Chief of Police will write a 4-6 page reflective analysis paper .docx
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Chief of Police will write a 4-6 page reflective analysis paper about the leadership legacy they hope to create during their career. Chief of Police will begin their paper by explaining who they are and what they stand for as a leader.( Treating the public fairly and the police woven in the community) Students will then select five learning objectives they feel are most important to their leadership legacy. They will include enough discussion of the learning objective so it’s obvious to the reader the student is confident in their knowledge about the learning objective topic. For each learning objective selected, students need to explain why it’s important to their leadership, supporting their thoughts with information from class discussions, course textbooks, class readings. Reading: Emotional Intelligence 2.0 by Travis Bradberry/ Strength Based Leadership by Gallup/ and ALeaders Legacy by Posner) 5, Leaning objectives 1. Determine the difference between leadership and management. 2. Discuss vision, mission and values and their inherent importance to a leadership role. 3. Examine ways to enhance personal emotional intelligence gifts and deficiencies. 4. Recognize the value of feedback to leadership development. 5 Explore practices for motivating, building trust and creating positive work environments. From the five learning objectives selected the student will identify one of the objectives that they feel will be most challenging for them to incorporate into their leadership legacy. This paper will be due to the instructor no later than one week after the course is completed. 1. Determine the difference between leadership and management. Identify personal leadership strengths .
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Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docx
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
Write a 4–6-page analysis of a leader you either interviewed persona.docx
Write a 4–6-page analysis of a leader you either interviewed personally or researched thoroughly. In your analysis, address specific ways the leader demonstrates effective leadership.Effective leaders realize that employees should be recognized for a job well done. While some people prefer public praise and others prefer personal recognition, most employees want to be recognized in some way. Kouzes and Posner (2017) state that effective leaders begin their leadership development by first learning to lead themselves. Effective leadership begins from within and expands outward to affect others. This development cascades into effective leadership.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate the purpose and relevance of leadership.
Analyze how a leader reflects the definition of leadership.
Evaluate leadership style, characteristics, or themes in relation to the purpose and relevance of effective leadership.
Competency 2: Evaluate how leadership strengths apply in the workplace and within the community.
Analyze how a leader models leadership.
Analyze how a leader inspires a shared vision.
Analyze how a leader looks for new opportunities that may require experimentation or taking risks.
Analyze how a leader empowers and recognizes the contributions of others.
Reference
Kouzes, J. M., & Posner, B. Z. (2017).
The leadership challenge: How to make extraordinary things happen in organizations
(6th ed.). Hoboken, NJ: Wiley.
Assessment Example
Assessment 5 Example
.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
BUS-FP3012 – Fundamentals of Leadership
Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
For a list of key leaders you might consider for Option B of your assessment, see the
Option B Leaders List [DOC]
.
Bookstore Resources
These resources are available from the
Capella University Bookstore
.
Kouzes, J. M., & Posner, B. Z. (2017).
The leadership challenge: How to make extraordinary things happen in organizations
(6th ed.). Hoboken, NJ: Wiley.
Chapter 13, "Leadership Is Everyone's Business."
Preparation
Throughout your career, you could undoubtedly benefit from analyzing leadership and management characteristics of other leaders and managers you consider effective and successful. This assessment provides an opportunity and framework to do that in the context of effective leadership.
To complete this assessment, you have two options. You may choose to base your assessment on a leader you know personally or on a lead.
MSL 6000, Psychological Foundations of Leadership 1 .docx
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.
4. Evaluate various leadership models.
4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Essay
1.2
Unit Lesson
Chapter 1
Unit I Essay
4.1
Unit Lesson
Chapter 3
Unit I Essay
4.2
Unit Lesson
Chapter 3
Unit I Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.
Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24
Chapter 3: Contingency Approaches to Leadership, pp. 65–88
UNIT I STUDY GUIDE
Leadership Approaches and Models
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).
This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.
Let’s get started, as your next step in becoming a leader awaits.
When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ persona ...
MSL 6000, Psychological Foundations of Leadership 1 .docx
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.
4. Evaluate various leadership models.
4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Essay
1.2
Unit Lesson
Chapter 1
Unit I Essay
4.1
Unit Lesson
Chapter 3
Unit I Essay
4.2
Unit Lesson
Chapter 3
Unit I Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.
Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24
Chapter 3: Contingency Approaches to Leadership, pp. 65–88
UNIT I STUDY GUIDE
Leadership Approaches and Models
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).
This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.
Let’s get started, as your next step in becoming a leader awaits.
When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ persona.
Write a 4–6-page analysis of a leader you either interviewed persona
Write a 4–6-page analysis of a leader you either interviewed personally or researched thoroughly. In your analysis, address specific ways the leader demonstrates effective leadership.
Effective leaders realize that employees should be recognized for a job well done. While some people prefer public praise and others prefer personal recognition, most employees want to be recognized in some way. Kouzes and Posner (2017) state that effective leaders begin their leadership development by first learning to lead themselves. Effective leadership begins from within and expands outward to affect others. This development cascades into effective leadership.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate the purpose and relevance of leadership.
Analyze how a leader reflects the definition of leadership.
Evaluate leadership style, characteristics, or themes in relation to the purpose and relevance of effective leadership.
Competency 2: Evaluate how leadership strengths apply in the workplace and within the community.
Analyze how a leader models leadership.
Analyze how a leader inspires a shared vision.
Analyze how a leader looks for new opportunities that may require experimentation or taking risks.
Analyze how a leader empowers and recognizes the contributions of others.
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
How does having or not having a shared vision affect your work? What strategies have you seen used that inspire a shared vision?
How do the leaders you know recognize and acknowledge exceptional work?
Preparation
Throughout your career, you could undoubtedly benefit from analyzing leadership and management characteristics of other leaders and managers you consider effective and successful. This assessment provides an opportunity and framework to do that in the context of effective leadership.
To complete this assessment, you have two options. You may choose to base your assessment on a leader you know personally or on a leader who is well-known. Be sure to read the complete instructions for both options carefully before making a decision.
Instructions
Option A: Interview a Leader You Know Personally
Identify someone you know who is currently serving in a leadership capacity at an organization. You may choose a leader affiliated with your employer, a community leader, a political or church leader, or anyone whose leadership skil ...
1 Course Learning Outcomes for Unit I Upon completion
1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Apply the four foundations of leadership to a scenario.
1.2 Determine leadership traits that aid in empowerment.
1.3 Summarize how emotional intelligence contributes to leadership effectiveness.
Course/Unit
Learning Outcomes
Learning Activity
1.1, 1.3
Unit Lesson
Chapter 2
Unit I Case Study
1.2
Unit Lesson
Chapter 2
Chapter 7
Unit I Case Study
Required Unit Resources
Chapter 2: Traits, Motives, and Characteristics of Leaders
Chapter 7: Power, Politics, and Leadership
Unit Lesson
The Four Psychological Foundations of Leadership
Welcome to Unit I! As we begin our journey to explore the psychological foundations of leadership, it is
critically essential for us first to define the four foundations of leadership. They are social, cognitive,
organizational, and industrial. While there are many types of leaders with diverse styles that follow and align
with different models, these four foundational elements remain as critical measures for not only assessing
capability, but also identifying traits and characteristics essential for leadership success.
First, we will examine the social foundation of leadership, and we will explore how and why the ability to
interact positively and form enduring relationships is mandatory for success. Second, we will investigate the
cognitive foundation of leadership that encompasses the ability to receive, process, and store information and
use it to execute decision-making. Third, the organizational foundation will be discussed, where we will gain a
better understanding of how the setting and business structure can and will influence leadership efficacy.
Finally, the industrial foundation provides a basis for examining how key competencies are critical for
leadership success, according to needs related to the well-being and performance of employees.
UNIT I STUDY GUIDE
The Psychological Foundations
of Leadership
2
UNIT x STUDY GUIDE
Title
The Social Foundation
The social foundation of leadership is a critical element, where the abilities to interact, foster, and build long-
term beneficial relationships are critical. As a key component, soft skills via the ability to speak with clarity and
listen effectively contribute to the effectiveness of the leader. As Kouzes and Posner (2017) posit, leaders
must encourage the heart, which further requires the ability to develop and enhance skills of socialization,
where trust emerges and remains. Within this effort, relationships are formed and developed that build loyalty
not only to the leader but also to the organization. Further, the social foundation promotes the cultivation of
harmony, as trust acts as a layer of security. Visible and observable leaders reside at the helm of the
organization but maintain approachability to consistently secure and ...
2.2 Discussion What Is LeadershipGetting StartedR.docx
This document provides instructions and background information for an assignment on ethics and values in leadership. It discusses how leaders face ethical dilemmas that require balancing competing priorities and values. Students are asked to read about ethical reasoning and creating an ethical organizational culture from their textbook. They are also instructed to read two articles on virtuous leadership and business. The assignment requires students to describe a personal ethical dilemma, discuss how an ethical culture can influence such dilemmas, and cite the provided sources in a 400-500 word paper.
5-1Essentials of Organizational Behavior 13eStephen P. R.docx
5-1
Essentials of
Organizational Behavior
13e
Stephen P. Robbins & Timothy A. Judge
Chapter 5
Personality and Values
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
1
Chapter 12
Leadership
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
2
After studying this chapter you should be able to:
Contrast leadership and management.
Summarize the conclusions of trait theories of leadership.
Identify the central tenets and main limitations of behavioral theories.
Assess contingency theories of leadership by their level of support.
Compare charismatic and transformational leadership.
Describe the roles of ethics and trust in authentic leadership.
Demonstrate the role mentoring plays in our understanding of leadership.
Address challenges to the effectiveness of leadership.
Describe how organizations can find or create effective leaders.
12-3
Copyright ©2016 Pearson Education, Inc.
3
What Is Leadership?
Leadership: The ability to influence a group toward the achievement of a vision or a set of goals
Formal or non-sanctioned
Not all leaders are managers
Not all managers are leaders
Successful organizations have strong leadership and strong management
Leaders inspire and create vision
Managers create plans and oversee day-to-day operations
12-4
Copyright ©2016 Pearson Education, Inc.
Leadership is the ability to influence a group toward the achievement of goals. A leader does not have to be someone who holds a formal position or title. Leaders can emerge from a group and provide vision and motivation to those around them. They are critical in helping people cope with change by establishing direction that relates to the vision. In order to achieve the vision they align resources and inspire workers to work toward organizational goals.
Management deals with the complexity of the organization and works with planning, organizing, leading, and controlling to bring about order and consistency in the organization.
Even though the two roles have different areas of focus, both are necessary for organizational success.
4
Trait Theories
Trait theories of leadership: focus on personal qualities and characteristics
Big Five Personality Framework
Extraversion has strongest relation to leadership
Conscientiousness and Openness to Experience also strongly related to leadership
Agreeableness and Emotional Stability are not correlated with leadership
Emotional Intelligence is correlated with leadership; however, this link is under-investigated
12-5
Copyright ©2016 Pearson Education, Inc.
The trait theory of leadership looks at personality, social, physical, or intellectual traits that differentiate leaders from non-leaders. Initially this theory was based on studies that looked at over 80 different traits, which allowed almost anything to be defined as leadership. A breakthrough occurred when researchers ...
Recommended
Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docx
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
Write a 4–6-page analysis of a leader you either interviewed persona.docx
Write a 4–6-page analysis of a leader you either interviewed personally or researched thoroughly. In your analysis, address specific ways the leader demonstrates effective leadership.Effective leaders realize that employees should be recognized for a job well done. While some people prefer public praise and others prefer personal recognition, most employees want to be recognized in some way. Kouzes and Posner (2017) state that effective leaders begin their leadership development by first learning to lead themselves. Effective leadership begins from within and expands outward to affect others. This development cascades into effective leadership.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate the purpose and relevance of leadership.
Analyze how a leader reflects the definition of leadership.
Evaluate leadership style, characteristics, or themes in relation to the purpose and relevance of effective leadership.
Competency 2: Evaluate how leadership strengths apply in the workplace and within the community.
Analyze how a leader models leadership.
Analyze how a leader inspires a shared vision.
Analyze how a leader looks for new opportunities that may require experimentation or taking risks.
Analyze how a leader empowers and recognizes the contributions of others.
Reference
Kouzes, J. M., & Posner, B. Z. (2017).
The leadership challenge: How to make extraordinary things happen in organizations
(6th ed.). Hoboken, NJ: Wiley.
Assessment Example
Assessment 5 Example
.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
BUS-FP3012 – Fundamentals of Leadership
Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
For a list of key leaders you might consider for Option B of your assessment, see the
Option B Leaders List [DOC]
.
Bookstore Resources
These resources are available from the
Capella University Bookstore
.
Kouzes, J. M., & Posner, B. Z. (2017).
The leadership challenge: How to make extraordinary things happen in organizations
(6th ed.). Hoboken, NJ: Wiley.
Chapter 13, "Leadership Is Everyone's Business."
Preparation
Throughout your career, you could undoubtedly benefit from analyzing leadership and management characteristics of other leaders and managers you consider effective and successful. This assessment provides an opportunity and framework to do that in the context of effective leadership.
To complete this assessment, you have two options. You may choose to base your assessment on a leader you know personally or on a lead.
MSL 6000, Psychological Foundations of Leadership 1 .docx
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.
4. Evaluate various leadership models.
4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Essay
1.2
Unit Lesson
Chapter 1
Unit I Essay
4.1
Unit Lesson
Chapter 3
Unit I Essay
4.2
Unit Lesson
Chapter 3
Unit I Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.
Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24
Chapter 3: Contingency Approaches to Leadership, pp. 65–88
UNIT I STUDY GUIDE
Leadership Approaches and Models
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).
This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.
Let’s get started, as your next step in becoming a leader awaits.
When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ persona ...
MSL 6000, Psychological Foundations of Leadership 1 .docx
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.
