Research And Write A Brief Answer To The Following Question ✓ Solved

Research and Write a Brief Answer To The Following Questi

Research and write a brief answer to the following question. Your answer must conform to a 200 word minimum and 300-word maximum, use college level writing skills, and cite and use three references. See Assignment Rubric for scoring guidelines.

Question 1: Consider Kotter’s eight-stage model of change (Table 2-1). How does it compare to Berwick’s rules of the diffusion of innovation?

Question 2: Evaluating Science Resources In Unit 1 you learned how to determine whether a resource was reliable and reputable and how to best apply such a source of information to your everyday life. To reinforce this skill, you will apply this knowledge by researching and evaluating two different resources on one scientific topic. Pick a topic that is related to any field of science, such as chemistry, physics, biology, or geology, and think of a question that you would like to find an answer to. For example, “Is global warming causing more earthquakes?” Or “What is the best treatment for my allergies?” Discuss how, and why, you chose your question. To complete this Assignment: · Locate two resources about a scientific topic that interests you: one from a scientifically reputable resource and another from a questionable resource. · Write a brief summary of these two articles and an explanation of the differences between the reliability of these resources. · What characteristics make one more scientifically valid than the other? Be sure to indicate which resource is the scientifically reputable resource and which resource’s reliability is questionable. Present both of your resources in APA format. Basic Writing Expectations: · 400 words minimum. · Free of grammatical and spelling errors · No evidence of plagiarism · Use of APA style for References Page and citations. Refer to the APA Quick Reference Guide . Turnitin Analysis A special feature is available to help you with reviewing your Unit 2 Assignment for plagiarism. When you submit your Assignment to the Unit 2 Dropbox, your Assignment will automatically be analyzed by the plagiarism detection tool, Turnitin. Soon after you submit your Assignment, you will be able to view the Turnitin Originality Report. Originality Reports provide a summary of matching or highly similar text found in a submitted paper. When an Originality Report is available for viewing, an icon will appear in the report column of the Assignment Inbox. Originality Reports are only available in the InBox. For this reason, you will need to download the report prior to the grading of the Unit 2 Assignment. To do this, click on the print icon at the bottom of the Originality Report. This will prepare a readable, PDF version of the Originality Report that you can save to your computer. Figure 2.1:Factors Influencing Successful CQI Implementation LeadershipVisionConstancy of PurposeCulture of Excellence Statistical ThinkingEmpowermentTeamworkMotivation CQI Communication/Feedback Systems ThinkingCustomer Focus Figure 2.1:Factors Influencing Successful CQI Implementation Leadership Vision Constancy of Purpose Culture of Excellence Statistical Thinking Empowerment Teamwork Motivation CQI Communication/Feedback Systems Thinking Customer Focus Positive Negative · Can increase social interaction for those who have trouble creating relationships with humans (for mental, physical, or circumstantial reasons): discussed in Brown, Turkle · Make our lives easier/ more convenient: discussed in Diana, Brown, Sharkey · Can perform jobs/ activities that are considered unsafe for humans: Discussed in Sharkey, Brown · Can decrease social interaction and cause people to lose touch with human relationships: discussed in Sharkey, Turkle · Lead us to rely too much on technology. Humans are almost unable to function without technology: discussed in Turkle, Brown, Diana · Can create safety concerns (physical, mental, privacy): discussed in Brown, Diana, Sharkey We have read four different perspectives on the issue of the development of robotics. Some people believe that the use of robotics is positively advancing our society. Others contend that such developments are changing society negatively. What is your position on this issue? Is the development of robotics helpful or harmful? You can draw from all perspectives to make a statement about the development of robotics in general, e.g. The development of robotics has negative effects on society, or make a claim that focuses on specific types/uses of robots, e.g. “While the development of human-controlled robotic devices has the potential to make our lives more convenient and entertaining, the development of autonomous robots poses serious risks and must be stopped”, or you can align yourself with the claims of one of the four texts. Either way, your comments and suggestions need to be supported with examples from the texts. Multitasking: A Poor Study Habit Noelle Alberto A recent National Public Radio program described the study habits of a modern teenager, Zach Weinberg of Chevy Chase, Maryland. On a typical evening, he worked on French homework while visiting his e-mail and Facebook, listening to iTunes, messaging a friend, and playing an online word puzzle. According to the story, Zach is a successful student, but many studies of multitasking suggest that he could be better if he focused on one thing at a time. While human beings are capable of doing two things at once if one of those things does not require much attention, like driving and drinking your morning coffee, there are some things that require a single focus, like school work. Multitasking between studies and recreational technology is not an effective way to study because multitasking wastes time, wastes money, damages student’s ability to learn, and prevents students from learning how to pay attention to one thing at a time. One misconception that students may have about their multitasking is that they are saving time. One student named Mike Lutz, for example, claims that he gets much more work done when he multitasks (as cited in Hamilton, 2008). Some say that they feel they get more done in a shorter amount of time, but they are actually not doing two things at once. They are switching from one task to another, and constant task switching takes more time. Gloria Mark of the University of California, Irvine, conducted a study in which business workers were interrupted while working on a project. Each time, it took them about 25 minutes to return their attention to the original project (Rosen, 2008). In study terms, if you interrupt yourself to check your e-mail, a chapter that would take thirty minutes to read straight through could take much longer. What happens when people shift from one demanding task to another? David Meyer, a professor at University of Michigan, found that when you switch to a new task, the parts of the brain that are no longer being used “start shutting things down—like neural connections to important information.” If a student is studying French and stops to shop online, the neural connections to the French homework start to shut down. To restore full understanding, Meyer says the students “will have to repeat much of the process that created [the connections] in the first place” (as cited in Jarmon, 2008, p.30). This frequent reconnecting to prior levels of focus and understanding is a waste of time. It is time lost that could be used more efficiently. If students eliminated technological distractions during study time, they would be able to complete more work in a shorter amount of time with greater understanding. There is always time to socialize after homework and studying has been completed. Another misconception is that multitasking prepares you for the business world. According to businessman Alan Greene (2011), “Able to multitask” used to be considered a positive on employee resumes. However, in a study by Tungend (2008), the researchers found that “extreme multitasking—information overload—costs the U.S. economy $655 billion a years in lost productivity” (p.45). Furthermore, a study conducted at the University of London found that “workers distracted by e-mail and phone calls suffer a fall in IQ more than twice that found in marijuana smokers.” Employers, therefore, do not value multitasking. Now, according to the U.S. Departments of Labor and Education, businesses want an employee who “selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules” (Rosen, 2008, p.75). If multitasking is difficult and harmful in the business world, it has no place in university work either. Besides wasted time and money, another unfortunate effect of multitasking is serious damage to students’ ability to learn. Studies by psychology professor Russell Poldrack show that multitasking makes “learning…less flexible and more specialized, so you cannot retrieve the information as easily.” Studies of blood flow in the brain show why. When people are task-switching, they use the “striatum, a region of the brain involved in learning new skills.” In contrast, people who are not multitasking “show activity in the hippocampus, a region involved in storing and recalling information” (as cited in Rosen, 2008, p.79). Amy Jarmon (2008), Dean of Texas Tech’s School of Law, recalls a study comparing two groups of students in a large lecture class. One group of students was allowed to use laptops in class; they performed much more poorly on a memory quiz of lecture content than students not permitted to use laptops. Students who checked their e-mail and updated their Web pages during class did not recall information well because they were not using the hippocampus. Finally, if students get into the habit of multitasking, they could miss out on developing a trait prized by highly successful people. Christine Rosen (2008) calls the trait “a finely honed skill for paying attention” (p.23). The great British scientist Sir Isaac Newton said his discoveries owed “more to patient attention than to any other talent” (as cited in Tugend, 2008, p.19). The American psychologist William James wrote that the ability to pay attention marked the difference between a mature and an immature person: “The faculty of voluntarily bringing back a wandering attention, over and over again … is the root of judgment, character, and will” (as cited in Tugend, 2008, p.20). Maturity means recognizing that there is a time and place for everything. When I go to the library to study, I leave my computer behind so that I will not be tempted to multitask. After an hour of focused work, I have accomplished a great deal.

