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Successful Change Versus a Dismal Failure

Successful Change Versus a Dismal Failure. I don’t know how to handle this Management question and need guidance.

Using the Ashford University Library, locate and discuss a scholarly article that describes a successful change initiative within an organization. Next, locate and discuss a scholarly article that describes a failed change initiative within an organization. Compare and contrast the implementation theories used for the change events discussed in the two articles. Provide a summation of what could have been done to make the failed initiative a success.
Your paper should be three to four pages in length (excluding the title and reference pages). Your paper must be formatted according to APA style as outlined in the Ashford Writing Center, and it must include references and in-text citations for at least two scholarly sources from the Ashford University Library, in addition to the course text
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Successful Change Versus a Dismal Failure

Discuss the role of early intervention for children with visual impairments Introduction The whole area of visual impairment is a complex and difficult field. Children may either be born with a degree of visual impairment or they may acquire visual impairment at some stage after birth. Some defects may be comparatively obvious and easily detectable other may be very subtle and not obvious for some time. Visual defects may occur as a single lesion or may be part of a larger spectrum of congenital or acquired problems. They can be directly referable to the eye itself, as in the case of infantile cataracts, or may be as a result of more diffuse trauma such as cerebral palsy or perhaps a genetic error of metabolism or even infections such as meningitis. In this essay we intend to consider the role and value of early intervention together with an assessment of the value of screening which is obviously part of the same consideration. The mechanism of examination of the issue will be by means of a critical review of some of the relevant literature which has been recently published on the subject Screening There are many definitions of screening. Perhaps one of the best for our purposes comes from Wald (1) “The systematic application of a test or enquiry, to identify individuals at sufficient risk to benefit from further investigation or direct preventive action, amongst persons who have not sought medical attention on account of symptoms of that disorder” Screening is a common practice in many areas of the NHS. Whenever it is discussed, it is usually accompanied by prolonged discussions relating to cost-effectiveness and efficacy. With specific regard to visual impairment, screening for conditions that can produce visual impairment at an early age is utterly essential because of the development in early life of the visual processing pathways in the visual cortex (see below). (2) There is a window of opportunity for correction, which rapidly closes depending on the nature and severity of the visual impairment. Because of the dire implications for vision in later life, the cost effectiveness of such screening procedures are seldom applied in this area. This does not mean to say that considerations of efficacy are not valid (see below), but simply that it is not possible to put an appropriate value on a person’s sight. (3) Clearly the purpose of a screening programme is to try to identify those individuals who may be at risk of developing a potentially treatable condition. It is not a diagnostic service. There will usually be both false positives and false negatives. The importance of the National Screening programme is to identify those individuals who would benefit from further specialist assessment. A good place to start is the paper by Rahi (4). This study was designed to consider the efficacy of the screening programme in detecting a comparatively straightforward, although not necessarily easy to detect, lesion – the congenital and infantile cataract. The study was a cross sectional design study with an entry cohort of nearly 250 children under the age of 15 yrs. The object of the exercise was to ascertain the proportion of these children who were detected and treated at 3 months and I year of age. The significance of this study is that it highlights either the difficulty of diagnosis (or possibly the inefficiency of the system) as the results were poor by any interpretation. The paper itself is quite detailed and comprehensive, but the results that are relevant to our considerations in this essay are that only 35% of congenital cataracts were diagnosed at the routine new-born examination and only another 12% had been diagnosed by the time of the 6-8 week examination. Only 57% of the cohort had been seen and assessed by an ophthalmologist by the time they were 3 months old and a further 33% had not been examined or assessed by the time that they were one year old. The authors comment that their study showed that the prime reason for getting an assessment was because of the carer’s concerns in about 40% of all cases. We shall consider the importance of early assessment, accurate diagnosis and appropriate treatment later in this essay, but it is clear from these figures that all three of these eventualities are denied to a very substantial proportion of children and infants with possible adverse consequences for their subsequent visual acuity. In all areas of medicine, we should ideally work from a rational and verifiable evidence base. (5) Given the fact that we can point to evidence that shows that a significant proportion of children with one (at least) visual defect are not routinely detected, we should examine the evidence base for the assumption that early detection is important. For the sake of clarity we will initially confine our considerations to the circumstance of infantile cataract. We do know that infantile cataract is an important and potentially avoidable cause of visual handicap.(6) The resultant stimulus deprivation of the optic tract and visual cortex (7) caused by the inability of the retina to receive normal images, because of the distortion caused by the cataract, produces various degrees of amblyopia.