An Exploration in Leadership

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Read the case – An Exploration in Leadership

. Then answer the questions below:

  1. How is this an example of transformational leadership?
  2. Where are Dr. Cook’s strengths on the Full Range of Leadership model (see Figure 8.2 in your textbook)?
  3. What is the vision Dr. Cook has for the archeology excavations?

TIPS

  1. Check anything APA at Purdue Purdue Online Writing Lab.
  2. APA is always double space, no more no less.
  3. The title page must have a header and page number. Center of title page has the title of the assignment, your name, and college name. NO MORE!
  4. Don’t forget the References page. If you list a reference, it must also appear as an in-text citation and visa versa. 9. Never use Works Cited on the References page. Use the word References.
  5. Refrain from using the following phrases when writing an academic paper: “I believe” “In my opinion” “I think” “I”. The reason you use references is so you can write about what has been researched, this information has validity.
  6. Use headings to take the reader from one point to another. Remember the reader has no idea what this case is about.

You should submit

  • Submit your response as a word document, formatted APA style.
  • This document should contain two to three well-written paragraphs.
  • Cite your sources where applicable. APA style.

CASE

Case 8.2 – An Exploration in Leadership

Every year, Dr. Cook, a college professor, leads a group of 25 college students to the
Middle East on an archaeological dig that usually lasts about 8 weeks. The participants,
who come from big and small colleges throughout the country, usually have little prior
knowledge or background in what takes place during an excavation. Dr. Cook enjoys
leading these expeditions because he likes teaching students about archaeology and
because the outcomes of the digs actually advance his own scholarly work.
While planning for his annual summer excavation, Dr. Cook told the following story:
This summer will be interesting because I have 10 people returning from last year. Last
year was quite a dig. During the first couple of weeks everything was very disjointed.
Team members seemed unmotivated and tired. In fact, there was one time early on
when it seemed as if nearly half the students were either physically ill or mentally
exhausted. Students seemed lost and uncertain about the meaning of the entire project.
For example, it is our tradition to get up every morning at 4:30 a.m. to depart for the
excavation site at 5:00 a.m. However, during the first weeks of the dig, few people were
ever ready at 5, even after several reminders.

Every year it takes some time for people to learn where they fit with each other and with
the purposes of the dig. The students all come from such different backgrounds. Some
are from small, private, religious schools, and others are from large state universities.
Each comes with a different agenda, different skills, and different work habits. One
person may be a good photographer, another a good artist, and another a good surveyor.
It is my job to complete the excavation with the resources available to us.
At the end of Week 2, I called a meeting to assess how things were going. We talked
about a lot of things including personal things, how our work was progressing, and what
we needed to change. The students seemed to appreciate the chance to talk at this
meeting. Each of them described his or her special circumstances and hopes for the
summer.
I told the students several stories about past digs; some were humorous, and others
highlighted accomplishments. I shared my particular interests in this project and how I
thought we as a group could accomplish the work that needed to be done at this important historical site. In particular, I stressed two points: (a) that they shared the
responsibility for the successful outcome of the venture, and (b) that they had
independent authority to design, schedule, and carry out the details of their respective
assignments, with the director and other senior staff available at all times as advisers and
resource persons. In regard to the departure time issue, I told the participants that the
standard departure time on digs was 5:00 a.m.
Well, shortly after our meeting I observed a real shift in the group attitude and
atmosphere. People seemed to become more involved in the work, there was less
sickness, and there was more camaraderie. All assignments were completed without
constant prodding and in a spirit of mutual support. Each morning at 5:00 a.m. everyone
was ready to go. I find that each year my groups are different. It’s almost as if each of
them has a unique personality. Perhaps that is why I find it so challenging. I try to listen to
the students and use their particular strengths. It really is quite amazing how these
students can develop in 8 weeks. They really become good at archaeology, and they
accomplish a great deal.
This coming year will again be different because of the 10 returning “veterans.”

Intro to humanities

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In the Complete section of each unit of this course, you have three essay questions. Each essay should be at least 325-350 words (a total of 1000 words). Include citations and a list of at least 3 different academic /scholarly sources that you used to answer the questions in APA format. 15% of your grade in the Complete section is based on your use of sources and APA format.

1.

Discuss the three cultures that arose in Mesopotamia from 3000-1600 B.C.

2.

Discuss three innovations that came about during the Bronze Age (3000-1200 B.C.) in Mesopotamia and Egypt.

3.

Discuss how the cultures of Mesopotamia and Egypt were alike and different.

Discusion Post

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Below are 4 discussion questions. Each questions need at least one reference and be at least 250-300 words.

