As you have observed, each member of Mayor Keller’s task force views the need for change from his or her role in the community and specialization perspective. Whether their issues stem from a lack of teaching staff and resources to training for employees, task force members are committed to addressing the learning and development needs of Grand City’s children, students, and citizens. With such myriad needs, how should the mayor’s task force prioritize these issues to enact both educational and community change? For this Discussion, you will evaluate programs within your specialization to determine target areas of improvement for educational and social change in Grand City. To prepare: Review all Learning Resources for this module. Think about the meaning of educational change, the impact of data collection on change initiatives, and the impact of positive social and educational change on all individuals in a community. Review the Grand City data and media for this module as well as your analysis of the data from the Module 1 Discussion 1. Consider what programs are most critical in supporting Grand City’s children and students, including both those in early childhood programs and K–12 schools. Think about how data supports the need for change initiatives. How might a successful change in those programs impact the community as a whole? Hargreaves and Fullan (2013) note the difference between business capital and professional capital. Reflect on the concept of capital, your investment in your own education, and the benefits you anticipate in your career and in the lives of the children you reach. Review Walden University’s mission and vision for social change. Imagine you are on the Grand City task force representing your specialization, and consider the areas needing improvement or change. How might you propose the task force address those areas? What impact might such changes have on social change in the Grand City community? A response that explains: At least three target areas that are in need of improvement or change in your specialization A rationale for each area supported with specific data from Grand City How and why targeting these areas would be most effective in supporting positive change within both your specialization and the Grand City community For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations. Learning Resources Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press. Chapter 1, “A Brief History of Educational Change” (pp. 3–17) Chapter 2, “The Meaning of Educational Change” (pp. 18–38) Gonzalez-Sancho, C., & Vincent-Lancrin, S. (2016). Transforming education by using a new generation of information systems. Policy Futures in Education, 14(6), 1-18. doi: 10.1177/1478210316649287 Mandinach, E. B., Parton, B., Gummer, E.S., & Anderson, R. (2015). Ethical and appropriate data use requires data literacy. Phi Delta Kappan, 96(5), 25-27. doi: 10.1177/0031721715569465 Hargreaves, A., & Fullan, M. (2013). The power of professional capital. Learning Forward, 34(3), 36–39. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2013/08/JSD-Power-of-Professional-Capital.pdf Walden University. (2017b). Who we are. Retrieved from https://www.waldenu.edu/about/who-we-are Review this site for information on Walden University’s mission and vision and its focus on social change. Walden University (n.d.). APA course paper template (APA 7th ed.). Retrieved February 2, 2016, from http://academicguides.waldenu.edu/writingcenter/templates/general Required Media Grand City Community Walden University has created a simulated community known as Grand City. This community is being used in various other courses, as well as this one. The community consists of several locations that will be useful in completing some of the assignments in this course. When you use a resource within the Grand City community in this course, instructions will be provided pertaining to which location and resource you are to view. The community may be viewed at the link provided in the citation. Go to the Grand City Community and click into City Hall to view the following for this module: Laureate Education (Producer). (2017a). Grand City opening task force meeting [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2016b). Grand City education and demographic data files [PDF]. Baltimore, MD: Author. Optional Resources Meyer-Looze, C. L. (2015). Creating a cycle of continuous improvement through instructional rounds. International Journal of Educational Leadership Preparation, 10(1), 29–45. Roberts-Holmes, G., & Bradbury, A. (2016). The datafication of early years education and its impact upon pedagogy. Improving Schools, 1–10. doi:10.1177/1365480216651519

In lecture I contrasted two kinds of "studies on evil" -- the studies of science / philosophy; and the studies of art (the film Dangerous Liaisons).I suggested that art brings us face to face with a feelingfulness of evil -- in this case, evil as the byproduct of sexual eros and power -- a feelingfullness that a science or philosophy of evil is not equipped to communicate. In your opinion, in what ways might Laclos' artistic "study of evil" (as depicted in the film) contribute to all non-artistic studies on evil in the world. IIn other words, in what ways might the experience of an artwork on evil contribute to the current scientific or philosophical understandings of evil coming from, say, the disciplines of sociology or psychology or anthrolpology or the natural sciences as they might come to us in our own day? This is an "opinion question." I don't seek for a "right" answer but rather only your opinion. Do please aim to use exmples from the film, examples that exmplify what "in your opinio" art can contribute and enrich our shared cultural understanding of evil in the world.One of the major philosophical investigations in eighteenth-century France, and which sits behind Laclos' novel (turned into a film) Dangerous Liaisons, was precisely the major philosophical investigation of our entire course: a study in evil...What the philosophes (French philosophers) of the age came to discover was that they could not come to intelligent conclusions about their "study of evil" without at once giving attention to certain overarching political and social domains, domains which, in the account