(8) There is a substantial body of evidence to show that in order to optimise the eventual outcome, particularly with the denser forms of cataract, that corrective surgery needs to ideally have been carried out before the age of three months.(9) Because of the developmental importance of the early visual stimulus it is reasonable to assume that the earlier that corrective treatment can be implemented, the better the result is likely to be (10) Although we have initially considered the impact of early screening for the condition of infantile cataract, it follows that other conditions can equally well be screened with the same rationale for early treatment. If we accept that early treatment is the “gold standard” in childhood visual impairment (11), then it is possible to predict some populations of high risk births that will clearly need increased surveillance. Many of the genetic disorders which can cause visual impairment can be predicted (at least in statistical terms) and the children specifically assessed at birth (12) The majority of the papers examined with regard to infantile cataract are of the same opinion that early treatment is vital to secure any hope of reasonable visual acuity. The evidence base for some other conditions of visual impairment is nowhere near as clear, and in some places, frankly contradictory. If we consider the implications for other conditions of visual impairment in childhood we should consider the paper by Clarke MP (13) which specifically considers the efficacy of treatment of a unilateral visual impairment in the 3-5 yr. old age range. This is particularly relevant to our considerations here because the trial itself was well constructed and has a meaningful outcome. In broad terms, nearly 200 children who were identified as having a degree of unilateral visual impairment were allocated into two groups. One group had “appropriate treatment” the other had no treatment. The authors note that all children had treatment after the six month observation period. the children who received “full treatment” with glasses universally had better visual acuity than those who did not receive treatment. Interestingly, the mean treatment effect between the two groups was only one line on the Snellen chart. The degree of improvement was proportional to the degree of original impairment. The specific conclusions of this particular study are worth quoting verbatim:- Treatment is worth while in children with the poorest acuity, but in children with mild (6/9 to 6/12) unilateral acuity loss there was little benefit. Delay in treatment until the age of 5 did not seem to influence effectiveness. It is worth considering these conclusions in more detail as they have distinct relevance to the need for early intervention. The authors point out that there is a tendency for amblyopia to undergo a degree of spontaneous improvement which is consistent with the results of another trial (14). It is also fair to point out that other trials do not concur. Simons K (15) suggest that untreated amblyopia will deteriorate with time. The authors feel that, on balance, they recommend the continued wearing of glasses until the age of 7, even if the visual acuity returns to normal before this time, to prevent the development of refractory amblyopia. (16) When the authors compared the results of their study with children from districts who did not receive pre-school screening, the follow up study showed that deferring their treatment did not limit their potential for improvement and, very significantly, it nearly halved the number of children that needed to wear eye patches at all. (17) On the basis of this evidence the authors felt able to conclude that it is the acuity at presentation rather than the chronological age of the child, that is the most important determinant of eventual outcome. This is consistent with a similar study by Hardman-Lea SJ (18) They actually quantified this by stating that:- Children with a moderate acuity loss of 6/18 or worse showed a clear cut response to treatment, which itself arguably justifies screening to identify and treat these children. In contrast, children with mild acuity loss, who represent over half those identified with unilateral acuity impairment at screening in this and other studies, received little benefit from either treatment. This level of impairment, though often excluded from studies, is still commonly treated in routine clinical practice. We argue that children with 6/9 in only one eye should no longer constitute screen failures and do not justify treatment, even with glasses. Rather disturbingly the trial threw up one (probably statistical) anomaly:- The glasses group with moderate initial acuity, in whom patching treatment was deferred, showed no overall gain in acuity at post-trial follow up. While this is probably a random effect, it raises the question whether prior refractive correction might in some way limit the effectiveness of subsequent patching. Clearly this cannot be regarded as based on firm evidence, but raises the spectre that early treatment may actually be detrimental. If we consider a more technically sophisticated study (19) Weiss A et al 2004) that looked at visually evoked potentials (VERs) in amblyopic children and compared the ages of instigation of treatment (patching) and the detectable effects on the VERs. This is an extremely complex paper but careful weighing and critical analysis of the results shows that, as far as amblyopic children are concerned, the critical window for demonstrating and exploiting cortical neuronal plasticity extends up to the age of ten.( also 20). Although this paper specifically does not comment on the fact, an earlier paper by the same author (21) points to the fact that the plasticity, and therefore adaptability, progressively diminishes from about the age of five onwards The PEDI Group (22) complicate the findings further with their contention that treating amblyopic children in the 3-7 yr. age range did not produce significantly different clinical outcomes when compared to an older age range Screening, in general terms, has been overhauled by the National Screening Committee (23) which has sought to apply the classic Wilson
GEB 3213 Eastern Florida State College Communication Presentation.