Sample Paper For Above instruction

In comparing Kotter’s eight-stage model of change with Berwick’s rules of the diffusion of innovation, it becomes evident that both frameworks aim to facilitate change, albeit through different mechanisms and emphases. Kotter’s model, developed by John Kotter, delineates a sequential process for organizational change with eight distinct stages: establishing a sense of urgency, forming a guiding coalition, creating a vision, communicating the vision, empowering others to act, generating short-term wins, consolidating gains, and anchoring new approaches in the culture (Kotter, 1996). This step-by-step approach emphasizes leadership, communication, and incremental progress, making it particularly applicable to organizational settings seeking systematic change. Conversely, Berwick’s rules focus more broadly on the principles governing the diffusion of innovations across social systems, including the importance of relative advantage, compatibility, complexity, trialability, and observability (Berwick, 2003). These principles act as criteria that influence how quickly and effectively an innovation spreads among adopters. While Kotter’s model concentrates on guiding a specific change initiative within an organization through a structured process, Berwick’s rules describe the characteristics that make innovations more likely to be adopted broadly and rapidly across communities. Both frameworks recognize the importance of understanding social dynamics; however, Kotter’s approach is procedural and hierarchical, suited for managing internal change, whereas Berwick’s is behavioral and heuristic, providing insight into external diffusion processes (Rogers, 2003). Effective change management can thus benefit from integrating Kotter’s structured stages with Berwick’s principles to ensure not only successful implementation but also widespread acceptance in the wider social system. In sum, while both models aim to promote change, they serve different purposes—Kotter’s for organizational change and Berwick’s for innovation diffusion—yet their complementarities can enhance strategic efforts in managing change initiatives.

References

• Berwick, D. M. (2003). Disseminating innovations in health care. Journal of the American Medical Association, 289(15), 1969-1975.
• Kotter, J. P. (1996). Leading change. Harvard Business School Press.
• Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.