4. Evaluate various leadership models.
4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Essay
1.2
Unit Lesson
Chapter 1
Unit I Essay
4.1
Unit Lesson
Chapter 3
Unit I Essay
4.2
Unit Lesson
Chapter 3
Unit I Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.
Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24
Chapter 3: Contingency Approaches to Leadership, pp. 65–88
UNIT I STUDY GUIDE
Leadership Approaches and Models
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).
This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.
Let’s get started, as your next step in becoming a leader awaits.
When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ persona.
Write a 4–6-page analysis of a leader you either interviewed persona
Write a 4–6-page analysis of a leader you either interviewed personally or researched thoroughly. In your analysis, address specific ways the leader demonstrates effective leadership.
Effective leaders realize that employees should be recognized for a job well done. While some people prefer public praise and others prefer personal recognition, most employees want to be recognized in some way. Kouzes and Posner (2017) state that effective leaders begin their leadership development by first learning to lead themselves. Effective leadership begins from within and expands outward to affect others. This development cascades into effective leadership.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate the purpose and relevance of leadership.
Analyze how a leader reflects the definition of leadership.
Evaluate leadership style, characteristics, or themes in relation to the purpose and relevance of effective leadership.
Competency 2: Evaluate how leadership strengths apply in the workplace and within the community.
Analyze how a leader models leadership.
Analyze how a leader inspires a shared vision.
Analyze how a leader looks for new opportunities that may require experimentation or taking risks.
Analyze how a leader empowers and recognizes the contributions of others.
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
How does having or not having a shared vision affect your work? What strategies have you seen used that inspire a shared vision?
How do the leaders you know recognize and acknowledge exceptional work?
Preparation
Throughout your career, you could undoubtedly benefit from analyzing leadership and management characteristics of other leaders and managers you consider effective and successful. This assessment provides an opportunity and framework to do that in the context of effective leadership.
To complete this assessment, you have two options. You may choose to base your assessment on a leader you know personally or on a leader who is well-known. Be sure to read the complete instructions for both options carefully before making a decision.
Instructions
Option A: Interview a Leader You Know Personally
Identify someone you know who is currently serving in a leadership capacity at an organization. You may choose a leader affiliated with your employer, a community leader, a political or church leader, or anyone whose leadership skil ...
1 Course Learning Outcomes for Unit I Upon completion
1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Apply the four foundations of leadership to a scenario.
1.2 Determine leadership traits that aid in empowerment.
1.3 Summarize how emotional intelligence contributes to leadership effectiveness.
Course/Unit
Learning Outcomes
Learning Activity
1.1, 1.3
Unit Lesson
Chapter 2
Unit I Case Study
1.2
Unit Lesson
Chapter 2
Chapter 7
Unit I Case Study
Required Unit Resources
Chapter 2: Traits, Motives, and Characteristics of Leaders
Chapter 7: Power, Politics, and Leadership
Unit Lesson
The Four Psychological Foundations of Leadership
Welcome to Unit I! As we begin our journey to explore the psychological foundations of leadership, it is
critically essential for us first to define the four foundations of leadership. They are social, cognitive,
organizational, and industrial. While there are many types of leaders with diverse styles that follow and align
with different models, these four foundational elements remain as critical measures for not only assessing
capability, but also identifying traits and characteristics essential for leadership success.
First, we will examine the social foundation of leadership, and we will explore how and why the ability to
interact positively and form enduring relationships is mandatory for success. Second, we will investigate the
cognitive foundation of leadership that encompasses the ability to receive, process, and store information and
use it to execute decision-making. Third, the organizational foundation will be discussed, where we will gain a
better understanding of how the setting and business structure can and will influence leadership efficacy.
Finally, the industrial foundation provides a basis for examining how key competencies are critical for
leadership success, according to needs related to the well-being and performance of employees.
UNIT I STUDY GUIDE
The Psychological Foundations
of Leadership
2
UNIT x STUDY GUIDE
Title
The Social Foundation
The social foundation of leadership is a critical element, where the abilities to interact, foster, and build long-
term beneficial relationships are critical. As a key component, soft skills via the ability to speak with clarity and
listen effectively contribute to the effectiveness of the leader. As Kouzes and Posner (2017) posit, leaders
must encourage the heart, which further requires the ability to develop and enhance skills of socialization,
where trust emerges and remains. Within this effort, relationships are formed and developed that build loyalty
not only to the leader but also to the organization. Further, the social foundation promotes the cultivation of
harmony, as trust acts as a layer of security. Visible and observable leaders reside at the helm of the
organization but maintain approachability to consistently secure and ...
2.2 Discussion What Is LeadershipGetting StartedR.docx
This document provides instructions and background information for an assignment on ethics and values in leadership. It discusses how leaders face ethical dilemmas that require balancing competing priorities and values. Students are asked to read about ethical reasoning and creating an ethical organizational culture from their textbook. They are also instructed to read two articles on virtuous leadership and business. The assignment requires students to describe a personal ethical dilemma, discuss how an ethical culture can influence such dilemmas, and cite the provided sources in a 400-500 word paper.
5-1Essentials of Organizational Behavior 13eStephen P. R.docx
5-1
Essentials of
Organizational Behavior
13e
Stephen P. Robbins & Timothy A. Judge
Chapter 5
Personality and Values
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
1
Chapter 12
Leadership
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
2
After studying this chapter you should be able to:
Contrast leadership and management.
Summarize the conclusions of trait theories of leadership.
Identify the central tenets and main limitations of behavioral theories.
Assess contingency theories of leadership by their level of support.
Compare charismatic and transformational leadership.
Describe the roles of ethics and trust in authentic leadership.
Demonstrate the role mentoring plays in our understanding of leadership.
Address challenges to the effectiveness of leadership.
Describe how organizations can find or create effective leaders.
12-3
Copyright ©2016 Pearson Education, Inc.
3
What Is Leadership?
Leadership: The ability to influence a group toward the achievement of a vision or a set of goals
Formal or non-sanctioned
Not all leaders are managers
Not all managers are leaders
Successful organizations have strong leadership and strong management
Leaders inspire and create vision
Managers create plans and oversee day-to-day operations
12-4
Copyright ©2016 Pearson Education, Inc.
Leadership is the ability to influence a group toward the achievement of goals. A leader does not have to be someone who holds a formal position or title. Leaders can emerge from a group and provide vision and motivation to those around them. They are critical in helping people cope with change by establishing direction that relates to the vision. In order to achieve the vision they align resources and inspire workers to work toward organizational goals.
Management deals with the complexity of the organization and works with planning, organizing, leading, and controlling to bring about order and consistency in the organization.
Even though the two roles have different areas of focus, both are necessary for organizational success.
4
Trait Theories
Trait theories of leadership: focus on personal qualities and characteristics
Big Five Personality Framework
Extraversion has strongest relation to leadership
Conscientiousness and Openness to Experience also strongly related to leadership
Agreeableness and Emotional Stability are not correlated with leadership
Emotional Intelligence is correlated with leadership; however, this link is under-investigated
12-5
Copyright ©2016 Pearson Education, Inc.
The trait theory of leadership looks at personality, social, physical, or intellectual traits that differentiate leaders from non-leaders. Initially this theory was based on studies that looked at over 80 different traits, which allowed almost anything to be defined as leadership. A breakthrough occurred when researchers ...
5-1Essentials of Organizational Behavior 13eStephen P. R.docx
5-1
Essentials of
Organizational Behavior
13e
Stephen P. Robbins & Timothy A. Judge
Chapter 5
Personality and Values
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
1
Chapter 12
Leadership
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
2
After studying this chapter you should be able to:
Contrast leadership and management.
Summarize the conclusions of trait theories of leadership.
Identify the central tenets and main limitations of behavioral theories.
Assess contingency theories of leadership by their level of support.
Compare charismatic and transformational leadership.
Describe the roles of ethics and trust in authentic leadership.
Demonstrate the role mentoring plays in our understanding of leadership.
Address challenges to the effectiveness of leadership.
Describe how organizations can find or create effective leaders.
12-3
Copyright ©2016 Pearson Education, Inc.
3
What Is Leadership?
Leadership: The ability to influence a group toward the achievement of a vision or a set of goals
Formal or non-sanctioned
Not all leaders are managers
Not all managers are leaders
Successful organizations have strong leadership and strong management
Leaders inspire and create vision
Managers create plans and oversee day-to-day operations
12-4
Copyright ©2016 Pearson Education, Inc.
Leadership is the ability to influence a group toward the achievement of goals. A leader does not have to be someone who holds a formal position or title. Leaders can emerge from a group and provide vision and motivation to those around them. They are critical in helping people cope with change by establishing direction that relates to the vision. In order to achieve the vision they align resources and inspire workers to work toward organizational goals.
Management deals with the complexity of the organization and works with planning, organizing, leading, and controlling to bring about order and consistency in the organization.
Even though the two roles have different areas of focus, both are necessary for organizational success.
4
Trait Theories
Trait theories of leadership: focus on personal qualities and characteristics
Big Five Personality Framework
Extraversion has strongest relation to leadership
Conscientiousness and Openness to Experience also strongly related to leadership
Agreeableness and Emotional Stability are not correlated with leadership
Emotional Intelligence is correlated with leadership; however, this link is under-investigated
12-5
Copyright ©2016 Pearson Education, Inc.
The trait theory of leadership looks at personality, social, physical, or intellectual traits that differentiate leaders from non-leaders. Initially this theory was based on studies that looked at over 80 different traits, which allowed almost anything to be defined as leadership. A breakthrough occurred when researchers.
1Final Project Leadership Assessment
1
Final Project: Leadership Assessment
Leadership Assessment
Valerie Carrington
Walden University
SOCW 6070: Supervision, Leadership, and Administration in Social Work Organizations
Dr. White
May 3, 2021
I completed four different leadership style assessments for the completion of my final project. Self-assessment is an integral part of learning what leadership skills you possess to be an influential leader in any organizational setting. The four tools used for self-assessment were: Conceptualizing leadership questionnaire, Leadership trait questionnaire, Leadership styles questionnaire, and task and relationship questionnaire. I also assigned the leadership style question to my former friend and colleague for needed input in assessing the types of leadership skills they believe I possess (Northouse, 2021).
Include actual results or summaries of the results you collected using these tools
The first assessment questionnaire I completed was conceptualizing leadership. The purpose is to pinpoint how I see myself in a leadership role and discover the awareness of different facets of how I theorize and the skills I've learned during this class ( Northouse, 2012).
This questionnaire consists of 24 questions range from 1 to 5. 1 is strongly disagreed, five being strongly agreed. Scoring is defined and viewed by ( trait emphasis) items 1,7,13 and19 my score 14 (ability emphasis), items 2,8,14, and 20 my score 14 (skill emphasis) 3,9,15 and 21 my score 17 ( behavioral emphasis) 4,10,16,and 22 score 18 (relationship emphasis) 5,11,17, and 23 score 15 (process emphasis) 6,12,18,and 24 score 19. According to the score, the higher the score in each category is how I interpret leadership in each domain. Based on my score, I highly value the process of leadership, and the low-end ability and traits are not as important for being a leader.
The following assessment was leadership traits using a 14 point questionnaire from 1 to 5, one strongly disagrees, and five strongly agree. This questionnaire aims to understand how I see myself and how others see me—the question assess my strengths and weakness as a leader. Other showed agreement scores are articulating, perceptive, self-confidence, persistence, determined, trustworthy, dependable, friendly, outgoing, conscientious, diligent, sensitive, and empathic. However, I rated myself a three for articulate and conscientious, one for perceptive, and four for self-confident, self-assured, persistent after seeing how others interpret my leadership skill. I'm capable of leading others with confidence and assurance that my knowledge and abilities I've gained during this class have always been part of my character; they just need to be defined.
The following assessment was the task and relationship questionnaire. After completing the twenty-question assessment, which accesses tasks and relationships, the task score is collected by adding all the odd numbers. The conne ...
Leadership Self-AssessmentLeadership is defined in many wa.docx
Leadership Self-Assessment
Leadership is defined in many ways by many people. Some believe it can be learned, some believe it is innate or intuitive. The amount
of recent literature devoted to the theme of leadership is tremendous. When you examine the literature you will notice there are
endless opinions about what leadership is, how leaders are developed, the psychological factors associated with leadership, the traits
needed for effective leadership, the political aspects of leadership, and the unique elements of the academic environment.
Approaches to leadership are different in diverse situations and in various environments. Review the matrix below to see theories of
leadership and elements that make them different. The goal of the matrix is to assist you in understanding the various leadership
theories and the relationship between them.
Characteristics of Leadership Theories
Transactional Transformational Servant Charismatic Contingency Trait
Origin Burns, 1978 Burns, 1978 Greenleaf, 1970 House, 1976 Fiedler, 1964 Galton, 1869
Major Premise Leaders exchange
something with
followers to advance
both of their agendas.
Leader is interested in
developing followers to
their fullest potential.
Authority given
to followers.
Beliefs imparted
to followers.
To be effective, the
leader's style fits
the context of the
setting.
Leadership qualities are
genetic characteristics
of a family and passed
through generations.
Role of the
Leader
Rewards or disciplines. Motivates and inspires. Helps followers
achieve their
goals.
Role model for
beliefs imparted
to followers.
Is either task
motivated or
relationship
motivated.
Distinctive physical and
psychological
characteristics account
for leader effectiveness.
Role of the
Follower
Performs in exchange
for something.
Works for the greater
good of the group and
society in general.
Is empowered. Trust in the
leader's ideology.
Not applicable. Not defined.
Personality
Characteristics
of the Leader
Authoritarian,
negotiator, influential.
Charismatic,
inspirational, role model,
enabler.
Servant,
nurturer,
listener,
empathetic,
moral.
Self-confident,
dominant, role
model,
influential.