of the philosophes, precondition evil. In order to understand the nature of these philosophers' investigations (and by association, the limitations that we will find in the conclusions they come to), we need to give attention to those zones of seeing which because they are scientific in nature, potentially constrict seeing.Specifically, let's look at the word "study" itself -- it came into existence in eighteenth-century France to communicate a branch of scientifico-philosophical inquiry, very much akin to our word "observation," or an "observational process" germane to the process of thoroughgoing scholarly philosophical or scientific investigation.In other words, to embrace the enterprise of a so-called "study" or to embrace the enterprise of a so-called "observation" is to embrace with streamlined specificity a very very specific species of "optic" -- a very specific way (which definitively excludes other ways/ optics) of seeing and understanding the phenomena of the world, in this case, the phenomena of "evil." More to the main point of this lecture: what the "studies" or the "observations" of the eighteenth-century philosophes (French scientists) exclude in their choice to embrace the optic of a "study" to understand evil is the optic of literature and also religion. In any case, what the philosophes came to discover was that evil can often become normative, universal on a societal level: it can exist in the lives of individuals as a byproduct of certain widespread politico-social configurations among certain classes of people. The artist's contribution to the "studies" of the philosophes -- the contribution of someone like the novelist Laclos -- is oceanic, is special, is an indispensable contribution to the studies on evil coming out of the human sciences and philosophy.Why?Because the artist re-creates by aesthetic (artistic, imaginative) means, the overarching dynamics of society at large: the artist, in other words, clothes abstract philosophical thought -- in this case, philosophical thought on the "study of evil" -- with the feelingfulness of everyday life as it is lived (existentially) on the ground between you and me.The artist's optic compliments the optic of the philosophes precisely where the optic -- the "study" -- of the philosophes reveals limits, constrictions, reductivities of seeing and knowing and feeling one's way into a study of evil. Or we might say: while philosophies or scientific studies on the study of evil are essentially "mental" (abstract), by contrast literary-aesthetic representations of such studies (like Laklos' representation) quite simply imbue with feelingfulness the ideas from philosophy or the human sciences that might otherwise remain merely mental, theoretical, arms-length, lacking in feelingfulness. So therefore in Laclos' work, certain prevailing and widespread social dynamics -- and indeed we speak of eighteenth-century dynamics that pivot on the dynamics of sexual erotics and power -- give rise to the same sort of social dynamics of sexual erotics and power among certain individuals belonging to certain classes; and these dynamics in turn, according to Laclos' artistic re-creation of them, give rise to what we, following Laclos, may here conventionally comprehend as "evil." With Dangerous Liaisons, Laclos -- through the theme of a dynamism of "sexual eros and power" that terminates finally in a reality of "evil" -- essentially communicates humankind's fundamental alienation from its own best-humanity, and the result of Laclos aesthetic representation is a feeling for the growing destructiveness (Thanatos) of humanity. What might be capable of healing the evil, the "destructiveness" rooted in a dynamism of "eros and power" of Laclos imaginary depiction?The answer can only be a "constructiveness" rooted in an eros (a form of love) that can be felt and understood as "a total lack of power," also known as the experience of nakedness and vulnerability that, in one formulation by C.S. Lewis, stands in direct contrast to the form or power-driven eros represented in Laclos' novel (turned into a film).Lewis with the following quote depicts a form of eros (constructive Love) that stands in direction opposition to the eros (destructive Love) represented in the film Dangerous Liaisons -- “To love at all is to be vulnerable. Love anything and your heart will be wrung and possibly broken. If you want to make sure of keeping it intact you must give it to no one, not even an animal. Wrap it carefully round with hobbies and little luxuries; avoid all entanglements. Lock it up safe in the casket or coffin of your selfishness. But in that casket, safe, dark, motionless, airless, it will change. It will not be broken; it will become unbreakable, impenetrable, irredeemable. To love is to be vulnerable.”― C.S. Lewis, The Four LovesLearning Goals: 1. To comprehend two opposed form of eros: 1. a sexual eros in connection with a lust for power and which ends in that species of evil depicted in Laclos' imaginative "study of evil" in Dangerous Liaisons; versus 2. romantic eros in connection with a readiness to relinquish power in the direction of shared vulnerability and the possibility having one's heart broken (as imaged in the quote from Lewis above). 2. To comprehend the difference between two different forms of the "study of evil": 1. the scientifico-philosophical study of evil that would have come out the "studies" of the eighteenth-century philosophes; versus 2. the imaginative study of evil which Laclos' study of evil imaginatively represents. We will acknowledge that each form of "study" does contradict each; but rather each compliments each in such a way that each remains somehow incomplete without each. Or in other words, artistic studies need scientifico-philosophical studies, and in turn, scientifico-philosophical studies need artistic ones for each to thrive in the direction of reliable depictions on the "study of evil." Study Materials: 1. Film: Dangerous Liaisons (1988, directed by Stephen Frears)

Access the “Intake Interview Analysis Worksheet.”While APA style is not required for the body of this assessment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a scoring guide. Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.Turn in this assignment by the end of Topic 6