I need an explanation for this Management question to help me study.

Organizational Learning Mechanisms (OLMs) and Organizational Culture” Please respond to the following:

• In your own words, contrast the core differences between off-line and online Organizational Learning Mechanisms (OLMs). Then, create a scenario in which one (1) of the following types of OLMs would be an effective structure: off-line/internal OLMs, online/internal OLMs, off-line/external OLMs and online/external OLMs. Justify your reasoning for selecting the OLM for the scenario.
• Use the Internet to research the impact of organizational culture on a productive learning environment. Next, examine the extent to which organizational culture can impact productive learning within an organization. Next, select two (2) cultural norms (i.e., inquiry, issue orientation, transparency, integrity, and accountability) that you believe generate knowledge and lead people to act on this knowledge within your organization or an organization with which you are familiar. Justify your selection.

Psychological Threat and Safety” Please respond to the following:

• Using one (1) image risk (i.e., ignorant, incompetent, negative, and disruptive), assess the potential effects of one (1) psychological threat that a person may witness in his or her learning process for either academic courses or career progression (e.g., certifications, training, professional conferences). Suggest two (2) ways to overcome the identified risk in order for the person to experience psychological safety. Justify your response.
• Outline a five (5) step psychological safety plan that enhances emotional commitment for your organization or an organization with which you are familiar. In your outline, provide practical examples of the manner in which the steps in your plan address psychological safety.

Contextual Factors and Behavioral Channels” Please respond to the following:

• Design a table using three (3) of the six (6) contextual factors (e.g., environmental uncertainty, task uncertainty, error criticality, task structure, proximity to the organization’s core mission, and organizational structure). For each contextual factor, create one (1) brief scenario that is beyond management’s control. Then, develop one (1) corrective action to increase the management success. Note: Online students may use Microsoft Word or other equivalent software to design the table and then copy and paste it into the discussion board.
• Use the Internet research different leadership styles. Next, select the behavioral channel of influence that you believe promotes the most effective learning in your organization or an organization with which you are familiar. Then, specify the most effective leadership style to influence the workforce. Justify your response.

Analyzing Political Cartoons

In the 1890s, political cartoons provided important commentary on the major economic, political, and social issues of the day. Cartoon artists employed symbolism, exaggeration, labeling, analogy, and irony to express their viewpoint.

Select one of the following cartoons:

• The Big Stick in the Caribbean Sea
• School Begins

Look closely at the cartoon you have selected and write down your initial reactions, you will not need to include these initial reactions your assignment, but they will help you complete the assignment once you have finished the exercise.

Then go to the Chapter 4, Section 4.3 of the textbook and look at the activity “Analyzing Primary Sources.” You will find it under the section on Yellow Journalism. (This is very important.) Please note you will not be able to view this on some devices and will need to use a computer.

After completing the activity, answer the following items:

• Explain the character(s) in the cartoon.
• Describe the symbols and actions the artist employs in the cartoon.
• Describe the issues the cartoon raises.
• Analyze and explain what the cartoon says about the consequences of the Spanish American War for the countries occupied.
• Describe how  your understanding of the cartoon changed after doing the analysis portion of this exercise.

The combined answers should be one page, including your reference list. Your answers to these questions should be accurate, thorough, and written in complete sentences. Be sure to cite the textbook at least once and reference the textbook in APA formatting. If you need more guidance, you can read this  Sample Assignment , so you will have an idea about the type of response your instructor will be looking for.

In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Ashford Writing Center tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

What are some of the major interest groups that influence the decision-making process when it comes to health policy? Do you think that they should have access to “Direct Lobbying?” Is this process enhancing or diminishing the government’s Bureaucratic behavior?

Families and Education”  Please respond to one (1) of the following:

• The definition of marriage has changed over the past years and the recent Supreme Court ruling. Review Figure 11.6 on page 276 of the textbook. Identify your state’s status on same-sex marriage. Explain which sociological concept best supports the changing attitude towards same sex marriage (depicted in Figure 11.5 on page 276 of the textbook).

 NEED 2 PARAGRAPHS- I’M ONLY PAYING 5.00 AND NEED TO BE DONE BY 2/12/17 10:00AM EST

SOURCE: National Public Radio. (2012). “State by State: The Legal Battle Over Gay Marriage.” Associated Press; “The Changing Landscape of Same-Sex Marriage,” by Masuma Ahuja, Robert Barnes, Emily Chow and Cristina Rivero. Washington Post, July 28, 2014. While state legislatures and Congress have not been as quick to adopt broad definitions of marriage and family as many individuals have, the picture of legal prohibition and recognition around the country makes for a rapidly changing map. Figure 11.5 shows the laws in effect at the time this book went to press. Same-sex couples who seek to marry—and their advocates—often argue that they face mass denial of a basic civil right on the grounds of sexual orientation. Why should those in a committed relationship be denied the right to sanctify and legalize it regardless of sexual orientation? Those who object to same-sex marriage respond that this broad definition of marriage constitutes a threat to traditional marriage and families, not least because same-sex marriage cannot produce shared biological children. As well, say some opponents, the legitimation of same-sex marriage could lead to its spread, threatening heterosexual marriage. While more people are beginning to favor the legalization of same-sex marriage, a substantial minority of Americans remain vehemently opposed (Figure 11.6). With about half of all U.S. marriages ending in divorce, it is not surprising that the battle for same-sex partners to secure marriage rights has recently evolved into a fight for their right to divorce, particularly in cases where couples share children or own property in common. U.S. divorce rates may be driven by many factors, including frustration with waning passion, economic stress, and poor compatibility of partners. One factor sometimes noted by observers, however—the ease of divorce in the United States, partly a product of no-fault divorce laws—does not apply to same-sex partners. A problem arises when a same-sex couple married in a state permitting their legal union seek a divorce in a state that does not recognize gay and lesbian marriages. In a 2012 case in the state of Maryland, a lesbian couple married in 2008 in California sought a divorce. The women were, according to the Washington Post, expecting a smooth and simple legal procedure; their property had been divided, the divorce was uncontested, and they had no children. They were stunned when the judge denied them. As the Post‘s story points out, the “case represents just one of the many blind spots in the legal infrastructure of same-sex marriage in America. Couples often have different rights when they cross jurisdictional lines and may not have the same status in the eyes of the federal government as they do in their home states. The laws are constantly evolving” (McCarthy, 2012). A Maryland court ruled in May 2012, however, that the couple could proceed with their divorce—though, ironically, same-sex couples were denied the right to marry in Maryland until 2013. Cases like these present a conundrum in a country where states may make their own laws governing the prohibition or recognition of unions the federal government has not legally recognized. While Maryland had no law in place expressly banning the recognition of same-sex marriages performed in other states, it also had no law allowing such recognition. Is the manifest function of divorce law to permit a couple to legally end a union that is no longer viable, or is it to act as a symbol of a state’s position on marriage and family? How can a conflict between these two functions of divorce law be resolved?

Figure 11.5 Same-Sex Marriage Laws as of October, 2014