The purpose of this project is to provide clarity and application in a world for which communication is of monumental importance and value.Visit the TED website at and listen to any presentation that interests you. Compare the speaker’s delivery and visual support materials with the concepts presented in your textbook. What works? What does not work? Critique/analyze presentation related elements found in the textbook and your own thoughts. For example, body language; was speaker overly animated, were gestures or hand movements distracting or appropriately used? Speaking slowly, quickly, or unevenly? Was terminology easy to understand? Was sense of humor appropriate? Did the audience appear to be interested? If visuals such as PowerPoints or props were used, were they helpful? Were they too busy or simple to follow? Think of times when you watched a presentation that you either enjoyed or did not. What elements contributed to that? -Six (6) slide minimum Ten (10) slide maximum (not including cover slide and reference page(s) -Be creative, yet professional and do list references at the end of the presentation in APA or MLA format.Must guarantee an A
GEB 3213 Eastern Florida State College Communication Presentation

Please help me with these six multiple choice questions.. I don’t understand this Political Science question and need help to study.

(01.01 MC)
Man being born, as has been proved, with a title to perfect freedom, and an uncontrouled [sic] enjoyment of all the rights and privileges of the law of nature, equally with any other man, or number of men in the world, hath by nature a power, not only to preserve his property, that is, his life, liberty and estate, against the injuries and attempts of other men; but to judge of, and punish the breaches of that law in others, as he is persuaded the offence deserves, even with death itself, in crimes where the heinousness of the fact, in his opinion, requires it.
—From Two Treatises of Government, by John Locke
Which idea does John Locke discuss in this excerpt? (4 points)

Natural rights

Child rights

Legal rights

Religious rights

(1.04 MC)
What did James Madison write in Federalist No. 10 to counter the Anti-Federalists’ argument that it would be difficult for factions to form and control the government in a confederal system? (4 points)

Direct democracies are best able to mitigate the effects of factions.

Disparities in wealth are unlikely to cause factionalism.

Human nature leads to the creation of factions in government.

Restricting personal liberties is the most effective way to eliminate factionalism.

(1.04 MC)
What concept from Federalist No. 10 is represented in the map? (4 points)

Checks and balances

Popular sovereignty

Limited government

Limiting factions


(01.04 MC)

Population of U.S. in 1790 (approx.)
Population of New Bedford (CT) in 1790
Time to travel to New York (nation’s capital in 1790) from Connecticut
Time to walk to center of New Bedford from city limits

1 week
1−2 hours

Based on the above table, what might be a reason for the Anti-Federalists to oppose the Constitution? (4 points)

Representatives will make decisions to benefit most of the people.

Representatives’ proposals are better if they impact fewer people.

Representatives should not offer too much access to the people.

Representatives should have their offices close to the people.