Varies depending
on the fit of the
setting.
Intelligence, strong
values, high level of
personal energy.
What Type of Leader Are You?
Your leadership style is your perception of how leadership should be. This self-assessment instrument will help you better
understand your own leadership style. Awareness of your style and recognition of the styles of others can help you more effectively
strategize how you perform your leadership duties and how you manage situations from a leadership position.
As you complete the survey, please keep in mind:
• There is no right or wrong answers.
• Nobody will judge you by your responses, but participating will provide you with an interesting foundation for future work in the
course.
• When you have completed the surve ...
MGT 605 help Successful Learning/Snaptutorial
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
MGT 605 help A Guide to career/Snaptutorial
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
MGT 605 Massive Success / snaptutorial.com
Details:
In earlier modules you explored the influence of self-awareness on your leadership style and established that a clear understanding of your abilities, motivation, and goals provides a firm foundation for leading others. Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment you will look at a leadership example from
Running head JOB SATISFACTION IN PHILIPPINES1JOB SATISFACTION.docx
Running head: JOB SATISFACTION IN PHILIPPINES 1
JOB SATISFACTION IN PHILIPPINES 2
JOB SATISFACTION IN PHILIPPINES
Name
Course title
Institution
According to this article Philippines are less happy at work even though most of them look forward to career development. This unhappiness is attributed to lack of career development, lack of training opportunities and organizations’ management styles. Job dissatisfaction has continued to go down as it was 4.97 in 2016 while in 2017 it was 5.25.
In a survey that was conducted with the aim of knowing what would make people more satisfied with their jobs most people mentioned pay rise while others insisted that they would like to leave their jobs and get new ones. Good relationship with colleagues was the only reason why they were still in their jobs.
The extent to which workers were dissatisfied was different depending on workers age and professional stage. Those workers who were born before 1960 were found happier compared to those born after 1995. In terms of position those at the executive level were found to be more satisfied compared followed by new graduates.
For the baby boomers were happy about a job because of the schedule while the younger were interested in work location and work relationships. Older employees are dissatisfied due to lack of training, career development, and low wages. The managers need to communicate with employees on what factors would boost their job satisfaction.
Job satisfaction in Philippines is very different compared to US. In US 51% of all employees are satisfied while in Philippines job satisfaction is very low. Philippines can borrow much from what US has done to ensure that workers are satisfied with their jobs. The similarity in the two countries is that the rate of job satisfaction has been declining in the recent past. Philippines have much to learn from US than it is for US to learn from Philippines.
Philippines can make sure that its labor markets are tight to ensure low layoff rates. It can also improve working conditions and increase opportunities for its labor markets. As baby boomers continue to retire labor demand will go up and the rates of job satisfaction would go up.
Relationships are also important in ensuring job satisfaction. To ensure this there should be good relationships with coworkers, supervisors and their physical work environment. Job quality is also a mechanism of increasing job satisfaction. Employees should be given opportunities to develop their careers and be taken through trainings. They should also be given quality pay for their work and have good benefits e.g. health and retirement benefits.
For both countries, there must be communication with the employees to identify what things make them be dissatisfied with their jobs and something can be done to improve the situation. The labor market should be looked into if the situation has to improve.
Reference
https://cnnphilippines.com/news/2017/10/25/Filipinos-work-satis.
Professional Development PlanLeadership as a vocation .docx
Professional Development Plan
Leadership as a vocation requires a commitment to professional excellence and integrity, which can be achieved through establishing habits of self-reflection, life-long learning, and professional development. The purpose of this assignment is for you to reflect on where you currently are in your leadership capabilities; define where you want to go; and specify goals, plans, and a timeframe for achieving your professional objectives. Your professional development plan will be composed of three parts: Vision, Goals/Objectives, and Plans.
Vision:
The ability to create, communicate, and compel vision is critical to inspiring and effective leadership. While ultimately many leaders are responsible for developing visions to guide complex organizations, effective leadership begins on a much more personal level—a vision of yourself as a leader. Who are you and who do you want to become in your field or sphere of influence? Once you are clear about that, you can then confidently establish how you will help others and your organization achieve their visions.
Your leadership vision is based on a number of factors including your attitude, values, personal beliefs, guiding principles, and how you behave. It may also be influenced by theoretical, philosophical, or religious frameworks and the leadership traits, values, and behaviors of others. A leadership vision is also dynamic. No great leader ever "arrived." Those who have adopted leadership as their vocation can spend a lifetime in self-reflection in order to continue to learn and more effectively motivate and inspire others.
Spend some time reflecting below on where you currently are in your leadership capabilities, what you have learned about leadership in the course, and how you want to develop and improve as you continue your leadership studies and move forward in your field. Review the document “Essential Leadership Competencies” for an overview of the scope of effective leadership capabilities.
Reflection:
Vision:
Then, in 300-500 words, briefly articulate your vision for yourself as a leader 3-5 years from now. Where do you want to be? What kind of leader do you want to become?
Goals/Objectives:
After you have stated your vision, create five to eight leadership goals/objectives you will strive to meet in the next 3-5 years. Try to formulate at least one goal/objective related to the four major leadership competencies included in "Essential Leadership Competencies": self-leadership, leading others, leading an organization, and leadership as a vocation. Include a brief justification for each goal/objective to explain how it will help you achieve the qualities of professional excellence and integrity required of excellent leaders.
Plan:
Specify activities you will engage in to achieve your goals/objectives. You may find it helpful to research professional development activities in your field or organization to determine what resource.
Write a 2-4 page analysis of IES domains and assessment frameworks i.docx
Write a 2-4 page analysis of IES domains and assessment frameworks in relation to global leadership effectiveness, and use that analysis to create a 1-2 page personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
INTRODUCTION
Overview
Through the completion of the Intercultural Effectiveness Scale (IES), the Global Leadership Inventory, and your own experiences, course readings, and research, you will reflect upon and analyze your areas of strength, identifying capabilities for development in order to improve your cross-cultural communication as a global leader in the form of a leadership plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze aspects of leading and working in global and diverse environments.
Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.
Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.
Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.
Identify personal skills to develop for working more effectively with people from other countries and cultures.
Develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
Competency 4: Communicate effectively in a professional manner.
Communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.
Preparation
Intercultural Effectiveness Scale (IES)
Before starting the assessment, take the Intercultural Effectiveness Scale (IES), which is a Web-based assessment that will provide you with information on a set of values and competencies to help you understand your preferences and learn to be a more effective global leader and manager. Before taking the IES, think about whether you consider yourself low, moderate, or high in areas focused on continuous learning (for example, self-awareness and exploration); interpersonal engagement (including global mindset and relationship interest); and hardiness (characteristics such as positive regard and emotional resilience).
An invitation to take the IES is sent to your preferred e-mail address on file with Capella University within 48 business day hours of enrollment from webtools(at)aperianglobal.com. You may need to check your spam folder. If you do not receive your e-mail invitation within the expected time, please contact a Coach/Advisor for escalation tracking and resolution.
After receipt of the email, complete the following:
Read the
Accessing the IES
instructions.
Follow the
Taking t.
3SHORTENED TITLEWeek 1 Assignment TwoImportance of .docx
3
SHORTENED TITLE
Week 1 Assignment Two
Importance of Becoming a Global Citizen
Student’s Name
GEN499 General Education Capstone
Professor’s Name
Running head: SHORTENED TITLE 1
Date
Note: This assignment should be written in the correct format per APA guidelines. Please click on the Writing Center tab at the left-hand toolbar of the course. You will then click on the “Writing a Paper” tab, which goes over the basics of writing an essay. For information on how to write in-text citations in APA format, click on the “Citing Within Your Paper” link under the Writing Center & Library tab. This paper needs to consist of 750 – 1,000 words (excluding the title and reference page).
Start your paper with the title of this assignment:
Importance of Becoming a Global Citizen
The introduction paragraph of this paper should inform the reader of the topic you are writing about while providing background information and the purpose or importance of addressing this topic of global citizenship. You should prepare the reader by stating the concepts you are about to address further in your paper. Typically a good introduction paragraph is made up of 5 – 7 sentences.
Short Title of First Prompt (i.e. Distinction between “Globalism” and “Globalization”)
After viewing the required video “Globalization at a Crossroads”, you need write a paragraph of 5 – 7 sentences addressing the distinction between “globalism” and “globalization” It’s important to cite the video per APA guidelines within this paragraph.
Short Title of Second Prompt
Write a paragraph (about 5 sentences) describing how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your persona, academic, and professional goals.
Short Title of Third Prompt
After reading the article by Reysen and Katzarska-Miller, you need to write a paragraph of 5 – 7 sentences explaining why there has been a disagreement between theorists about the definition of global citizenship. Within the article, the authors address how specific schools of thought define global citizenship. It would be a good idea to paraphrase this information in your own words and cite the article per APA guidelines. Also, within this paragraph, you should provide your own definition of global citizenship after reading what other ideas are from the article.
Short Title of Fourth Prompt
Note: Based on the article, you need to write two paragraphs: a paragraph on each of the two outcomes of global citizenship you chose (intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
Name of First Outcome Addressed (i.e. Valuing Diversity)
Within this paragraph you need to explain why this outcome is important in becoming a global citizen. It’s a good idea to first define the outcome in your own words and then provide a thorough explanation on why it’s important for your own deve.
BCJ 3601, Criminal Law 1 Course Learning Outcomes for.docx
BCJ 3601, Criminal Law 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Define terms related criminal law.
1.1 Define terms related to criminal defenses.
1.2 Define insanity and how it is used as a defense.
3. Assess legal issues as presented in court cases.
3.1 Examine when deadly force can be used as a claim of self-defense.
3.2 Debate the use of the “battered woman’s” defense.
3.3 Analyze what constitutes entrapment by government agents.
4. Analyze key concepts related to criminal law.
4.1 Describe the nature of defenses.
4.2 Illustrate categories of justifications and excuses as defenses.
4.3 Explain how competency to stand trial is assessed today.
Reading Assignment
Chapter 5:
Justifications as Defenses
Chapter 6:
Defenses: Excuses and Insanity
Read the following handouts:
“Can a Defendant Who Lies About her Role in Spousal Homicide Still Raise a ‘Battered Woman’s’ Defense?”
“Is there a Meaningful Difference Between ‘Insanity’ and ‘Temporary Insanity’?”
“What Constitutes Entrapment by Government Agents?”
Unit Lesson
Please view the Unit III, Part 1 Presentation and Unit III, Part 2 Presentation located underneath the Unit III
Study Guide in your course in Blackboard.
UNIT III STUDY GUIDE
Defenses and Insanity
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_04.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_05.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_discussion_lesson_04.pdf
Running head: LEADERSHIP
1
LEADERSHIP
2
Abbreviated rubric for Homework #1 (Leadership)Criteria
Score
1
Submitted late: minus 5% per day
2
3
Meets expectations for content and purpose of the assignment.
Title page, abstract, text, references, and outline.
10
4
Outline
10
5
5
Develops a clearly articulated and original thesis and/or main idea that are consistent with expectations of content and purpose. Topic sentence and paper is FOCUSED..
10
5
6
Organizes ideas in clear and sequential paragraphs that logically reinforce the main idea. A paragraph is a collection of related sentences dealing with a single topic. Uses level 1, 2, and 3 headings as appropriate.
10
5
7
Incorporates sufficient use of appropriate research, supporting evidence, and relevant sources (OER & module sources).
10
8
Critically evaluates information and/or data within boundaries established by the main idea.
10
5
9
Conforms to APA and/or additional guidelines from the instructor. (Refer to the paper in Conferences, “Writing Papers That Are Easy to Grade.” Your paper should look like this paper.)
20
10
Displays sound grammar, spelling, punctuation and appropriate conventions. See *NOTE below.
20
Total
80
Where (depending on whether weight is 10 or 20:
1-6 o ...
3 models for interpersonal dynamics
This document provides an overview of a workshop on intentional leadership and interpersonal effectiveness. The workshop contains two parts, with Part One focusing on personal and intentional leadership using the Intentional Leadership Model. This model examines a person's vision, values, self-awareness, and balance. It emphasizes that leadership skills are developed intentionally through self-reflection, feedback, and understanding how leadership demands change over time. Part Two will describe models for effective interpersonal communication and understanding assumptions. The full workshop is designed to help participants reflect on their own leadership abilities and communication styles.
TRAIT THEORIES Throughout history, strong leaders—Buddha, Napoléon.docx
TRAIT THEORIES Throughout history, strong leaders—Buddha, Napoléon, Mao, Churchill, Roosevelt, Reagan—have been described in terms of their traits. Trait theories of leadership thus focus on personal qualities and characteristics. We recognize leaders like South Africa’s Nelson Mandela, Virgin Group CEO Richard Branson, Apple co-founder Steve Jobs, and American Express Chairman Ken Chenault as charismatic, enthusiastic, and courageous. The search for personality, social, physical, or intellectual attributes that differentiate leaders from non-leaders goes back to the earliest stages of leadership research. Early research efforts to isolate leadership traits resulted in a number of dead ends. A review in the late 1960s of 20 different studies identified nearly 80 leadership traits, but only five were common to four or more of the investigations. By the 1990s, after numerous studies and analyses, about the best we could say was that most leaders “are not like other people,” but the particular traits that characterized them varied a great deal from review to review. It was a confusing state of affairs. A breakthrough, of sorts, came when researchers began organizing traits around the Big Five personality (ambition and energy are part of extraversion, for instance), giving strong support to traits as predictors of leadership. A comprehensive review of the leadership literature, when organized around the Big Five, has found extraversion to be the most important trait of effective leaders, but it is more strongly related to the way leaders emerge than to their effectiveness. Sociable and dominant people are more likely to assert themselves in group situations, but leaders need to make sure they’re not too assertive—one study found leaders who scored very high on assertiveness were less effective than those who scored moderately high. Unlike agreeableness and emotional stability, conscientiousness and openness to experience also showed strong relationships to leadership, though not quite as strong as extraversion. Overall, the trait approach does have something to offer. Leaders who like being around people and are able to assert themselves (extraverted), who are disciplined and able to keep commitments they make (conscientious), and who are creative and flexible (open) do have an apparent advantage when it comes to leadership, suggesting good leaders do have key traits in common. One reason is that conscientiousness and extraversion are positively related to leaders’ self-efficacy, which explained most of the variance in subordinates’ ratings of leader performance.5 People are more likely to follow someone who is confident she’s going in the right direction. Another trait that may indicate effective leadership is emotional intelligence (EI), discussed in Chapter 4. Advocates of EI argue that without it, a person can have outstanding training, a highly analytical mind, a compelling vision, and an endless supply of terrific ideas but still not make a ...
