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Assessment task: Leadership development is essential in today's contemporary workplace and beyond Reasearch and report on current trends in Leadership Development. Select one trend and discuss in depth the importance of this trend for the future or leader make recommendations for how this particular trend could be developed in the leaders. Making Criteria Demonstrates an understanding of current trends in leadership development (4 marks) Demonstrates an understanding of selected trend in leadership development (4 marks) Recommendations are contemporary , realistic and align with theory (2 marks) Quality of Research (2.5 marks) Report Format, Spelling, Grammar, punctuation (2.5 marks) Referencing Style: Harvard (author-dates) Learning outcomes Assessed: 1- Demonstrate an understanding of basic concept, principles and theories of managment. 2- explain the four basic management functions of planning, organising, leading and controling. 3-Discuss how external environmental factors can impact on managerial and organisational 4- Identify and explain contemporary management challenges. 2500-3000 word report .

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Assessment 2 Assessment Type: individual assessment 2000 – 2500 word report, not includes a cover page, table of contents, reference, appendix How many pages? – 5-7 pages (if 400 words in per page) Purpose of Assessment 2 This assessment is designed to allow students to continue to develop their research and analytical skills, applying the subject theory relating to organisational processes and technologies, to explain how and why real world organisations are managed, and how they respond to changes in the environment. (this purpose is in the point of lecturer, so it should not be your purpose of report, but information in red colour is related to the purpose of your report) Assessment 2 Submission: Upload a soft copy – Word .doc or .docx to Moodle and Turnitin ( Do not use Apple Mac file , Image file type – if your files can’t be open, a mark can’t be given) Topic: Strategic Development within an organisation . Lendlease Group http://www.lendlease.com/site%20settings/splashpage.aspx Task Details Briefly trace the development and growth of the organisation from its beginnings to the present through the application of corporate strategies – what types of strategies have these been? There have been many criticisms of the business practices that company has pursued over the years. Describe TWO of these practices and outline the outcomes. Perform an environmental analysis for the involvement of the organisation in the context of the industry(ies) it operates in – what are the main opportunities & threats? Describe the organisational culture or leadership style within the organisation. TASK 1 – see week 5 topic Briefly trace the development and growth of the organisation from its beginnings to the present through the application of corporate strategies – what types of strategies have these been? Key Point Strategies applied by Lendlease Group from beginning to present TASK 1 –see week 5 lesson Focus on the strategies have used by the company, not the history of company. Research area Strategies used in the past Current strategies (e.g. Strategic road map, value, vision, mission) E.g.) Type of Growth Strategies applied, how the strategies applied Task 2 – see week 3 lesson There have been many criticisms of the business practices that company has pursued in recent years. Describe TWO of these controversies and outline the outcomes. Key words - lendlease controversy E.g. Conflict with other stake holders, such as employees, customers, suppliers, governments, communities etc,. Task 3 – see week 2 & 5 topics Perform an environmental analysis for the involvement of the organisation in the context of the industry(ies) it operates in – what are the main opportunities & threats? Key Points General Environments – PESTLN Specific Environments – Customers, Partners, Industry, Unions, Competitors, suppliers, etc,. SWOT Task 3 –see week 2 lesson General Environments Political Econ.

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Writing Assignment 2- Instruction Sheet Pride Envy Anger Greed Lust Gluttony Sloth Vices are traits of character that make life go badly for people. Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why. Possible information to include in your essay: o What is __________ (envy, greed, etc.)? o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself? o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives? · Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse. · Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.). Step 1- Write your thesis statement and have it approved Step 2- Write your topic sentences and have them approved Step 3- Type or write a complete outline of your essay (example given in class—document on D2L) Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay. Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB). write a review of an evaluation book (6 cases) . (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)? Please write a one-page report and make a presentation to the class · my EX is (Businesses Evaluate / Fraud Risks Assessment) Caterpillar won the overall Corporate University Best .

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BBA 3651, Leadership 1 Course Description Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high- performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational change. Course Material(s) No physical textbook is required; resources are integrated within the course. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Analyze the significance of the concept of leadership and the different leadership styles. 2. Distinguish between the importance of vision, the motive to lead, and organizational climate. 3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective followership. 4. Illustrate the role of ethics and values in guiding organizational behavior. 5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for leading multicultural teams. 6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate oriented to meet business goals. 7. Analyze methods used to appropriately manage groups and teams. 8. Evaluate different aspects of organizational change. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from outside resources. 5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3651, Leadership Course Syllabus BBA 3651, Leadership 2 8. Unit Assignm ...

