as the lead in the meeting and will introduce everyone that is present in
the meeting. The team will assess the student progress and discuss the options
that are suitable for the student. Once the team has evaluate the student the
final step is completing the IEP.  The
team will finalize the services the student will receive, and the length of
time. The team will agree on the best interest of the child and base their
decision accordingly. All members of the team must be in agreement and sign the
IEP document. Once the document have been signed by all members IEP is considered
a legal and binding document.
the requirements and steps for completing an IEP is essential to all involved.
The IEP process is an extremely important tool for both teachers and parents to
assist them in understanding what is best for the student to achieve academic
success. The goals that are established
by the team should be achievable to meet, and provide academic success for the

G., & Dyches, T.T. (2007). Guide to writing quality individualized
education programs (2nd ed.). United States of America, Pearson
education, Inc.

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Writer’s Choice

Writer’s Choice. Paper details   My major is in Accounting and this assignment is for an excel class. Is a discussion board assignment. Based on chapter 1 of the textbook Succeeding in business with Microsoft Excel 2013. Does not need to be too long. questions are: Do you think that the EXCEL formulas are important for your career? What are the three most important functions studied in this chapter? Argument your answer.Writer’s Choice

SO 342 Park University Unit 5 Role of Racism in Institutions Paper

write my term paper SO 342 Park University Unit 5 Role of Racism in Institutions Paper.

IntroductionThe purpose of this core assessment is to explain the role of race at the institutional level by analyzing data, existing literature, and applied concepts from the class. Choose one institution and research the practices within it which result in different outcomes for different racial groups. Include academic research and statistical information on these outcomes. Explain how this practice occurs, its overall social impacts, and propose changes to alleviate it. Directions For this outline assignment you need to provide an outline of your paper. For the outline you will need: Thesis: Clear statement summarizing entire paper, with specific claim being made and scope of paper.Sources: a list of four academic, scholarly, peer-reviewed resources, and any data sources (statistical info) planning to be used.Evidence for Thesis, including topics to be discussed and information to be included about topics. Must be specific with content of what will be used, bullet points with short phrases indicating content.Clear line of connection between points that indicates integration and comprehensiveness.
SO 342 Park University Unit 5 Role of Racism in Institutions Paper

ENGL 101 Cuyamaca College Identifying Fallacies of Induction Discussion

ENGL 101 Cuyamaca College Identifying Fallacies of Induction Discussion.

I’m working on a english report and need an explanation to help me understand better.

Hello, This is Dina I need help with my assignment please! 9.05 Identifying Fallacies of Induction (GRADED DISCUSSION) – Amethyst Identify fallacies and explain the nature of their twisted logic in the statements that follow.Prostitution should not be legalized because to do so would be to place the stamp of approval on criminal and immoral behavior. If we’re going to legalize one type of crime, what’s to prevent us from legalizing other types? Eventually, even murderers might be issued a state license giving them the right to kill.”Back in the 1930s, the labor unions were like a 21-year-old woman. She was beautiful, had a gorgeous body, a sparkling personality, and she seduced a lot of people into the labor movement. That’s fine. The problem is that this 21-year-old siren is now in her 60s and she’s 40 pounds overweight, needs a facelift, and has a terrible disposition” (Hoffer (Links to an external site.)).Several of my friends have had the misfortune of seeing residences next to them converted into rooming houses for college students, and they have scarcely enjoyed a peaceful night’s sleep since. If we value the quiet and integrity of our neighborhoods, we must oppose the granting of any more zoning variances permitting such use of formerly single-family dwellings.There is a distinct relationship between gun control and crime. The state with the most stringent gun control is New York, and the robbery and burglary rate there is 18 times as high as here, in Wyoming. You wouldn’t really want to think about burglarizing a home in rural Wyoming or Colorado, because there might be somebody around with a gun.Dave used to be a lot of fun, but ever since he got married, he’s changed. His wife must have laid down the law (Links to an external site.).Once you posted your responses, post at least three meaningful comments on your classmates’ posts.
ENGL 101 Cuyamaca College Identifying Fallacies of Induction Discussion

five forces assignment

five forces assignment. Paper details At this point in the semester, you should be familiar with the details of the Five Forces model. Please use the following components of the model – the Threat of New Entrants and Level of Rivalry – to analyze the current US airline industry from the perspective of an airline carrier (such as Southwest or American Airlines). Note, please use these forces only. Also, be sure to provide ample detail for each conclusion you reach. For example, rather than just stating that the barriers to entry are high in this industry, specify the conditions that make them high (the specific level of capital investment, access to distribution channels, etc.). In other words, “show, don’t tell.” Then, based on your analysis, identify the most attractive opportunities to increase an incumbent company’s profits. Also, please identify threats to the company’s existing profits. How should the company counter them? Remember, this is an “industry analysis,” meaning you should conduct your analysis at the industry level in order to determine how those industry-level dynamics affects your company. This assignment should be 3 pages long with typical formatting. It should not exceed 4 pages. Note, this page limitation does not include your Works Cited page. Also, make sure to treat this as a formal writing assignment. Careful proofreading and a professional tone are mandatory. Remember, grammatical mistakes will detract from your grade! To help you in this assignment, I have provided you with two links. The first link contains a rudimentary 5-Forces analysis in the airline industry. I’ve included this link for illustration purposes only. Please realize that such an analysis is insufficient for this class and you must provide greater detail if you expect to receive a decent grade. Moreover, I strongly suggest that you do NOT use this as a source for your 5 Forces model. The assigned reading contains a much more detailed and accurate version of the theory. Do not feel that you should be confined to this website. In fact, your grade will suffer if you do so. Be sure to bring in as much additional information as you feel is necessary, but with the page limit, you must choose the info carefully (that’s part of the assignment). You also must make sure to provide proper credit for other’s work. I have no preference in the style of citation that you use, as long as I have enough information to access the work if needed. My advice is that you begin with the model presented in the reading and then search for information to support it. Oftentimes, students work in the opposite manner. They search for “airline five forces” and often find non-credible sources. In my experience, this will not meet the quality standards of this course and ultimately will result in a sub-standard analysis. Note, you will not receive credit for information that you pull from non-credible sources.five forces assignment