I have 29 assignments left and I have done 19. It's not that hard!!   

In a 1-page essay, provide an analysis that identifies fallacious reasoning in the story and explain why.THE DANGER OF LYING IN BEDThe man in the ticket-office said:"Have an accident insurance ticket, also?""No," I said, after studying the matter over a little. "No, I believe not; I am going to be traveling by rail all day today. However, tomorrow I don't travel. Give me one for tomorrow."The man looked puzzled. He said:"But it is for accident insurance, and if you are going to travel by rail--""If I am going to travel by rail I sha'n't need it. Lying at home in bed is the thing _I_ am afraid of."I had been looking into this matter. Last year I traveled twenty thousand miles, almost entirely by rail; the year before, I traveled over twenty-five thousand miles, half by sea and half by rail; and the year before that I traveled in the neighborhood of ten thousand miles, exclusively by rail. I suppose if I put in allthe little odd journeys here and there, I may say I have traveled sixty thousand miles during the three years I have mentioned. AND NEVER AN ACCIDENT.For a good while I said to myself every morning: "Now I have escaped thus far, and so the chances are just that much increased that I shall catch it this time. I will be shrewd, and buy an accident ticket." And to a dead moral certainty I drew a blank, and went to bed that night without a joint started or a bone splintered. I got tired of that sort of daily bother, and fell to buying accident tickets that were good for a month. I said to myself, "A man CAN'T buy thirty blanks in one bundle."But I was mistaken. There was never a prize in the the lot.I could read of railway accidents every day--the newspaper atmosphere was foggy with them; but somehow they never came my way. I found I had spent a good deal of money in the accident business, and had nothing to show for it. My suspicions were aroused, and I began to hunt around for somebody that had won in this lottery. I found plenty of people who had invested, but not an individual that had ever had an accident or made a cent. I stopped buying accident tickets and went to ciphering. The result was astounding. THE PERIL LAY NOT IN TRAVELING, BUT IN STAYING AT HOME.I hunted up statistics, and was amazed to find that after all the glaring newspaper headlines concerning railroad disasters, less than THREE HUNDRED people had really lost their lives by those disasters in the preceding twelve months. The Erie road was set down as the most murderous in the list. It had killed forty-six --or twenty-six, I do not exactly remember which, but I know the number was double that of any other road. But the fact straightway suggested itself that the Erie was an immensely long road, and did more business than any other line in the country; so the double number of killed ceased to be matter for surprise.By further figuring, it appeared that between New York and Rochester the Erie ran eight passenger-trains each way every day--16 altogether; and carried a daily average of 6,000 persons. That is about a million in six months--the population of New York City. Well, the Erie kills from 13 to 23 persons of ITS million in six months; and in the same time 13,000 of New York's million die in their beds! My flesh crept, my hair stood on end. "This is appalling!" I said. "The danger isn't in traveling by rail, but in trusting to those deadly beds.I will never sleep in a bed again."I had figured on considerably less than one-half the length of the Erie road. It was plain that the entire road must transport at least eleven or twelve thousand people every day. There are many short roads running out of Boston that do fully half as much; a great many such roads. There are many roads scattered about the Union that do a prodigious passenger business. Therefore it was fair to presume that an average of 2,500 passengers a day for each road in the country would be almost correct. There are 846 railwaylines in our country, and 846 times 2,500 are 2,115,000. So the railways of America move more than two millions of people every day; six hundred and fifty millions of people a year, without counting the Sundays. They do that, too--there is no question about it; though where they get the raw material is clear beyond the jurisdiction of my arithmetic; for I have hunted the census through and through, and I find that there are not that many people in the United States, by a matter of six hundred and ten millions at the very least. They must use some of the same people over again, likely.San Francisco is one-eighth as populous as New York; there are 60 deaths a week in the former and 500 a week in the latter--if they have luck. That is 3,120 deaths a year in San Francisco, and eight times as many in New York--say about 25,000 or 26,000. The health of the two places is the same. So we will let it stand as a fair presumption that this will hold good all over the country, and that consequently 25,000 out of every million of people we have must die every year. That amounts to one-fortieth of our total population. One million of us, then, die annually. Out of this million tenor twelve thousand are stabbed, shot, drowned, hanged, poisoned, or meet a similarly violent death in some other popular way, such as perishing by kerosene-lamp and hoop-skirt conflagrations, getting buried in coal-mines, falling off house-tops, breaking through church, or lecture-room floors, taking patent medicines, or committing suicide in other forms. The Erie railroad kills 23 to 46; the other 845 railroads kill an average of one-third of a man each;and the rest of that million, amounting in the aggregate to that appalling figure of 987,631 corpses, die naturally in their beds!You will excuse me from taking any more chances on those beds. The railroads are good enough for me.And my advice to all people is, Don't stay at home any more than you can help; but when you have GOT to stay at home a while, buy a package of those insurance tickets and sit up nights. You cannot be too cautious.[One can see now why I answered that ticket-agent in the manner recorded at the top of this sketch.]The moral of this composition is, that thoughtless people grumble more than is fair about railroad management in the United States. When we consider that every day and night of the year full fourteen thousand railway-trains of various kinds, freighted with lifeand armed with death, go thundering over the land, the marvel is, NOT that they kill three hundred human beings in a twelvemonth, but that they do not kill three hundred times three hundred!

