Fluent Essays

Hi, please and thank youWrite clear and grammatically correct sentences and logical paragraphs. Use appropriate headings and subheadings throughout the papers. Charts and diagrams are always useful in illustrating complex relationships. Use a standard 12-point font, double-spaced, with numbered pages. Provide references to original sources (e.g., books, book chapters, and journal articles) for any statement that refers to ideas, perspectives, or research findings of another person. Provide a list of works cited at the end of your response. Format the paper and citations according to APA 7. Your response should be between 4500 and 5000 words (approximately 20 pages); do not exceed 5000 words. The word count does not include figures or the list of works cited. · When initially referencing an article, provide the reader with a summary of the salient aspects of the article · Help the reader see how the idea in an article applies to that specific situation · Avoid using a description of a situation, then a catch-phrase, then a citation · E.g., “The new ELA curriculum was pulled out of the garbage can (March et al., 1972) 😒 · Very few phrases are quote-worthy; examples include: · Text where the exact wording is being analyzed · E.g., a curriculum policy · Text that contains a precise definition · E.g., the garbage can model · Text where the phrasing itself lends particular power or meaning; e.g., Dr. Kings “I had a Dream” speech So take the time to synthesize and paraphrase. While paraphrasing may seem like a tedious exercise it enhances your understanding of a concept and enables you to connect it more naturally to other ideas that you’ve learned. I suggest reading whatever passage you want to include, turning way, then writing out a summary of what you remember, using language consistent with the rest of the paper. · Most of you provided a very thorough description of the organization you were focusing on, oftentimes more information than was needed to make your argument · For the comps, provide just enough info and context to enable you to apply the relevant ideas — no need to give a multi-page description as an introduction · The comps serve two purposes: (1) to assess your ability to explain and apply the concepts from your courses and (2) to assess your writing and argumentation skill · The Civic Leadership and Org Dynamics question provides plenty of grist for demonstrating your writing and your thinking; remember that it is not about an equity plan per se, but a discussion of the conditions and supports and challenges that can underpin a plan We (meaning I 🤔) struggled with some of the graphs in the Cohen, March, and Olsen (1972) article, A garbage can model of organizational choice. I subsequently annotated the graphs and want to draw your attention to them both to potentially apply in your comps and as useful explanatory diagrams for understanding why school systems behave as they do. I uploaded them to Canvas and attached them to this eThe Garbage Can Model Influences on Decision Making July 2022 From: Cohen, M. D., March, J. G., and Olsen, J. P. (1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17(1), 1-25. There are three sets of graphs on the following pages, drawn from the article by March and colleagues (1974). The first graph of each set describes how one aspect of decision making is impacted by two different variables. The decision-making aspects, with their associated variables are: Access Structure Organizational Slack  Heterogeneity of Technology and Values Decision Structure Administrative Power  Average Degree of Problem Interrelation Energy Distribution Strength of Exit Opportunities for Important People  Strength of Exit Opportunities for Unimportant People The second graph of each set locates types of schools in different regions of the graph, based on how they behave in regard to the respective variables The school types are defined according to: Large or Small • Rich or Poor • Good Times or Bad Times When analyzing these graphs, imagine holding the value of one of the axes constant. As you move away from that axis, the value of the other axis is changing, and you encounter different approaches to decision making. For example, pick a point in Figure 1 halfway along the X axis (Organizational Slack) Gradually move perpendicular to the X axis toward the top of the graph. As you do so, the value on the Y axis (Heterogeneity of Technology and Values) will increase Initially, with low heterogeneity and a medium amount of slack, there will be unsegmented access to decisions, meaning everyone has the opportunity to participate in addressing every problem Eventually, as heterogeneity increases, you will cross into the specialized access space, where experts will be asked to address problems in their specific areas Finally, when heterogeneity is really high, you will cross into the hierarchical access space, which is where executive leaders make all the decisions and only the most important problems get addressed at all These graphs provide insight into way decisions are typically made in certain types of schools or districts When considering a specific school or district: Find the number that best represents the school or district and locate it on the graph Note where it is situated in relation to each of the axes Note where it falls in relation to other schools or districts More or less hierarchical, more or less specialized, more or less unsegmented For example, on the graph regarding access structures (slide 6): A large, rich school during bad times has high Heterogeneity of Technology and Values and a moderate amount of Organizational Slack Therefore, most decisions will be made through a hierarchy and some, though not all, problems will be addressed A small, rich school during good times will be less Heterogeneous and have significantly more Slack than a large, rich school duri