  1. As a primary teacher, how would you tell a parent that you are referring their child to the Child Study Team? What data would you use to support your concerns? Who else would you involve in the discussion?
  2. Review the 10 Basic Steps in Special Education located in the topic materials. What is your level of understanding of these steps after your readings this week? Is it straightforward and easy to understand, or complicated and overwhelming to the teacher? Is it straightforward and easy to understand, or would it be complicated and overwhelming to families? Explain your position.
  3. What do you still want to know about assessment for early childhood? Answer two other classmates’ questions as part of your response.
  4. Based on your prior learning and learning in this course, what are five overarching concepts you know about assessment for early childhood.

Assessment and Feedback

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Using ProQuest or other online sources, compile at least five references related to assessment and feedback strategies for differentiated instruction in a gifted classroom.  Assume that you are a teacher in a gifted classroom with students who exhibit multiple intelligences.  In a three- to four- page paper, select and discuss a pre-assessment and post-assessment that would differentiate instruction to support your students’ multiple intelligences.  How would you use feedback from these assessments to reflect upon and modify instruction within a gifted class?  Make recommendations to colleagues about how differentiated instruction would help them in their roles as teachers, as well as how it might improve outcomes for their students.

Your paper should be written in APA format and include references that are appropriately cited.

Rubric:

Pre-and Post-Assessments

Distinguished -Provides a well-developed and highly structured discussion of two entirely appropriate pre- and post- assessments that clearly differentiate instruction to support multiple intelligences in a gifted class of students.

Proficient -Provides a mostly developed discussion of two appropriate pre- and post- assessments that clearly differentiate instruction to support multiple intelligences in a gifted class of students. The discussion is lacking some minor details.

Basic – Provides a brief discussion of two pre- and post- assessments that differentiate instruction to support multiple intelligences in a gifted class of students; however, more rationale and details are needed to support how these assessments correlate to the multiple intelligences.

Below Expectations – Attempts to discuss two pre- and post- assessments that differentiate instruction to support multiple intelligences in a gifted class of students, but the discussion lacks sufficient rationale and detail to ascertain how these assessments correlate to the multiple intelligences.

Non-Performance -The discussion of pre- and post-assessments that differentiate instruction is either nonexistent or lacks the components described in the assignment instructions.

Feedback from Assessments

Distinguished – Comprehensively analyzes how feedback from both assessments can be used to reflect upon and modify instruction. Uses scholarly literature that fully supports analysis.

Proficient -Analyzes how feedback from both assessments can be used to reflect upon and modify instruction. Uses scholarly literature for support of the analysis. Some minor details are missing.

Basic -Somewhat analyzes how feedback from both assessments can be used to reflect upon and modify instruction; however, relevant details are missing and/or scholarly literature may not be used to support the analysis.

Below Expectations – Attempts to analyze how feedback from both assessments can be used to reflect upon and modify instruction; however, ideas are not totally developed, significant details are missing and/or scholarly literature is not used to support the analysis.

Non-Performance -The analysis of feedback from assessments is either nonexistent or lacks the components described in the assignment instructions.

Recommendations

Distinguished – Skillfully and meticulously explains and provides recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students.

Proficient – Explains and/or provides recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students; however some minor details are missing.

Basic -Explains or provides recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students. Explanation may lack details and/or may not provide entirely appropriate recommendations.

Below Expectations – Attempts to provide measures to recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students; however the appropriateness of the recommendations is not entirely clear.

Non-Performance – The recommendations are either nonexistent or lack the components described in the assignment instructions.

Critical Thinking: Evidence

Distinguished -Employs persuasive information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.

Proficient -Employs applicable information from credible sources to develop an analysis of the topic.

Basic -Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic.

Below Expectations – Displays information from external sources, but such information may lack credibility and/or relevance. Neglects the application of such information toward the analysis of the topic.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Distinguished -Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic -Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance -The assignment is either nonexistent or lacks the components described in the instructions.

APA Formatting

Distinguished -Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic -Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations -Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Page Requirement

Distinguished – The paper meets the specific page requirement stipulated in the assignment description.

Proficient -The paper closely meets the page requirement stipulated in the assignment description.

Basic – The paper meets over half of the page requirement stipulated in the assignment description.

Below Expectations – A fraction of the page requirement is completed.

Non-Performance -The assignment is either nonexistent or lacks the components described in the instructions.

Resource Requirement

Distinguished -Provides ample resources and uses the correct number of sources from the specified search agents.

Proficient – Provides the approximate number of sources while using some of the correct search agents specified in the assignment instructions.

Basic – Provides over half of the sources required in the assignment instructions.

Below Expectations -Provides inadequate number of resources and does not include sources from specified search agents.