  This is what I have written already! Observational Learning Amanda June Lewis Professor Heather Lippard Argosy University Online     Abstract   In this paper will discuss the negative and positive of those students who have disabilities. Should these students be mainstreamed into the regular classes or should they be kept united in their own classrooms. The age old question should those that are behaviorally challenged and children that have disabilities be put with those in a regular classroom? Would students with learning disabilities be put with those with behavioral issues? I have been working with this subject for over thirty years and will share the pros and cons of inclusion and segregation of these children and issues they face in the classrooms of our schools. Do these classes actually increase or decrease the issues that are challenging the children. We will also take a look at how observational learning effects these children.   There are many things to be said on the subject of handicapped children and young adults and the environment in which they are associated. Being a mother of a Down’s child that was extremely malnourished when we got him and being told that he would be a vegetable his whole life. I knew better, he needed stimulation and encouragement to make a difference in his life. Just as my niece that was left deaf after having spinal meningitis. First of all we understood that our children would have difficulties but we also never treated them as if they were handicapped, they just had to learn in a different way. This is where observational learning was a large component of their learning. They learned to do anything anyone else can do, maybe not as good or perhaps better in some instants. They never knew they were different. My niece saw a little boy in a wheelchair at Wal-Mart one day and said, “Aw look Mama, that little boy is handicapped, I will pray that he will be normal like me” (Jenny Rae Lee).  I think that said it all. Another time my son and I were at Wal-Mart there was this little boy that was handicapped and he wanted to pray for him to be like him. He looked at me and said “Mama he will be okay, alright Mama” (Marcus) and he was very matter of fact. “I prayed for him, he will be okay.” (Marcus). Our children, what most consider normal, were raise to respect them and to listen even though they are handicapped they are their elders. My grandchildren call him Uncle Markie and he loves them with all his heart. He calls them “his kids.” These observational lessons were taught to our children from babies up as inclusion was taking place. When they went to school it was another story however.   In school they isolate all kinds of behaviors and disabilities in a class referred to as “Special Education” class. All behaviors and disabilities are in one classroom. Those that were extremely dysfunctional and those that were not. It is difficult for those that were not to achieve advancement. The aides are working constantly with those that cannot do for themselves, which is good. However, I must ask what happens to those that are able to learn through observation when the aides are too busy to accomplish the goals for those to observe? So those that learn from observational learning are somewhat hindered and even going backwards at times, due to the lack of what they are observing. Example: A child needs to observe an aide or teacher counting blocks or showing colors. The aide/teacher was busy taking a child in and out of the room for the rest room cleaning them up. This leaves the child to fin for themselves in the classroom. They are learning by what they are observing and that is not good. My experience is that Special Education rooms contain babysitters and not much more in my over thirty years of dealing with these services. They are so busy trying to keep up with the children that they cannot show good behaviors or actually teach the children. Every time I would go to the school (pop in) my son would be sitting watching a movie or listening to a cassette tape which he could be doing at home. My sister had the same problem with Jenny at the deaf school, not being taught, just baby sat. We could have done that ourselves at home. They are the professionals and we expected teaching to be taking place as it has been proven that children with disabilities can learn.   In our book, Learning and Behavior, it states; [Baer, Peterson, and Sherman (1967) reinforced several children who were profoundly retarded for imitating a variety of behaviors performed by the teacher (standing up, nodding yes, opening a door). After establishing imitative responses (which required several sessions), the teacher occasionally performed various new behaviors, and the children would also imitate these behaviors although they were never reinforced for doing so.] (Mazur J. E., 2006).This is proof that these children with a little initiative of the teacher can learn new things. Inclusion has been debated for many years as the term generally represents “full inclusions.” This is where the disabled children are taught in a normal class setting for the day and are allowed to be a part of the classroom development. Their classes in “art, library, physical education and allotments such as lunch, playground activities and assemblies,” (Seehorn, n.d.) meaning the students are all treated the same. Through mainstreaming    Mazur, 2006.  Learning and Behavior (6th ed). Pearson Learning Solutions.   Retrieved from http://digitalbookshelf.argosy.edu/books/0558220231/id/ch12lev2This is the assignment. We are graded on the rubic at the bottom with the points for each attached! Do you know how many hours you might need? Thanks.Assignment 2: Inclusion versus Segregation One of the top issues in special education is the ongoing debate of “inclusion versus segregation.” The idea of inclusion in education is that all students, no matter what disability they may have, should learn together in the same environment. Fully inclusive schools do not differentiate between special education courses and general education courses, but rather include students with learning, emotional, behavioral, or physical disabilities in classes with all of the other students. The idea of segregation in education suggests that there are benefits to providing classes separate from general education classes that meet the needs of students with special needs. For some students, this may be for just one or two subjects, while for other students, this encompasses all of their courses. In this assignment, you will consider those students who suffer from behavioral disorders or social skill deficits. Using the module readings, the Argosy University online library resources, and the Internet, research observational learning. Then, address the following: Based on your learning about observational learning in this module, what are the benefits that these students could gain through their inclusion into a regular classroom?How could the principles of observational learning help to improve the classroom behavior of students with behavioral disorders or social skill deficits?What are some of the classroom disadvantages for employing inclusion for other typically developing students?Do you support the move toward inclusion? Why or why not?Write a 4–5-page paper in Word format. Apply APA standards to citation of sources. Be sure to include a title page and a reference page. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc. By Wednesday, October 30, 2013, deliver your assignment to the M4: Assignment 2 Dropbox. Assignment 2 Grading Criteria Maximum Points Identified benefits to be gained from inclusion of students with behavioral disorders and described ways in which principles of observational learning could improve classroom behavior of such students. 32 Identified classroom disadvantages for employing observational learning principles for typically developing students. 24 Provided reasons for or against the move towards inclusion. 24 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20 Total: 100