Write a 2-4 page analysis of IES domains and assessment frameworks in.docx
Write a 2-4 page analysis of IES domains and assessment frameworks in relation to global leadership effectiveness, and use that analysis to create a 1-2 page personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
INTRODUCTION
Overview
Through the completion of the Intercultural Effectiveness Scale (IES), the Global Leadership Inventory, and your own experiences, course readings, and research, you will reflect upon and analyze your areas of strength, identifying capabilities for development in order to improve your cross-cultural communication as a global leader in the form of a leadership plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze aspects of leading and working in global and diverse environments.
Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.
Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.
Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.
Identify personal skills to develop for working more effectively with people from other countries and cultures.
Develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
Competency 4: Communicate effectively in a professional manner.
Communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.
Preparation
Intercultural Effectiveness Scale (IES)
Before starting the assessment, take the Intercultural Effectiveness Scale (IES), which is a Web-based assessment that will provide you with information on a set of values and competencies to help you understand your preferences and learn to be a more effective global leader and manager. Before taking the IES, think about whether you consider yourself low, moderate, or high in areas focused on continuous learning (for example, self-awareness and exploration); interpersonal engagement (including global mindset and relationship interest); and hardiness (characteristics such as positive regard and emotional resilience).
Review the results of the IES, which will be sent to you after you complete the inventory.
Read
How to Interpret and Get the Most Value from Your IES Report [PDF]
.
Global Leadership Inventory
View the following to assess your leadership skills. You will use the results in your assessment.
Global Leadership Inventory
|
Transcript
.
Assessment Requirements
Create a personal global leadership development plan by analyzing your IES results, your Global Lea.
Module 1 - CaseLeadership Traits, Behaviors, and StylesAssignm.docx
Module 1 - Case
Leadership Traits, Behaviors, and Styles
Assignment Overview
All of you have probably read quite a bit about the world’s wealthiest man—Bill Gates. But some of you are probably not nearly as familiar with Bill Gates’s main rival and world’s seventh wealthiest man—former Oracle CEO Larry Ellison. Ellison recently retired as CEO but is still active as the chair of Oracle’s board of directors. Unlike Gates, who is relatively reserved, Ellison is known for his extravagant lifestyle and boastful interviews.
The rivalry between Ellison and Gates is legendary, but not quite as much is known about Ellison’s leadership style. He has been described as a “jerk,” and his managerial style has been described as “take no prisoners.” While he is unquestionably a very strong leader, he has also been criticized for spending a lot of time playing golf while leaving many leadership duties to his subordinates.
For this assignment, read up on leadership traits, leadership behaviors, and leadership styles in the required background materials. Then read up on Larry Ellison and find as much as you can about his personality and leadership style. Finally, try to apply what you’ve read in the required background materials about leadership traits, behaviors, and styles to what you found out about Larry Ellison.
Here are some articles to get you started on your research about Ellison:
Mendleson, R. (2010, November 8). Why it pays to be a jerk. Canadian Business, 83, 28-30, 32, 34. [ProQuest]
Leibovich, M. (2000, October 30). The outsider, his business and his billions series. The Washington Post, p. A1. [ProQuest]
Hymowitz, C. (2005, July 12). Working fewer hours is hard for most CEOs, but some find a way. Wall Street Journal, p. B1.[ProQuest]
Case Assignment
Once you are finished with your research on Ellison and have thoroughly reviewed the background materials on leadership traits, behaviors, and styles, write a 4- to 5-page paper addressing the questions below. For each answer, make sure to cite at least one of the Case Assignment articles listed on this page as well as one of the required textbook chapters from the background materials—for example, Hiriyappa (2009), or Bauer and Erdogan (2012).
1. How would you describe Ellison’s personality and leadership traits? Refer to the specific leadership traits discussed in Hiriyappa (2009) or Bauer and Erdogan (2012).
2. Would you describe Ellison’s behavior as being task-oriented, or people/relationship-oriented? Refer to Hiriyappa (2009) and Bauer and Erdogan (2012).
3. How would you describe Ellison’s leadership style? Consider the leadership styles discussed in the “Types of Leaders/Leadership Styles” section of Chapter 10 of Hiriyappa (2010).
Assignment Expectations
· Follow the assignment instructions closely and follow all steps listed in the instructions.
· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials
· ...
Personal Reflection Memo The unexamined life is not worth
This document provides instructions for a research paper assignment on strategic thinking, decision-making, and innovation for a graduate course. Students must choose a topic from a list provided or from the chapter readings and research a minimum of 10 peer-reviewed articles on the topic. The 4-5 page paper must include an overview of the topic's importance, the purpose of the research, a literature review summarizing the major points of the articles in the student's own words, an application of the research to business practice, and a conclusion. The paper will be graded based on inclusion of all components, demonstration of critical thinking, use of scholarly research, topic relevance to course materials, writing quality, and proper use and formatting of references.
Mgt 605 Success Begins / snaptutorial.com
This document outlines an assignment for a leadership course. It describes a two-part assignment where students will:
1) Evaluate a contemporary media example of leadership and analyze the leader's style, influence, and ethics. Students will also propose how they would lead in the same situation as a servant leader.
2) Develop a 250-500 word personal leadership philosophy statement incorporating their values, influences, expectations for themselves and others, and leadership style.
The document provides details on what to include in each part and the formatting requirements for the assignment.
Leadership training
Chapter 17 presents a multiframe perspective on leadership. It distinguishes leadership from related concepts like power, authority, and management. Leadership is defined as a subtle process of mutual influence between leaders and followers to achieve cooperative goals. The chapter explores different approaches to leadership, including structural, human resource, political, and symbolic frames. It emphasizes that effective leadership requires understanding multiple frames and building teams that provide leadership using different approaches.
Choose 1 focal point from each subcategory of practice, educatio.docx
Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management
Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.
Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or a.
CHOICE TOPIC Pick a philosophical topic of your own choosing and re.docx
CHOICE TOPIC: Pick a philosophical topic of your own choosing and relay your own perspective on that topic giving as much evidence and supporting reasoning as possible.
The assignment should be standard font, double spaced, at least a page and a half with proper citations when appropriate.
.
Choice to documentcritique 10-12 Pages APA Formation .docx
Choice to document/critique
10-12 Pages
APA Formation (10 points)
Breakdown of Project Stages:
Project Initiation (18 points)
Project Planning (18 points)
Project Execution (18 points)
Project Monitoring and Controls (18 points)
Project Closing (18 points)
.
Choice Hotels InternationalOverviewRead the case study, .docx
Choice Hotels International
Overview
Read the case study,
Choice Hotels International
.
Instructions
Write a fully developed paper in which you: DO NOT WRITE IN 1ST PERSON
Assess the two distinct networking functions.
Analyze the issues Choice is likely to experience as it expands its network to full global reach. Provide a rationale for your answer.
Critique Choice implementing free high-speed Internet access for all guests in its Clarion Hotels and Comfort Suites from the security point of view.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
.
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Similar to Chief of Police will write a 4-6 page reflective analysis paper .docx
5-1Essentials of Organizational Behavior 13eStephen P. R.docx
5-1
Essentials of
Organizational Behavior
13e
Stephen P. Robbins & Timothy A. Judge
Chapter 5
Personality and Values
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
1
Chapter 12
Leadership
Copyright ©2016 Pearson Education, Inc.
Copyright ©2016 Pearson Education, Inc.
2
After studying this chapter you should be able to:
Contrast leadership and management.
Summarize the conclusions of trait theories of leadership.
Identify the central tenets and main limitations of behavioral theories.
Assess contingency theories of leadership by their level of support.
Compare charismatic and transformational leadership.
Describe the roles of ethics and trust in authentic leadership.
Demonstrate the role mentoring plays in our understanding of leadership.
Address challenges to the effectiveness of leadership.
Describe how organizations can find or create effective leaders.
12-3
Copyright ©2016 Pearson Education, Inc.
3
What Is Leadership?
Leadership: The ability to influence a group toward the achievement of a vision or a set of goals
Formal or non-sanctioned
Not all leaders are managers
Not all managers are leaders
Successful organizations have strong leadership and strong management
Leaders inspire and create vision
Managers create plans and oversee day-to-day operations
12-4
Copyright ©2016 Pearson Education, Inc.
Leadership is the ability to influence a group toward the achievement of goals. A leader does not have to be someone who holds a formal position or title. Leaders can emerge from a group and provide vision and motivation to those around them. They are critical in helping people cope with change by establishing direction that relates to the vision. In order to achieve the vision they align resources and inspire workers to work toward organizational goals.
Management deals with the complexity of the organization and works with planning, organizing, leading, and controlling to bring about order and consistency in the organization.
Even though the two roles have different areas of focus, both are necessary for organizational success.
4
Trait Theories
Trait theories of leadership: focus on personal qualities and characteristics
Big Five Personality Framework
Extraversion has strongest relation to leadership
Conscientiousness and Openness to Experience also strongly related to leadership
Agreeableness and Emotional Stability are not correlated with leadership
Emotional Intelligence is correlated with leadership; however, this link is under-investigated
12-5
Copyright ©2016 Pearson Education, Inc.
The trait theory of leadership looks at personality, social, physical, or intellectual traits that differentiate leaders from non-leaders. Initially this theory was based on studies that looked at over 80 different traits, which allowed almost anything to be defined as leadership. A breakthrough occurred when researchers.
1Final Project Leadership Assessment
1
Final Project: Leadership Assessment
Leadership Assessment
Valerie Carrington
Walden University
SOCW 6070: Supervision, Leadership, and Administration in Social Work Organizations
Dr. White
May 3, 2021
I completed four different leadership style assessments for the completion of my final project. Self-assessment is an integral part of learning what leadership skills you possess to be an influential leader in any organizational setting. The four tools used for self-assessment were: Conceptualizing leadership questionnaire, Leadership trait questionnaire, Leadership styles questionnaire, and task and relationship questionnaire. I also assigned the leadership style question to my former friend and colleague for needed input in assessing the types of leadership skills they believe I possess (Northouse, 2021).
Include actual results or summaries of the results you collected using these tools
The first assessment questionnaire I completed was conceptualizing leadership. The purpose is to pinpoint how I see myself in a leadership role and discover the awareness of different facets of how I theorize and the skills I've learned during this class ( Northouse, 2012).
This questionnaire consists of 24 questions range from 1 to 5. 1 is strongly disagreed, five being strongly agreed. Scoring is defined and viewed by ( trait emphasis) items 1,7,13 and19 my score 14 (ability emphasis), items 2,8,14, and 20 my score 14 (skill emphasis) 3,9,15 and 21 my score 17 ( behavioral emphasis) 4,10,16,and 22 score 18 (relationship emphasis) 5,11,17, and 23 score 15 (process emphasis) 6,12,18,and 24 score 19. According to the score, the higher the score in each category is how I interpret leadership in each domain. Based on my score, I highly value the process of leadership, and the low-end ability and traits are not as important for being a leader.
The following assessment was leadership traits using a 14 point questionnaire from 1 to 5, one strongly disagrees, and five strongly agree. This questionnaire aims to understand how I see myself and how others see me—the question assess my strengths and weakness as a leader. Other showed agreement scores are articulating, perceptive, self-confidence, persistence, determined, trustworthy, dependable, friendly, outgoing, conscientious, diligent, sensitive, and empathic. However, I rated myself a three for articulate and conscientious, one for perceptive, and four for self-confident, self-assured, persistent after seeing how others interpret my leadership skill. I'm capable of leading others with confidence and assurance that my knowledge and abilities I've gained during this class have always been part of my character; they just need to be defined.
The following assessment was the task and relationship questionnaire. After completing the twenty-question assessment, which accesses tasks and relationships, the task score is collected by adding all the odd numbers. The conne ...
Leadership Self-AssessmentLeadership is defined in many wa.docx
Leadership Self-Assessment
Leadership is defined in many ways by many people. Some believe it can be learned, some believe it is innate or intuitive. The amount
of recent literature devoted to the theme of leadership is tremendous. When you examine the literature you will notice there are
endless opinions about what leadership is, how leaders are developed, the psychological factors associated with leadership, the traits
needed for effective leadership, the political aspects of leadership, and the unique elements of the academic environment.
Approaches to leadership are different in diverse situations and in various environments. Review the matrix below to see theories of
leadership and elements that make them different. The goal of the matrix is to assist you in understanding the various leadership
theories and the relationship between them.
Characteristics of Leadership Theories
Transactional Transformational Servant Charismatic Contingency Trait
Origin Burns, 1978 Burns, 1978 Greenleaf, 1970 House, 1976 Fiedler, 1964 Galton, 1869
Major Premise Leaders exchange
something with
followers to advance
both of their agendas.
Leader is interested in
developing followers to
their fullest potential.
Authority given
to followers.
Beliefs imparted
to followers.
To be effective, the
leader's style fits
the context of the
setting.
Leadership qualities are
genetic characteristics
of a family and passed
through generations.