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Leader Profile Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective. Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you. Choose one leader you consider to be effective. Write a paper addressing the following: Explain how this leader has influenced you and why you think he/she is effective. Analyze what characteristics or qualities this person possesses that affected you most. Create a leadership scorecard to assess this leader. You decide what scores to include (e.g., scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel most important (e.g., visioning, empowering, strategy development and communication). Critique this individual’s skills against what you have learned about leadership so far in this course. How well do they meet the practices covered in your required readings? How well have they adapted to the challenges facing leaders today? If you could recommend changes to their leadership approach, philosophy, and style, what would you suggest? Why? Using the module readings, the Internet including general organizational sources like the Wall Street Journal , BusinessWeek , or Harvard Business Review , build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources like blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile. Write a 5–7-page paper in Word format. Apply APA standards to citation of sources. Assignment 2 Grading Criteria Maximum Points Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities. 12 Analyzed the characteristics or qualities the leader possesses that has affected you most. 12 Created a leadership scorecard to assess the leader including visioning, empowering, strategy development and communication. 28 Critiqued the leader’s individual skills against your required readings. 20 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 8 .

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Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx

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Ashford 5: - Week 4 - Assignment Culturally Relevant Inspiration A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a web-based presentation or website that you can use in the future to support your teaching efforts. The goal is to showcase several model schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for model schools or programs. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your website or web-based presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice. A listing of good free tools you might choose to use as you develop a website is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as animoto, knovio, prezi, or present.me. Use your creativity and try something new! Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. Content Expectations Website or Web-based Presentation Content (8 points): Create a Website or Web-based Presentation that includes each of the following items: A separate page/slide for the three schools. Each page needs: A link to the school or program The location and general demographic information about the students A summary of why the school or program is innovative and/or unique A list of the 21st century skills supported by the school or program A description of how the learning experiences reflect culturally relevant pedagogy A description of how the school and/or program promotes creativity in the classroom for both teachers and students Website or Web-based Presentation Appearance (1.25 points): The Website or Web-based Presentation is well organized, formatted with high-contrast colors, and includes a logical navigational structure among pages and embedded or linked videos or ph.

Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

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Ashford phi 208 : - Week 4 - Quiz Question 1. 1. Aristotle describes each virtue as: (Points : 1) a maximum. a minimum a relative mean. an absolute mean. Question 2. 2. Hill claims that a fruitful way to think about the badness of destroying the environment is: (Points : 1) To think about what kind of human would choose to destroy the earth. To appeal to theories about God and care for the earth. To examine people’s intuitions about whether it is right to harm the environment. To examine the rights that belong to the environment and act on the basis of those rights. Question 3. 3. In Aristotle’s view, the virtues are: (Points : 1) acquired through habit. acquired through philosophical reflection. a gift from the gods. something we are either born with or not. Question 4. 4. Which of the following would be an idea shared both by the teacher (Kevin Kline) from the clip of The Emperor’s Club, and by either MacIntyre or Aristotle (or both)? (Points : 1) If you act dishonestly, you are bound to eventually get caught, and that is why you should always be honest. If one exercises the virtues like honesty, one is bound to achieve greater wealth, success, and honor. Cheating might lead to external success, but at the cost of internal failure. Watch what you say because you never know who might be listening . Question 5. 5. According to Thomas Hill’s account of environmental ethics, a person might show a lack of virtue when they: (Points : 1) fail to realize that human needs and interests are worthless and unimportant. fail find any aesthetic value in nature. fail to recognize the rights of nonsentient beings. All of the above. Question 6. 6. Hill refers to the ability to understand oneself, to face oneself, and to be honest about the kind of creature one is by this term: (Points : 1) Self-love Humility Self-acceptance Relational harmony Question 7. 7. Robinson agrees with Aquinas’ idea that @The answer can be found on p. 265 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Honor is a subjective quality Honor is secondary to integrity Honor must be displayed in action Honor is secondary to magnanimity None of the above Question 8. 8. According to Aristotle, happiness is: (Points : 1) a contented state of mind. as much pleasure and as little pain as possible. feeling good about oneself. a life that is lived well. Question 9. 9. Aristotle conceives of a virtue as: (Points : 1) a rule that tells you what the right action is. a state of character that enables practically wise choices. a positive self-image. a way to gain as much pleasure as possible. Question 10. 10. Most definitions of honor regard it as having the following two elements: @The answer can be found on p 259 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Internal and external Subjective and personal Constructive and deductive Military and civilian None of the abov.

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

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Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. The summari.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

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Ashford 6: - Week 5 - Final Paper Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.

Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx

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Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

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