(01.18 MC)

Major Bills Enacted into Law by theConfederation Congress








Major Bills Enacted into Law by the U.S. Congressunder the Constitution








Source: The Library of Congress

Which statement accurately explains the table data? (4 points)

Congress under the Constitution was able to pass more legislation than the Confederation Congress.

Congress under the Constitution has more legislative responsibilities than did the Confederation Congress.

Passing laws under the Constitution takes less time than passing laws under the Articles of Confederation.

Passing laws under the Constitution requires more representatives to be present than under the Articles of Confederation.

(01.07 MC)
In every State, a certain proportion of inhabitants are deprived of [the right to vote] by the constitution of the State, who will be included in the census by which the federal Constitution apportions the representatives. In this point of view the Southern States might retort…that the principle laid down by the convention required that no regard should be had to the policy of particular States towards their own inhabitants; and consequently, that the slaves, as inhabitants, should have been admitted into the census according to their full number, in like manner with other inhabitants, who, by the policy of other States, are not admitted to all the rights of citizens. A rigorous adherence, however, to this principle, is waived by those who would be gainers by it. All that they ask is that equal moderation be shown on the other side. Let the case of the slaves be considered, as it is in truth, a peculiar one.
—James Madison, from Federalist Paper No. 54
How did the Northern states’ position contrast with this argument? (4 points)

It held that slaves were not to be counted as other persons and should not be counted at all in a census of state population.

It held that adherence to the principles laid down for the convention gave slaves too large a voice in government.

It held that counting slaves who would not receive the vote would give southern states an advantage in the government.

It held that giving slaves a full count as one person in the census and when determining representation increased the motivation to import more slaves.

Please help me with these six multiple choice questions.

Role of Organizational Culture Research Paper

Role of Organizational Culture in Change management The role of organizational culture as a factor influencing successful change in organization becomes apparent when two organizations with different culture or organizations from two different national cultures are merged together. Organizational culture influences various phases of change and most importantly the implementation process of change. Culture becomes an important factor that influences change when organizational, rather than individual, change is brought into effect. However, in the 1980s emphasis was laid on the importance of culture as a change management agent, but recently researchers have branded culture as an obsolete tool for change management. This paper will discuss literature that demonstrates the role of organizational or corporate culture on the change management. The literature review is divided into sections dealing with theories of organizational culture, the impact of culture on change management, how culture can be an impediment to change, and the recent literatures that shows the effect culture has on change management. Organizational culture and Adaptability Culture has been a strong influence in the functioning of the social organization. Social scientists have often produced annals of work relating the relative effectiveness of culture on the functioning of organization. Denison and Mishra (1995) studied organizational culture and demonstrated the organizational effectiveness of culture. Organizational culture is defined as a “clan” that can effectively motivate the functioning of the organization (Denison

JWI 540 JWMI Charter Communications Spectrum Strategic Analysis Worksheet

python assignment help JWI 540 JWMI Charter Communications Spectrum Strategic Analysis Worksheet.