Role of the
Leader
Rewards or disciplines. Motivates and inspires. Helps followers
achieve their
goals.
Role model for
beliefs imparted
to followers.
Is either task
motivated or
relationship
motivated.
Distinctive physical and
psychological
characteristics account
for leader effectiveness.
Role of the
Follower
Performs in exchange
for something.
Works for the greater
good of the group and
society in general.
Is empowered. Trust in the
leader's ideology.
Not applicable. Not defined.
Personality
Characteristics
of the Leader
Authoritarian,
negotiator, influential.
Charismatic,
inspirational, role model,
enabler.
Servant,
nurturer,
listener,
empathetic,
moral.
Self-confident,
dominant, role
model,
influential.
Varies depending
on the fit of the
setting.
Intelligence, strong
values, high level of
personal energy.
What Type of Leader Are You?
Your leadership style is your perception of how leadership should be. This self-assessment instrument will help you better
understand your own leadership style. Awareness of your style and recognition of the styles of others can help you more effectively
strategize how you perform your leadership duties and how you manage situations from a leadership position.
As you complete the survey, please keep in mind:
• There is no right or wrong answers.
• Nobody will judge you by your responses, but participating will provide you with an interesting foundation for future work in the
course.
• When you have completed the surve ...
MGT 605 help Successful Learning/Snaptutorial
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
MGT 605 help A Guide to career/Snaptutorial
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
MGT 605 Massive Success / snaptutorial.com
Details:
In earlier modules you explored the influence of self-awareness on your leadership style and established that a clear understanding of your abilities, motivation, and goals provides a firm foundation for leading others. Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment you will look at a leadership example from
Running head JOB SATISFACTION IN PHILIPPINES1JOB SATISFACTION.docx
Running head: JOB SATISFACTION IN PHILIPPINES 1
JOB SATISFACTION IN PHILIPPINES 2
JOB SATISFACTION IN PHILIPPINES
Name
Course title
Institution
According to this article Philippines are less happy at work even though most of them look forward to career development. This unhappiness is attributed to lack of career development, lack of training opportunities and organizations’ management styles. Job dissatisfaction has continued to go down as it was 4.97 in 2016 while in 2017 it was 5.25.
In a survey that was conducted with the aim of knowing what would make people more satisfied with their jobs most people mentioned pay rise while others insisted that they would like to leave their jobs and get new ones. Good relationship with colleagues was the only reason why they were still in their jobs.
The extent to which workers were dissatisfied was different depending on workers age and professional stage. Those workers who were born before 1960 were found happier compared to those born after 1995. In terms of position those at the executive level were found to be more satisfied compared followed by new graduates.
For the baby boomers were happy about a job because of the schedule while the younger were interested in work location and work relationships. Older employees are dissatisfied due to lack of training, career development, and low wages. The managers need to communicate with employees on what factors would boost their job satisfaction.
Job satisfaction in Philippines is very different compared to US. In US 51% of all employees are satisfied while in Philippines job satisfaction is very low. Philippines can borrow much from what US has done to ensure that workers are satisfied with their jobs. The similarity in the two countries is that the rate of job satisfaction has been declining in the recent past. Philippines have much to learn from US than it is for US to learn from Philippines.
Philippines can make sure that its labor markets are tight to ensure low layoff rates. It can also improve working conditions and increase opportunities for its labor markets. As baby boomers continue to retire labor demand will go up and the rates of job satisfaction would go up.
Relationships are also important in ensuring job satisfaction. To ensure this there should be good relationships with coworkers, supervisors and their physical work environment. Job quality is also a mechanism of increasing job satisfaction. Employees should be given opportunities to develop their careers and be taken through trainings. They should also be given quality pay for their work and have good benefits e.g. health and retirement benefits.
For both countries, there must be communication with the employees to identify what things make them be dissatisfied with their jobs and something can be done to improve the situation. The labor market should be looked into if the situation has to improve.
Reference
https://cnnphilippines.com/news/2017/10/25/Filipinos-work-satis.
Professional Development PlanLeadership as a vocation .docx
Professional Development Plan
Leadership as a vocation requires a commitment to professional excellence and integrity, which can be achieved through establishing habits of self-reflection, life-long learning, and professional development. The purpose of this assignment is for you to reflect on where you currently are in your leadership capabilities; define where you want to go; and specify goals, plans, and a timeframe for achieving your professional objectives. Your professional development plan will be composed of three parts: Vision, Goals/Objectives, and Plans.
Vision:
The ability to create, communicate, and compel vision is critical to inspiring and effective leadership. While ultimately many leaders are responsible for developing visions to guide complex organizations, effective leadership begins on a much more personal level—a vision of yourself as a leader. Who are you and who do you want to become in your field or sphere of influence? Once you are clear about that, you can then confidently establish how you will help others and your organization achieve their visions.
Your leadership vision is based on a number of factors including your attitude, values, personal beliefs, guiding principles, and how you behave. It may also be influenced by theoretical, philosophical, or religious frameworks and the leadership traits, values, and behaviors of others. A leadership vision is also dynamic. No great leader ever "arrived." Those who have adopted leadership as their vocation can spend a lifetime in self-reflection in order to continue to learn and more effectively motivate and inspire others.
Spend some time reflecting below on where you currently are in your leadership capabilities, what you have learned about leadership in the course, and how you want to develop and improve as you continue your leadership studies and move forward in your field. Review the document “Essential Leadership Competencies” for an overview of the scope of effective leadership capabilities.
Reflection:
Vision:
Then, in 300-500 words, briefly articulate your vision for yourself as a leader 3-5 years from now. Where do you want to be? What kind of leader do you want to become?
Goals/Objectives:
After you have stated your vision, create five to eight leadership goals/objectives you will strive to meet in the next 3-5 years. Try to formulate at least one goal/objective related to the four major leadership competencies included in "Essential Leadership Competencies": self-leadership, leading others, leading an organization, and leadership as a vocation. Include a brief justification for each goal/objective to explain how it will help you achieve the qualities of professional excellence and integrity required of excellent leaders.
Plan:
Specify activities you will engage in to achieve your goals/objectives. You may find it helpful to research professional development activities in your field or organization to determine what resource.
Write a 2-4 page analysis of IES domains and assessment frameworks i.docx
Write a 2-4 page analysis of IES domains and assessment frameworks in relation to global leadership effectiveness, and use that analysis to create a 1-2 page personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
INTRODUCTION
Overview
Through the completion of the Intercultural Effectiveness Scale (IES), the Global Leadership Inventory, and your own experiences, course readings, and research, you will reflect upon and analyze your areas of strength, identifying capabilities for development in order to improve your cross-cultural communication as a global leader in the form of a leadership plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze aspects of leading and working in global and diverse environments.
Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.
Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.
Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.
Identify personal skills to develop for working more effectively with people from other countries and cultures.
Develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
Competency 4: Communicate effectively in a professional manner.
Communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.
Preparation
Intercultural Effectiveness Scale (IES)
Before starting the assessment, take the Intercultural Effectiveness Scale (IES), which is a Web-based assessment that will provide you with information on a set of values and competencies to help you understand your preferences and learn to be a more effective global leader and manager. Before taking the IES, think about whether you consider yourself low, moderate, or high in areas focused on continuous learning (for example, self-awareness and exploration); interpersonal engagement (including global mindset and relationship interest); and hardiness (characteristics such as positive regard and emotional resilience).
An invitation to take the IES is sent to your preferred e-mail address on file with Capella University within 48 business day hours of enrollment from webtools(at)aperianglobal.com. You may need to check your spam folder. If you do not receive your e-mail invitation within the expected time, please contact a Coach/Advisor for escalation tracking and resolution.
After receipt of the email, complete the following:
Read the
Accessing the IES
instructions.
Follow the
Taking t.
3SHORTENED TITLEWeek 1 Assignment TwoImportance of .docx
3
SHORTENED TITLE
Week 1 Assignment Two
Importance of Becoming a Global Citizen
Student’s Name
GEN499 General Education Capstone
Professor’s Name
Running head: SHORTENED TITLE 1
Date
Note: This assignment should be written in the correct format per APA guidelines. Please click on the Writing Center tab at the left-hand toolbar of the course. You will then click on the “Writing a Paper” tab, which goes over the basics of writing an essay. For information on how to write in-text citations in APA format, click on the “Citing Within Your Paper” link under the Writing Center & Library tab. This paper needs to consist of 750 – 1,000 words (excluding the title and reference page).
Start your paper with the title of this assignment:
Importance of Becoming a Global Citizen
The introduction paragraph of this paper should inform the reader of the topic you are writing about while providing background information and the purpose or importance of addressing this topic of global citizenship. You should prepare the reader by stating the concepts you are about to address further in your paper. Typically a good introduction paragraph is made up of 5 – 7 sentences.
Short Title of First Prompt (i.e. Distinction between “Globalism” and “Globalization”)
After viewing the required video “Globalization at a Crossroads”, you need write a paragraph of 5 – 7 sentences addressing the distinction between “globalism” and “globalization” It’s important to cite the video per APA guidelines within this paragraph.
Short Title of Second Prompt
Write a paragraph (about 5 sentences) describing how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your persona, academic, and professional goals.
Short Title of Third Prompt
After reading the article by Reysen and Katzarska-Miller, you need to write a paragraph of 5 – 7 sentences explaining why there has been a disagreement between theorists about the definition of global citizenship. Within the article, the authors address how specific schools of thought define global citizenship. It would be a good idea to paraphrase this information in your own words and cite the article per APA guidelines. Also, within this paragraph, you should provide your own definition of global citizenship after reading what other ideas are from the article.
Short Title of Fourth Prompt
Note: Based on the article, you need to write two paragraphs: a paragraph on each of the two outcomes of global citizenship you chose (intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
Name of First Outcome Addressed (i.e. Valuing Diversity)
Within this paragraph you need to explain why this outcome is important in becoming a global citizen. It’s a good idea to first define the outcome in your own words and then provide a thorough explanation on why it’s important for your own deve.
BCJ 3601, Criminal Law 1 Course Learning Outcomes for.docx
BCJ 3601, Criminal Law 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Define terms related criminal law.
1.1 Define terms related to criminal defenses.
1.2 Define insanity and how it is used as a defense.
3. Assess legal issues as presented in court cases.
3.1 Examine when deadly force can be used as a claim of self-defense.
3.2 Debate the use of the “battered woman’s” defense.
3.3 Analyze what constitutes entrapment by government agents.
4. Analyze key concepts related to criminal law.
4.1 Describe the nature of defenses.
4.2 Illustrate categories of justifications and excuses as defenses.
4.3 Explain how competency to stand trial is assessed today.
Reading Assignment
Chapter 5:
Justifications as Defenses
Chapter 6:
Defenses: Excuses and Insanity
Read the following handouts:
“Can a Defendant Who Lies About her Role in Spousal Homicide Still Raise a ‘Battered Woman’s’ Defense?”
“Is there a Meaningful Difference Between ‘Insanity’ and ‘Temporary Insanity’?”
“What Constitutes Entrapment by Government Agents?”
Unit Lesson
Please view the Unit III, Part 1 Presentation and Unit III, Part 2 Presentation located underneath the Unit III
Study Guide in your course in Blackboard.
UNIT III STUDY GUIDE
Defenses and Insanity
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_04.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_handout_lesson_05.pdf
https://media.pearsoncmg.com/pls/products/coco/criminal_law/125689897x/assignments/pdfs/criminal_law_discussion_lesson_04.pdf
Running head: LEADERSHIP
1
LEADERSHIP
2
Abbreviated rubric for Homework #1 (Leadership)Criteria
Score
1
Submitted late: minus 5% per day
2
3
Meets expectations for content and purpose of the assignment.
Title page, abstract, text, references, and outline.
10
4
Outline
10
5
5
Develops a clearly articulated and original thesis and/or main idea that are consistent with expectations of content and purpose. Topic sentence and paper is FOCUSED..
10
5
6
Organizes ideas in clear and sequential paragraphs that logically reinforce the main idea. A paragraph is a collection of related sentences dealing with a single topic. Uses level 1, 2, and 3 headings as appropriate.
10
5
7
Incorporates sufficient use of appropriate research, supporting evidence, and relevant sources (OER & module sources).
10
8
Critically evaluates information and/or data within boundaries established by the main idea.
10
5
9
Conforms to APA and/or additional guidelines from the instructor. (Refer to the paper in Conferences, “Writing Papers That Are Easy to Grade.” Your paper should look like this paper.)
20
10
Displays sound grammar, spelling, punctuation and appropriate conventions. See *NOTE below.
20
Total
80
Where (depending on whether weight is 10 or 20:
1-6 o ...
3 models for interpersonal dynamics
This document provides an overview of a workshop on intentional leadership and interpersonal effectiveness. The workshop contains two parts, with Part One focusing on personal and intentional leadership using the Intentional Leadership Model. This model examines a person's vision, values, self-awareness, and balance. It emphasizes that leadership skills are developed intentionally through self-reflection, feedback, and understanding how leadership demands change over time. Part Two will describe models for effective interpersonal communication and understanding assumptions. The full workshop is designed to help participants reflect on their own leadership abilities and communication styles.
TRAIT THEORIES Throughout history, strong leaders—Buddha, Napoléon.docx
TRAIT THEORIES Throughout history, strong leaders—Buddha, Napoléon, Mao, Churchill, Roosevelt, Reagan—have been described in terms of their traits. Trait theories of leadership thus focus on personal qualities and characteristics. We recognize leaders like South Africa’s Nelson Mandela, Virgin Group CEO Richard Branson, Apple co-founder Steve Jobs, and American Express Chairman Ken Chenault as charismatic, enthusiastic, and courageous. The search for personality, social, physical, or intellectual attributes that differentiate leaders from non-leaders goes back to the earliest stages of leadership research. Early research efforts to isolate leadership traits resulted in a number of dead ends. A review in the late 1960s of 20 different studies identified nearly 80 leadership traits, but only five were common to four or more of the investigations. By the 1990s, after numerous studies and analyses, about the best we could say was that most leaders “are not like other people,” but the particular traits that characterized them varied a great deal from review to review. It was a confusing state of affairs. A breakthrough, of sorts, came when researchers began organizing traits around the Big Five personality (ambition and energy are part of extraversion, for instance), giving strong support to traits as predictors of leadership. A comprehensive review of the leadership literature, when organized around the Big Five, has found extraversion to be the most important trait of effective leaders, but it is more strongly related to the way leaders emerge than to their effectiveness. Sociable and dominant people are more likely to assert themselves in group situations, but leaders need to make sure they’re not too assertive—one study found leaders who scored very high on assertiveness were less effective than those who scored moderately high. Unlike agreeableness and emotional stability, conscientiousness and openness to experience also showed strong relationships to leadership, though not quite as strong as extraversion. Overall, the trait approach does have something to offer. Leaders who like being around people and are able to assert themselves (extraverted), who are disciplined and able to keep commitments they make (conscientious), and who are creative and flexible (open) do have an apparent advantage when it comes to leadership, suggesting good leaders do have key traits in common. One reason is that conscientiousness and extraversion are positively related to leaders’ self-efficacy, which explained most of the variance in subordinates’ ratings of leader performance.5 People are more likely to follow someone who is confident she’s going in the right direction. Another trait that may indicate effective leadership is emotional intelligence (EI), discussed in Chapter 4. Advocates of EI argue that without it, a person can have outstanding training, a highly analytical mind, a compelling vision, and an endless supply of terrific ideas but still not make a ...
Write a 2-4 page analysis of IES domains and assessment frameworks in.docx
Write a 2-4 page analysis of IES domains and assessment frameworks in relation to global leadership effectiveness, and use that analysis to create a 1-2 page personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
INTRODUCTION
Overview
Through the completion of the Intercultural Effectiveness Scale (IES), the Global Leadership Inventory, and your own experiences, course readings, and research, you will reflect upon and analyze your areas of strength, identifying capabilities for development in order to improve your cross-cultural communication as a global leader in the form of a leadership plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze aspects of leading and working in global and diverse environments.
Analyze the six domains of the IES in terms of their applicability to global leadership effectiveness.
Competency 3: Analyze ways in which leaders and followers make personal and professional adjustments as they work in complex environments.
Analyze the assessment frameworks in terms of personal effectiveness in working with people from other countries and cultures.
Identify personal skills to develop for working more effectively with people from other countries and cultures.
Develop a personal global leadership plan with goals to strengthen personal cross-cultural leadership capabilities.
Competency 4: Communicate effectively in a professional manner.
Communicate in a professional manner, using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions.
Preparation
Intercultural Effectiveness Scale (IES)
Before starting the assessment, take the Intercultural Effectiveness Scale (IES), which is a Web-based assessment that will provide you with information on a set of values and competencies to help you understand your preferences and learn to be a more effective global leader and manager. Before taking the IES, think about whether you consider yourself low, moderate, or high in areas focused on continuous learning (for example, self-awareness and exploration); interpersonal engagement (including global mindset and relationship interest); and hardiness (characteristics such as positive regard and emotional resilience).
Review the results of the IES, which will be sent to you after you complete the inventory.
Read
How to Interpret and Get the Most Value from Your IES Report [PDF]
.
Global Leadership Inventory
View the following to assess your leadership skills. You will use the results in your assessment.
Global Leadership Inventory
|
Transcript
.
Assessment Requirements
Create a personal global leadership development plan by analyzing your IES results, your Global Lea.
Module 1 - CaseLeadership Traits, Behaviors, and StylesAssignm.docx
Module 1 - Case
Leadership Traits, Behaviors, and Styles
Assignment Overview
All of you have probably read quite a bit about the world’s wealthiest man—Bill Gates. But some of you are probably not nearly as familiar with Bill Gates’s main rival and world’s seventh wealthiest man—former Oracle CEO Larry Ellison. Ellison recently retired as CEO but is still active as the chair of Oracle’s board of directors. Unlike Gates, who is relatively reserved, Ellison is known for his extravagant lifestyle and boastful interviews.
The rivalry between Ellison and Gates is legendary, but not quite as much is known about Ellison’s leadership style. He has been described as a “jerk,” and his managerial style has been described as “take no prisoners.” While he is unquestionably a very strong leader, he has also been criticized for spending a lot of time playing golf while leaving many leadership duties to his subordinates.
For this assignment, read up on leadership traits, leadership behaviors, and leadership styles in the required background materials. Then read up on Larry Ellison and find as much as you can about his personality and leadership style. Finally, try to apply what you’ve read in the required background materials about leadership traits, behaviors, and styles to what you found out about Larry Ellison.
Here are some articles to get you started on your research about Ellison:
Mendleson, R. (2010, November 8). Why it pays to be a jerk. Canadian Business, 83, 28-30, 32, 34. [ProQuest]
Leibovich, M. (2000, October 30). The outsider, his business and his billions series. The Washington Post, p. A1. [ProQuest]
Hymowitz, C. (2005, July 12). Working fewer hours is hard for most CEOs, but some find a way. Wall Street Journal, p. B1.[ProQuest]
Case Assignment
Once you are finished with your research on Ellison and have thoroughly reviewed the background materials on leadership traits, behaviors, and styles, write a 4- to 5-page paper addressing the questions below. For each answer, make sure to cite at least one of the Case Assignment articles listed on this page as well as one of the required textbook chapters from the background materials—for example, Hiriyappa (2009), or Bauer and Erdogan (2012).
1. How would you describe Ellison’s personality and leadership traits? Refer to the specific leadership traits discussed in Hiriyappa (2009) or Bauer and Erdogan (2012).
2. Would you describe Ellison’s behavior as being task-oriented, or people/relationship-oriented? Refer to Hiriyappa (2009) and Bauer and Erdogan (2012).
3. How would you describe Ellison’s leadership style? Consider the leadership styles discussed in the “Types of Leaders/Leadership Styles” section of Chapter 10 of Hiriyappa (2010).
Assignment Expectations
· Follow the assignment instructions closely and follow all steps listed in the instructions.
· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials
· ...
Personal Reflection Memo The unexamined life is not worth
This document provides instructions for a research paper assignment on strategic thinking, decision-making, and innovation for a graduate course. Students must choose a topic from a list provided or from the chapter readings and research a minimum of 10 peer-reviewed articles on the topic. The 4-5 page paper must include an overview of the topic's importance, the purpose of the research, a literature review summarizing the major points of the articles in the student's own words, an application of the research to business practice, and a conclusion. The paper will be graded based on inclusion of all components, demonstration of critical thinking, use of scholarly research, topic relevance to course materials, writing quality, and proper use and formatting of references.
Mgt 605 Success Begins / snaptutorial.com
This document outlines an assignment for a leadership course. It describes a two-part assignment where students will:
1) Evaluate a contemporary media example of leadership and analyze the leader's style, influence, and ethics. Students will also propose how they would lead in the same situation as a servant leader.
2) Develop a 250-500 word personal leadership philosophy statement incorporating their values, influences, expectations for themselves and others, and leadership style.
The document provides details on what to include in each part and the formatting requirements for the assignment.
Leadership training
Chapter 17 presents a multiframe perspective on leadership. It distinguishes leadership from related concepts like power, authority, and management. Leadership is defined as a subtle process of mutual influence between leaders and followers to achieve cooperative goals. The chapter explores different approaches to leadership, including structural, human resource, political, and symbolic frames. It emphasizes that effective leadership requires understanding multiple frames and building teams that provide leadership using different approaches.
Similar to Chief of Police will write a 4-6 page reflective analysis paper .docx (18)
5-1Essentials of Organizational Behavior 13eStephen P. R.docx
5-1Essentials of Organizational Behavior 13eStephen P. R.docx
Leadership Self-AssessmentLeadership is defined in many wa.docx
Leadership Self-AssessmentLeadership is defined in many wa.docx
Running head JOB SATISFACTION IN PHILIPPINES1JOB SATISFACTION.docx
Running head JOB SATISFACTION IN PHILIPPINES1JOB SATISFACTION.docx
Professional Development PlanLeadership as a vocation .docx
Professional Development PlanLeadership as a vocation .docx
Write a 2-4 page analysis of IES domains and assessment frameworks i.docx
Write a 2-4 page analysis of IES domains and assessment frameworks i.docx
3SHORTENED TITLEWeek 1 Assignment TwoImportance of .docx
3SHORTENED TITLEWeek 1 Assignment TwoImportance of .docx
BCJ 3601, Criminal Law 1 Course Learning Outcomes for.docx
BCJ 3601, Criminal Law 1 Course Learning Outcomes for.docx
TRAIT THEORIES Throughout history, strong leaders—Buddha, Napoléon.docx
TRAIT THEORIES Throughout history, strong leaders—Buddha, Napoléon.docx
Write a 2-4 page analysis of IES domains and assessment frameworks in.docx
Write a 2-4 page analysis of IES domains and assessment frameworks in.docx
Module 1 - CaseLeadership Traits, Behaviors, and StylesAssignm.docx
Module 1 - CaseLeadership Traits, Behaviors, and StylesAssignm.docx
Personal Reflection Memo The unexamined life is not worth
Personal Reflection Memo The unexamined life is not worth
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Choose 1 focal point from each subcategory of practice, educatio.docx
Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management
Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.
Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or a.
CHOICE TOPIC Pick a philosophical topic of your own choosing and re.docx
CHOICE TOPIC: Pick a philosophical topic of your own choosing and relay your own perspective on that topic giving as much evidence and supporting reasoning as possible.
The assignment should be standard font, double spaced, at least a page and a half with proper citations when appropriate.
.
Choice to documentcritique 10-12 Pages APA Formation .docx
Choice to document/critique
10-12 Pages
APA Formation (10 points)
Breakdown of Project Stages:
Project Initiation (18 points)
Project Planning (18 points)
Project Execution (18 points)
Project Monitoring and Controls (18 points)
Project Closing (18 points)
.
Choice Hotels InternationalOverviewRead the case study, .docx
Choice Hotels International
Overview
Read the case study,
Choice Hotels International
.
Instructions
Write a fully developed paper in which you: DO NOT WRITE IN 1ST PERSON
Assess the two distinct networking functions.
Analyze the issues Choice is likely to experience as it expands its network to full global reach. Provide a rationale for your answer.
Critique Choice implementing free high-speed Internet access for all guests in its Clarion Hotels and Comfort Suites from the security point of view.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
.
Choice Theory- Is to choose to engage in delinquent and criminal beh.docx
Choice Theory- Is to choose to engage in delinquent and criminal behavior after weighing the consequences and benefits of their actions
Classical Criminology
People have free will to choose criminal or conventional behaviors, people choose to commit crime for reasons of greed or personal need, and crime can be controlled only by the fear of criminal sanctions.
1. In 1764, criminologist Cesare Beccaria wrote An Essay on Crimes and Punishments, which set forth classical criminological theory. He argued that the only justified rationale for laws and punishments was the principle of utility.
2. Beccaria believed the basis of society, as well as the origin of punishments and the right to punish, is the social contract. The only legitimate purpose of punishment is special deterrence and general deterrence.
3. Beccaria believed the best way to prevent and deter crime was to: • Enact laws that are clear, simple, and unbiased, and that reflect the consensus of the population. • Educate the public. • Eliminate corruption from the administration of justice. • Reward virtue.
4. Real-world drawbacks of Beccaria’s theory are: • Not all offenders are alike, juveniles are treated the same as adults. • Similar crimes are not always as similar as they might appear,first-time offenders are treated the same as repeat offenders.
I don't pay for cover pages
1 APA style page
12 pt font
I gave a breakdown of what the teacher is looking for
.
CHM130LLLab 2Measurements Accuracy and PrecisionName __.docx
CHM130LL
Lab 2
Measurements: Accuracy and Precision
Name : _____________________________
A. Data Tables
Data Table 1 (12 points)
Measurement
Data
(1) Length of aluminum plastic packet
(2) Height of aluminum plastic packet
(3) Temperature of faucet water
(3) Temperature of ice water
(5) Volume of water in 10-mL
graduated cylinder
(6) Volume of water in 50-mL
graduated cylinder
Data Table 2 (10 points)
Measurement
Data
(1) Inside diameter of 50-mL
graduated cylinder
(2) Height of 50-mL graduated cylinder
(3) Water temperature
(4) Initial volume of water in 50-mL
graduated cylinder
10.0 mL
(5) Mass of water in the 50-mL
graduated cylinder
10.0 g
(6) Volume of water and aluminum shot in 50-mL graduated cylinder
(7) Mass of aluminum shot (given on outside of packet)
B. Insert the picture of the plastic packet containing aluminum shots with student’s name and MEID (25 points)
C. Follow-Up Questions (Show all calculations for full credits)
Part I
1. Convert the length and height measurements for the packet that contains the aluminum shot from units of cm to units of mm using the unit-factor method. (10 points)
2. Convert the temperature measurements for the faucet water and the ice water from oC to oF, using the following equation: oF =1.8(oC) + 32. (10 points)
3. Convert the volumes of the water in the 10-mL and 50-mL graduated cylinders from mL to L, using the unit-factor method. (10 points)
4. Looking at your measurements for the volumes of water in the 10-mL and 50-mL graduated cylinders, are your values identical? Discuss at least two reasons why the measurements were not identical. (5 points)
Part II
5. Calculate the volume of the 50mL graduated cylinder using your measurements of diameter and height, using the formula V= πr2h (r=½ diameter). This is your experimental value. (10 points)
6. Assuming the accepted value of the volume of the graduated cylinder is 50.00 mL, calculate the percent error of your volume calculation, using the following formula and the experimental value calculated in question 5: (10 points)
Percent Error
=
|
accepted value - experimental value
accepted value
|
x
100
7. Calculate the mass of 10ml of water in the graduated cylinder using 1/5 the volume calculated in question 5, the density of water of 1.00 g/mL and this given the formula: (10 points)
Density
=
mass
volume
8. Using 10.0 g as the accepted value for the mass of the water, and the mass calculated in #7 above as the experimental value, calculate the percent error of your mass calculation, using the same formula as in #6 above. (10 points)
9. Calculate the volume of aluminum shot added to the graduated cylinder, using the information from Data Table 2 in the following formula: (10 points)
Volume of water and aluminum shot in 50-mL graduated cylinder(#6) – Initial volume of water in 50-mL graduated cylinder (#4) = volume of aluminum shot
10. Calculate the experimental value for density of the aluminum shot based on its mass (given on.
Chocolates by Jacki has provided information relating to its curre.docx
Chocolates by Jacki has provided information relating to its current year. The Controller has asked you to complete a First-Stage Allocation to Activity Cost Pools. Use the information included in the Excel Simulation and the Excel functions described below to complete the task.