hello, Instructor Number 1!Please find the assignment below I started and need to have it completed by this Sunday, so I have a couple of days to finished it but I completed most of it…..a quick review and filling in the missing data will be greatly appreciated. I have included the template and a presentation to have more clarity and gives an example as to what to include in this analysis.Assignment 1: Where to Play: Playing Field, Competition, & Your OrganizationIntroduction “Find out everything that you can about the playing field. You should know what your competitors’ salespeople eat for breakfast.” – Jack Welch – Congratulations! Your ceo has just promoted you to Chief Strategy Officer for the company of your choice. You have been commissioned to recommend a Game-Winning Move that will allow your company to achieve strong revenue and profit growth as well as create a sustainable competitive advantage.Although your Game-Winning Move will not be presented to the ceo until next month, you have been asked to provide written updates on your progress. You want to impress the ceo! You know that the best way to do this is to follow Jack’s logical 5-slide approach to strategy. Given there will be two interim updates, you have decided to focus this week on the content on the Playing Field, the Competition, and your Organization.You now have a plan and are ready to tackle the first brief! Instructions for Assignment 1 Using the provided Assignment 1 Template, address the following1. Detail the specific target segment of the market where you are choosing to compete. You should ensure the target segment is sufficiently large to achieve your company’s sales and profit growth objectives, but sufficiently small so that your company can intimately understand consumer/customer needs and compete effectively. As you will see, the template provided for this assignment guides you on how to populate relevant information, including: Your company (charter communications) The industry for your organization of choice (internet bandwidth) The market size of this industry A specific description of the segment of this industry in which you will compete (the Playing Field) A brief explanation of why you selected this segment.2. Identify the two most formidable competitors in your playing field and address the following for each: att&t and comcast  How big is each competitor in this target segment? What are their most significant strength and their most significant weakness? Briefly explain how this strength and this weakness impact their ability to compete effectively. Do their recent results indicate they are generally “winning” or “losing” in this Playing Field? Note, you would be well-served to support your conclusions with data. Has anyone (including new market entrants) introduced any game-changing new products/technology/capabilities? Have they developed (or lost) a key competitive advantage?3. You will also need to “turn the mirror around” and look inward to assess the capabilities and competencies of your Organization (charter communications) Therefore, briefly address the following: How big are we in this target segment? What are our most significant strength and our most significant weakness? Briefly explain how this strength and this weakness impact our ability to compete effectively. Do our recent results indicate we are generally “winning” or “losing” in this Playing Field? Note, you would be well-served to support your conclusions with data. Have we introduced game-changing new products/technology/capabilities? Have we developed (or lost) a key competitive advantage?4. Conclude with a succinct final paragraph or two which highlights your most insightful “a-ha” conclusions on the target segment and the relative competitive balance of the three companies, you analyzed.Formatting and Submission Requirements Use the Assignment 1 Template to complete this assignment. Ensure you address each element of the template. The submitted template should be 2 to 3 pages (not including the cover page or appendixes/references page. Typed, single-spaced, professional font (size 10 – 12) with one-inch margins on all sides. Include a cover page containing the title of the assignment, your name, professor’s name, and the course title and date. Use and reference at least 3 external sources to support your brief. Include a references page at the end documenting sources and citations. You may use additional headings within the template to identify subtopics if this will improve the clarity of your template. You are welcome to include charts, tables, and graphs in-text or in an appendix. Develop and support your research with facts and in-text citations, appendixes, and references.
JWI 540 JWMI Charter Communications Spectrum Strategic Analysis Worksheet

Rutgers Hooverism & No God No Master Response

Rutgers Hooverism & No God No Master Response.

Each response should be approximately 2 pages in length. Each response should be numbered and dated. It should include a brief synthesis and analysis of the readings (all of the readings) and the films in the context of the themes of the course. When possible, it should highlight their relationship to contemporary America. What is the topic addressed in the readings? What are the principal issues about the topic that are addressed in the readings? Do you have questions on the readings? Do you have criticisms? Think critically. The response should not be a summary but a critical synthesis of the issues covered in the readings and should end with a question to stimulate class discussion. This response is geared to insure you really engage the readings and the film in the context of censorship. Attached are the link to the files and movie. If hyperlink does not work, just copy and paste URL.…file:///Users/fatpete/Downloads/Nausicaa.pdf
Rutgers Hooverism & No God No Master Response

Ohio Christian University Wk 5 Lifespan Psychology Project Outline and Resources

Ohio Christian University Wk 5 Lifespan Psychology Project Outline and Resources.

Lifespan Psychology Project Outline and ResourcesDemonstrate the process of building a large research project through milestones.The Final Project is due in Week 5, but you will not arrive at that week and suddenly realize you have a big item due. Best practice is to learn how to systematically build a large research project through a series of doable steps. Review the Final Project Guidelines.You have already chosen your topic and begun your research. For this week, you will submit a progress report to your facilitator that includes an outline and three of your five sources.Week Three Progress ExpectationsFor this week, you are required to submit a progress report. It will include:A detailed outline of your topic.Three of your five resources listed at the end of your outline in APA format
Ohio Christian University Wk 5 Lifespan Psychology Project Outline and Resources

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