· Cell Reference: Allows you to refer to data from another cell in the worksheet. From the Excel Simulation below, if in a blank cell, “=B7” was entered, the formula would output the result from cell B7, or 400,000 in this example.
· Absolute Reference: Allows you to maintain the original cell reference when a formula is copied to another cell. The cell reference is “locked” by putting a dollar sign ($) before the column and row references. By default a cell reference is relative, so when you copy a formula to another cell the values update based on a relative reference. For example, if you copy the formula “=B8+B9” from cell C1 to cell C2, the formula in cell C2 will relatively update to be “=B9+B10” since the copied formula moved down one cell, the formula cell references also moved down one cell. Conversely, by adding the absolute cell reference “locks” to the equation, the formula will not change when copied to any other cell. For example, “=$B$8+$B$9” written in cell C1 is copied to cell C2, the formula in cell C2 will remain “=$B$8+$B$9”. You can also use a mixed cell reference by only “locking” the column or row only ($B8 or B$8) which locks that specific column or row and the other reference becomes a relative reference and “moves” with the formula as its copied to another cell. For example, if you copy the formula “=B$8+B9” from cell C1 to cell C2, the formula in cell C2 will update to be “=B$8+B10” since the copied formula moved down one cell, the formula cell relative references also moved down one cell, but the absolute “locked” reference remained the same.
· Basic Math functions: Allows you to use the basic math symbols to perform mathematical functions. You can use the following keys: + (plus sign to add), - (minus sign to subtract), * (asterisk sign to multiply), and / (forward slash to divide). From the Excel Simulation below, if in a blank cell “=B18+B19” was entered, the formula would add the values from those cells and output the result, or 250,000 in this example. If using the other math symbols the result would output an appropriate answer for its function.
· SUM function: Allows you to refer to multiple cells and adds all the values. You can add individual cell references or ranges to utilize this function. From the Excel Simulation below, if in a blank cell “=SUM(B13,B14,B15)” was entered, the formula would output the result of adding those three separate cells, or 375,000 in this example. Similarly, if in a blank cell “=SUM(B13:B15)” was entered, the formula would output the same result of adding those cells, except they are expressed as a range in the formula, and the result would be 375,000 in this example.
Quest.
Chloe1a. This study uses qualitative meta-synthesis to take a.docx
Chloe
1a. This study uses qualitative meta-synthesis to take a holistic approach to innovation in information systems companies. The article stated that the researchers used qualitative meta-synthesis that analyzed over 370 different articles, journals or other written forums, which required a severe amount of time to read a review and correlate to each other to show a holistic approach. Some of the artifacts used were, “Fear of technological complexity”, “Data collection and processing tools”, and others in Table 1 (Lawrence, 2013).
1b. Information systems innovation is difficult. Not only just systems such as Facebook and Google but the backbone of systems that run corporations such as FedEx and UPS. Changing the users’ experience where it is not just easy to use, but functional has always been difficult such as when we think back to how clunky MySpace and AOL were. This article is about how cultures in information systems companies need mediation to generate innovation, which is directly applicable to how to generate innovative environments.
2a. This research focused on how social media could or could not enhance innovation. The researcher’s hypothesis was that a new connection + novel idea = innovation. In order to connect people, the researcher’s used social media due to its proclivity in today’s world. There were 31 owner-managers from the United Kingdom that signed up and 42 interviews that were conducted. The result of those interviews were over 500 pages of transcripts that required combing through, but first as binned by coding into nine different categories. Overall there was an extensive amount of qualitative research conducted is considerably larger than most qualitative studies.
2b. This article specifically applies to my topic of how to generate innovative environments because it takes a 21st-century approach to innovation, which is ironic, and assess how to use social media to generate innovative ideas. Though overall the discovery is that social media is a difficult platform to meet strangers, there is an avenue such as like type communities on social media that would work better.
References:
Lawrence, C. (2013). A Holistic Narrative of Culture’s Mediation of Information Systems Innovation: A
Qualitative Meta-Synthesis. Journal of Global Information Technology Management, 31–52.
Berne, D. F., Coda, R., Krakauer, P., & Donaire, D. (2019). The innovation challenge in micro and small enterprises
(MSE): An exploratory study at São Paulo metropolitan region. Studii de Ştiintă Şi Cultură, 15(4), 235–252. https://doi.org/10.1108/INMR-03-2019-0031
PAUL:
Part one:
Article one: The article chosen discusses how sales professionals perceive leadership. Interviews were conducted with both sales leaders and salespeople. What was found was that the salespeople overwhelmingly supported specific leadership traits that contributed to their overall performance. The four areas covered were coaching, collaborat.
Chinese railroad workers began to contribute to the Canadian railr.docx
Chinese railroad workers began to contribute to the Canadian railroad in 1800, but they paid a lot of labour and even life with low wages. Now, many bronze men in the Roger's Centre in Toronto are reminding people that many Chinese workers died while building the railroad, they were overworked and their salaries were low (China town concern group, 2016, para.1). However, these hard and lovely people have not received the respect they deserve in such a difficult situation. After they built the Canadian Pacific Railway, one of Canada's outstanding engineering projects, they were discriminatorily levied a head tax on Chinese workers. As the Frey (2017) suggests, the racist law imposed a "head tax" on Chinese immigrants from 1885 to 1923, acknowledging that the abuse of Chinese immigrants is a long process, and it is necessary to fight against historical inertia and racist laws (para.18). Over time, people's awareness of racism has increased, and they have begun to reflect on previous mistakes and modify some wrong regulations and measures. The websites show the unequal treatment and compensation of many Chinese railroad workers.
Reference
China town concern group. (2016, April 28). “Now and Then: Chinese Railroad Workers Memorial”. https://chinatownconcerngroup.wordpress.com/2016/05/13/now-and-then-chinese-railroad-workers-memorial/
Frey, W. (2017). Chinese workers integral in building Canada's first megaproject. Construct Connect. https://canada.constructconnect.com/Leaders2017/chinese-workers.html
.
CHIROPRACTIC & MANUAL THERAPIESClar et al. Chiropractic & .docx
CHIROPRACTIC & MANUAL THERAPIES
Clar et al. Chiropractic & Manual Therapies 2014, 22:12
http://www.chiromt.com/content/22/1/12
SYSTEMATIC REVIEW Open Access
Clinical effectiveness of manual therapy for the
management of musculoskeletal and non-
musculoskeletal conditions: systematic review
and update of UK evidence report
Christine Clar1, Alexander Tsertsvadze1, Rachel Court1, Gillian Lewando Hundt2, Aileen Clarke1 and Paul Sutcliffe1*
Abstract
Background: This systematic review updated and extended the “UK evidence report” by Bronfort et al. (Chiropr
Osteopath 18:3, 2010) with respect to conditions/interventions that received an ‘inconclusive’ or ‘negative’ evidence
rating or were not covered in the report.
Methods: A literature search of more than 10 general medical and specialised databases was conducted in August
2011 and updated in March 2013. Systematic reviews, primary comparative studies and qualitative studies of
patients with musculoskeletal or non-musculoskeletal conditions treated with manual therapy and reporting clinical
outcomes were included. Study quality was assessed using standardised instruments, studies were summarised, and
the results were compared against the evidence ratings of Bronfort. These were either confirmed, updated, or new
categories not assessed by Bronfort were added.
Results: 25,539 records were found; 178 new and additional studies were identified, of which 72 were systematic
reviews, 96 were randomised controlled trials, and 10 were non-randomised primary studies. Most ‘inconclusive’ or
‘moderate’ evidence ratings of the UK evidence report were confirmed. Evidence ratings changed in a positive
direction from inconclusive to moderate evidence ratings in only three cases (manipulation/mobilisation [with
exercise] for rotator cuff disorder; spinal mobilisation for cervicogenic headache; and mobilisation for
miscellaneous headache). In addition, evidence was identified on a large number of non-musculoskeletal conditions
not previously considered; most of this evidence was rated as inconclusive.
Conclusions: Overall, there was limited high quality evidence for the effectiveness of manual therapy. Most reviewed
evidence was of low to moderate quality and inconsistent due to substantial methodological and clinical diversity.
Areas requiring further research are highlighted.
Keywords: Clinical effectiveness, Manual therapy, Systematic review, Musculoskeletal, Bronfort
Background
Manual therapy is a non-surgical type of conservative
management that includes different skilled hands/fingers-
on techniques directed to the patient’s body (spine and
extremities) for the purpose of assessing, diagnosing,
and treating a variety of symptoms and conditions [1-4].
Manual therapy constitutes a wide variety of different
* Correspondence: [email protected]
1Populations, Evidence and Technologies, Division of Health Sciences,
Warwick Medical School, University of Warwick, Coventry CV4 7AL, England
Full list of author info.
Chinese Society 中国社会What are the social voices in China.docx
Chinese Society
中国社会
What are the social voices in China?
Tradition
Confucianism
Revolution
Communism, Maoism
Reform (Current)
Socialism with Chinese Characteristics?
Capitalism?
Deng Xiaoping Thought?
Harmonious Society (since 2005)
What are the components in Chinese society?
Danwei
Work unit
Guanxi
Connections
Family
One child, two childe
How has Chinese society changed?
Time
Space
Money
Commodification
Landscape
Self
Sex
What are the paths to success?
Mao’s China
Red- politics, White - education
Army, marriage
Deng’s China
Golden - business
To get rich is glorious
Redefining China’s Families
http://www.washingtonpost.com/wp-srv/world/interactives/chinafamilies/
How has the family in China changed?
Young and Restless in China
http://www.pbs.org/wgbh/pages/frontline/youngchina/
What are the lives of people like ?
Hutong Old Beijing
10
PSY 345: Social Psychology
McAuliff
Personal Application Paper
PERSONAL APPLICATION PAPER
In addition to reading and thinking about the concepts covered in the text, an important part of the
learning process includes applying these concepts to your own life and experiences. To facilitate
this process, a personal application paper must be uploaded on Moodle no later than 10am on
Monday, May 11. The paper should be typed (12 characters/inch font), three to five pages in
length, and double-spaced with one inch margins. Late papers will not be accepted and
students not turning in papers will receive a 0. The personal application paper will count
for 25% of your final grade.
For the paper, students should select one or two central topics discussed during the semester and
write about how the topic(s) is relevant to you and your life. For example, for the chapter on
prejudice, you might write about a time you directly or indirectly experienced some form of
prejudice. Alternatively, you could analyze a television commercial with an eye toward the material
covering the use of persuasion to increase compliance. Remember, this assignment is intended to
help you recognize how the material covered in class is personally relevant, as well as to
encourage you to think critically about the concepts presented instead of passively accepting them
as truths. Thus it is acceptable (and commendable) to include in your paper a discussion of the
reasons why you agree/disagree with what the author is saying. To reiterate, each paper must
have the following two components: a review (including proper citation) of the concept from the text
to be discussed; and second, your thoughts/feelings on this topic and a discussion of how it applies
to your life including whether you agree/disagree with what the author has said.
PSY 345: Social Psychology
McAuliff
Personal Application Paper Grading Form
_____ Introduction (2)
_____ Statement of interest (1)
_____ Explained (1)
_____ Description of Social Psychological Concept, Theory, or Research (.
China’s geography中国地理China’s physiographyRegion.docx
China’s geography
中国地理
China’s physiography
Regional Geography
The same area as the U.S.
1.39 Billion People, 0.3% growth
90 percent live in the Eastern half
NORTHMandarinCoal; wheat;
Heavy industrySOUTHCantonesecotton; rice;
light industryWESTMinoritiesOil;
Agriculture
4
Figure 11-12
Title:
Landscape Regions of China
Caption:
The term China proper denotes the densely populated, culturally Han Chinese areas to the east of the blue line. The Yangtze Valley divides China proper into two general areas. Immediately to the north is the large fertile area of the North China Plain, bisected by the Huang He (or Yellow) River. To the west is the Loess Plateau, an upland area of soil derived from wind-deposited silt after the prehistoric glacial period, about 15,000 years ago.
China/USA
What are the characteristics of China’s territory?
Size of US 9,600,000 sq km
1.39 billion people
mid latitude
Continental
West dry, mountainous
East coastal humid
Vast in territory, rich in resources
Land is scarce, people are many
How do the mountains, rivers and basins combine in China?
Three tiers
SW mountains Tibetan Plateau >3000m
Himalayas, Kun Lun, Karakoram, Tian Shan
Basins and Plateaus 1000-3000m
Tarim Basin, Junggar Basin, Mongolian Plateau (Ordos),
Great Xingan, Chang Bai
Loess Plateau, Sichuan Basin, Yunnan Plateau
South China Hills (Wuyi)
Lowlands <500m
North China Plain, Northeast Plain, Deltas
Karakoram mountains
Tibetan plateau
Everest Chomolongma
Sichuan
Loess plateau
Guangdong
North China
South China
SW - Yunnan
Yellow River - West
Yellow River - East
Yangzi Basin
Yangzi River
Three Gorges Dam
Electrical power
Flood control?
Earthquake
Silt in lake
Aquatic habitat
2 million people moved
Physical environment
Climate
11_04.JPG
18
Figure 11-04
Title:
Flooding on the North China Plain
Caption:
Major flooding, sometimes inundating large sections of the North China Plain, has been a historical problem with the Huang He River. Severe droughts can also plague the same region. Extensive dikes have been built along much of the river to protect the countryside from flooding, as seen in this photo taken near the historical city of Kaifeng. (Yang Xiuyun/ChinaStock Photo Library)
11_05.JPG
19
Figure 11-05
Title:
Denuded Hillslopes in China
Caption:
Because of the need to clear forests for wood products and agricultural lands, China's mountain slopes have long been deforested. Without forest cover, soil erosion is a serious issue. (Bob Sacha/Corbis)
11_07.JPG
20
Figure 11-07
Title:
Coal-Fired Power Plant in China
Caption:
A coal-fired power plant emits large quantities of pollution in northwestern China. As China industrializes, it is building many such plants, damaging local air quality and contributing to global warming. (Natalie Behring/OnAsia.com)
Environmental Challenges
21
China’s population
中国人口
Current stats
http://www.prb.org/
Population Reference Bureau.
China’s reliance on coal epitomizes the central single energy .docx
China’s reliance on coal epitomizes the central “single energy dilemma” by being dependent upon oil heavily over the last decade. China became a net coal importer in 2009. They have multiple sources that supplies the country in proximity; specifically, Australia, Russia, and Indonesia to name a couple. China is the “second largest economy and destination of foreign direct investment” (Sarah Ladislaw, 2014). China due to the heavy growth must use more energy in order to support the growth. Another source stated that China also imported 5.4 million barrels per day of crude and 706 billion cubic feet of natural gas in 2012 alone. This contributes to the “single energy dilemma” because China seemingly is dependent on imported oils due to the amount of growth that they are experiencing.
In my personal assessment it is likely that China can move away from and off goal due to the development and interest in shale gas which is an alternative to coal. China used 10.7 million barrels of oil per day in 2013 which accounted for one third of global oil demand. Due to shale gas being developed China is rethinking their relationships with the Middle East and North Africa. Their dependence on Middle East supplies continues to grow so there needs to be another option for a country who grows ten percent per decade. There are other avenues other than the Middle East. For example, China has been looking into resources closer to home such as central Asian countries for oil. In conclusion China can move away from and off coal with the development of great relationships closer to home.
Sarah Ladislaw, M. L. (2014).
New Energy, New Geopolitics.
Bradshaw, M. (2013).
Global Energy Dilemmas.
.
chinese civilization essay question text 2-3 pages Cours.docx
chinese civilization essay question text
2-3 pages
Course Syllabus
Jump to Today
Chinese 10: Chinese Civilization
Instructor:
Dr. Jingyu Xue
Email:
[email protected]
Class Hours:
W 3:45-6:55 pm, Room R219
Office Hours:
before and after class, or by appointment
COURSE DESCRIPTION:
This course traces the development of Chinese civilization, one of the world’s oldest continuous civilizations, from Neolithic times down to the present. It covers the study of Chinese geography, philosophy, religion, political environment, social relations, family and gender roles, literature, art and drama. Classes will be a combination of lecture and discussion, and students are expected to participate in classroom discussion in order to better understand the rich heritage and full complexity of Chinese culture.
This class will be taught entirely in English. No prior knowledge of Chinese language or culture is required.
TEXTBOOK:
All required readings will be posted on Canvas.
Recommended textbook:
Ebrey, Patricia.
The Cambridge Illustrated History of China, 2nd
edition.
Cambridge: Cambridge University Press, 2010.
STUDENT LEARNING OUTCOMES:
After the completion of this course, students will be able to perform the following tasks:
Describe the major geographic features of China.
Describe the historical contributions of important people in Chinese history.
Explain at least two aspects of Chinese culture and aesthetic tradition.
Analyze various religious influences in China.
Compare/ contrast the differences between the Western and Chinese cultures in family, artistic, and philosophical values.
REQUIREMENTS:
Attendance is mandatory and factored into your participation grade. A student who arrives more than 10 minutes late or leaves more than 10 minutes early will be marked as half-absence. More than 1 unexcused absence will adversely affect your participation grade (10 points out of 100 will be subtracted for each absence). Any student who is absent 3 times in a row will be dropped from the class. An appropriate document is required for all excused absences.
All required readings will be posted on Canvas
. Students are expected to complete reading the assigned texts before coming to each class. It is very important to keep up with the weekly reading assignments and come to class with your textbooks and notes. By doing so, you will be better prepared to participate in class discussion
Active and informed participation in class discussion is required. The final grade can be raised or lowered a few points based on participation. Also, answers to all the exam questions will be addressed during class lectures and discussion. Please be sure to pay close attention and take careful notes. Please turn off all cell phones, pagers and other electronic devices during our class sessions.
Academic Honesty
. All written assignments must be original work put in an individual student’s own words. They can never be copied from another student,.
ChinaThe Third RevolutionXi Jinping and the New Chinese Sta.docx
China:
The Third Revolution
Xi Jinping and the New Chinese State
Elizabeth Economy
Elizabeth Economy, PhD
Council on Foreign Relations:
C. V. Starr senior fellow
Director for Asia studies
Hoover Institution of Stanford University
Visiting Fellow
She is an acclaimed author and expert on Chinese domestic and foreign policy, writing on topics ranging from China's environmental challenges to its role in global governance.
BA – Swarthmore; MA – Stanford; PhD – University of Michigan
Primary Theses
1. Xi Jinping has steered politics and economics towards repression, state control, and confrontation
Xi Jinping has used his power to reassert dominance of the Communist Party and of his own position within it
As part of the campaign against corruption, he has purged potential rivals
He has executed sweeping reorganization of the People’s Liberation Army to ensure loyalty of the military to the party and to him personally
Mr. Xi has imprisoned supporters of Western liberal reform and stamped out criticism of the party and government in the media and online
He has created a surveillance state to monitor discontent and deviance.
China increasingly controls business as an arm of state power
Made in China 2025 plan uses subsidies and protection to create world leadership in ten industries including aviation, tech & energy
Belt and Road Initiative subsidizes infrastructure development in Asia and Africa in return for Chinese trade agreements
c. Regional production chains or production networks are the mechanism by which China influences Asian economies and integrates itself with the global economy.
Enables higher degree of specialization and integration
Facilitates exploitation of scale and scope economies
Ideologically, Chinese path is captured in the “Chinese Dream”
The Third Revolution
The Rejuvenation of the Great Chinese Nation
Common Factors that Explain Takeoff
Openness to trade and investment – higher than rest of world
Strong Export Demand in advanced industrial economy
Increasing intra-regional trade
High Domestic Savings & Investment Rates
Strengthened physical and digital infrastructure
Improved quality of human capital
Active Government Involvement in Economy
Openness to trade
Share of Asian trade as % total world trade increasing at expense of European and Russian trade
North American trade relatively stable.
China: export partners in 2016, by export value
(in billion yuan)
United States
“…other than trade and FDI (foreign direct investment), regional production chains or production networks became a mechanism by which Asian economies tangibly influenced each other as well as integrated in a market-led manner. As barriers to the movement of goods, services and factors of production are dropped further, Asian economies would integrate more with each other as well as with the global economy.” Das, p. 13
Enables higher degree of specialization and integration
Facilitates .
Chinas first emperor, Qin, unified the different territories and st.docx
China's first emperor, Qin, unified the different territories and states into one empire. Discuss the importance of "standardization" (coins, stamps, language, etc.) in that unification.
Need at least two sources minimum and all sources need to be cited.
Minimum 300 words, maximum 500 words.
.
Chinas Great Wall Please respond to the following, using sources.docx
China's Great Wall" Please respond to the following, using sources under the Explore heading as the basis of your response:
Describe two (2) specific aspects about the Great Wall of China, such as facts about its size, length, purposes, varied materials, labor force, and its phases of construction. Consider the various purposes of such a wall and its impact for good or bad, and compare the Chinese wall in this respect to some specific wall of more modern times.
Compare and contrast the Great Wall of China with The Tomb and Terra Cotta Warriors of Qin Shihuangdi. Which is his greatest legacy?
Or, take the opposite approach and present the case that neither was Qin Shihuangdi’s greatest legacy.
Explore
China and Its Great Wall
•Chapter 7 (pp. 212-213, 220), early phases, (p. 605) later phase
•Explore wall interactively at http://www.panoramas.dk/7-wonders/great-wall.html
•Video at http://www.discovery.com/tv-shows/other-shows/videos/discovery-atlas-china-revealed-the-great-wall.htm
•UNESCO article at http://whc.unesco.org/en/list/438
•“China’s Wall Less Great in View from Space” article at http://www.nasa.gov/vision/space/workinginspace/great_wall.html
.
China1. Assess and include transcultural beliefs including l.docx
China
1. Assess and include transcultural beliefs including language, religious practices, socioeconomic status, end-of-life practices, dietary preferences, risky behaviors
2. Identify healthcare behaviors (i.e. nontraditional therapies)
3. Identify challenges and barriers to healthcare and outcomes related to these challenges
4. Develop an evidence-based plan that can be used to improve healthcare outcomes and access to healthcare (including use of IT systems, interdisciplinary members, etc.) for your selected culture. Provide supporting data from peer-reviewed articles
.
APA formatted, 2-page paper
Minimum of 3 references within 5 years
.
China, also known as the Peoples Republic of China or PRC, is a cou.docx
China, also known as the People's Republic of China or PRC, is a country located in the east of Asia. It is the largest Asian country and has the biggest population in the world at around 1.4 billion. Its ruling and founding political party is called the
Communist Party
wherein the head of state is the President, elected by the National People's Congress. He supervises the state council which consists of four vice premiers and the heads of ministries and commissions.
Although Human rights are exercised in this country, a sample of which is the freedom of speech, it is not freely implemented, since it is limited and firmly restricted by specific regulations and laws. This essay will tackle the restriction of freedom of speech in China.
Limited Freedom of Expression
Freedom of expression is the right to convey one’s opinions and thoughts without fear of being punished by the country's government. And although a lot of countries are exercising freedom of speech, some countries like China don't have this as one of their basic human rights.
As a sample, during the 2008 Summer Olympics, the Chinese government agreed to release permits allowing the people to protest in specific areas designed as protest parks in Beijing, but most of the applications sent to the government were either refused, banned or withheld and the police authorities even apprehended the people who applied for permits. If you are looking for essay examples, for example, a
freedom of speech persuasive essay
, it would impossible to find an essay that cites controversial issues. This is because access to web pages considered by the authorities of China as "threatening" or "risky" to the Communist Party are blocked on the internet.
On the brighter side, The Chinese government is spending huge amounts of money on catching and blocking not only web pages that advertise political change within the country, but also websites which may have violence and pornography. According to the Constitution of the People's Republic of China, Chinese citizens can enjoy the freedom of the press and freedom of speech.
However, these kinds of freedom are not institutionally protected. Public speeches that consist of forbidden subjects that can have a huge impact on the people could result in a penalty by the government, and that can include criminal sentences.
As a country ruled by
communism
, it does not accept any disapproval or protest from its people, and other parties defying the government and criticizing them are at risk of persecution. As a Chinese citizen, you are not allowed to freely use social media and have access to western news since it is also controlled by the government.
Other Restrictions
Aside from the government's restriction on freedom of speech, there are other limitations and regulations as well, such as on the administration of publishing and radio and television administration. According to the constitution regarding the administration of publication, .
china & USA ----Food curlture1 follow news story, and related curr.docx
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1 follow news story, and related current events, for the entire semester, using diverse global news sources.
2 utilize diverse reference materials and peer reviewed academic journal articles across disciplines
3 present and explanation of research three times during the semester news report days.
NEWS report presentation rubric
outline
completion
format
detail
source list
cotent
accuracy&depth of research
connection to texts&class discussions
questions raised for further research
significant contribution to group
diverse sources
slant/bias considered or acknowledged
quality of sources
style
pace&volume
clarity
creativity
enthusiasm
.
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Chief of Police will write a 4-6 page reflective analysis paper .docx
- 1. Chief of Police will write a 4-6 page reflective analysis paper about the leadership legacy they hope to create during their career. Chief of Police will begin their paper by explaining who they are and what they stand for as a leader.( Treating the public fairly and the police woven in the community) Students will then select five learning objectives they feel are most important to their leadership legacy. They will include enough discussion of the learning objective so it’s obvious to the reader the student is confident in their knowledge about the learning objective topic. For each learning objective selected, students need to explain why it’s important to their leadership, supporting their thoughts with information from class discussions, course textbooks, class readings. Reading: Emotional Intelligence 2.0 by Travis Bradberry/ Strength Based Leadership by Gallup/ and ALeaders Legacy by Posner) 5, Leaning objectives 1. Determine the difference between leadership and management. 2. Discuss vision, mission and values and their inherent importance to a leadership role. 3. Examine ways to enhance personal emotional intelligence gifts and deficiencies. 4. Recognize the value of feedback to leadership development.
- 2. 5 Explore practices for motivating, building trust and creating positive work environments. From the five learning objectives selected the student will identify one of the objectives that they feel will be most challenging for them to incorporate into their leadership legacy. This paper will be due to the instructor no later than one week after the course is completed. 1. Determine the difference between leadership and management. Identify personal leadership strengths