Non-Performance -The assignment is either nonexistent or lacks the components described in the instructions

Strategic Planning – Information Systems Discussion

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In Chapter 10 of the text – Managing & Using Information Systems: A Strategic Approach, we discuss the sourcing of IT in business.

Using the lessons learned in Chapter 10 of the text about the way Information Technology should sourced, evaluate the organization you work for or an organization you are familiar with. How is your IS/IT sourced? Does the organization use outsourcing? If so, what kind? Does this sourcing work?

You must have 1 scholarly journal articles along with your text to support your analysis. Try to find articles that are less than 5 years old.

Initial posts must be 300 words but no more than 500 words. Responses to classmates 200 words each (2 required).

Please make sure you cite and support your posts. Please include a reference for each citation. Your post should use APA formatting.

Marketing ( maximum 350 words)

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Assignment 3: This assignment relates to the market potential estimation methods described in the article, Waheeduzzaman (2008). Amazon has decided to enter country Country A. We have two very similar countries, Country A and Country B. Use the following information and (1) estimate market potential for Amazon in Country A using Chain Ratio Method and Method of Analogy, and, (2) comment on the difference in estimation.

  • Number of households for Country A = 40 million.
  • Number of households for Country B = 36 million.
  • Percentage of households subscribing to eBay.com in Country B = 22%
  • Percentage of households having Internet in Country A = 45%
  • Literacy rate in Country A = 97%
  • Percentage of households with substantial purchasing power in Country A = 71%

Rubric: Make sure that you address those questions/issues while writing/submitting your assignment. You should aim at completing each assignment in one page, no more than 350 words.

Assignments will be evaluated on the basis of the following criteria.

Specificity and relevance with respect to the questions asked-40%

Understanding of concepts discussed in the text/video, and, their application-40%

Organization and quality-20%

Answer the following questons

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1.Compare and contrast England’s NHS, Canada’s NHI and U.S. Health System models.Who or what is responsible for providing health services (public and/or private) in each system?How is each system financed?How are providers paid for their services in each kind of system?How relatively effective is each system in prolonging the length and quality of life for people living in each country?

2.Why does the “vulnerable population” in the U.S. continue to grow?What characteristics do personsbelonging to this category of need have in common? Pick three separate groups, highlighting their particular set of problems.Name and explain three kinds of government solutions which have been established to help vulnerable populations in the U.S.. How is care for vulnerable populations paid for at federal and state levels?

3.Recent data show that Americans consume, on average, more than three times the recommended level of sodium per day in their food and beverages.High salt intake contributes to high blood pressure and its complications—stroke, heart attack, congestive heart failure, and kidney failure. In fact, thousands of lives could be saved if sodium consumption could be lowered in people with hypertension (high blood pressure). Compare and contrast (highlight similarities and differences) between how a health care provider like a Kishwaukee hospital doctor (part of Northwestern Medicine) might address this problem in their patient population using the medical model versus how a public health official would address this same problem using the population health model (three comparison-contrast examples required).

4. Although the United States spends more money per capita on health care than any other country, its performance is relatively poor by comparison. How can ideas such as the “Triple Aim Initiative” or “patient centeredness” help to improve performance in the U.S. health care system?

1. Start at the top of the page when beginning or continuing each Essay.

2. Be sure to note which Essay (by number) you are writing.Do not include the question again.

(5 point penalty)!

3. Essays must be typed in Times New Roman font only, in 12-point font only.

4. Each Essay must include at minimum ONE FULL PAGE of information, written in good

English (grammar, punctuation and spelling must be correct). FYI- Better student essays which

typically earn a higher number of points are two full pages in length, double-spaced, and contain

a lot of detail.

5. If you have individual paragraphs in the same Essay, indicate these by just indenting the first line

of the paragraph five spaces.

6. No “lists” or bullet-points of information will be accepted in place of, or in addition to the

Essay form—information is to be presented in narrative essay form ONLY.

7. Each Essay will have margins no larger than one (1) inch—top, bottom, and sides.

8. Each Essay’s font may NOT be bolded.

9. Essays may not include charts or graphs (Essay explanation ONLY).

10. Essays are to be constructed in WORD format only (no pdf or other format besides WORD will

be accepted).If sent in another mode (e.g. pdf) the Essays will not be graded (will receive a “0”).

See next page for more requirements (11-19):

Quality Management

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First Assignment – Please answer the following Questions below:

1. Using the Internet or Strayer databases, research the latest approaches to managing quality and performance within an organization. Next, determine one (1) key differentiating factor between the new approach to quality and performance management that you chose and past approaches. Indicate whether or not the new approach is likely to derive better performance results than past approaches. Provide support for your rationale.

2. Suggest one (1) significant challenge related to quality and performance management. Recommend one (1) managerial approach to overcome this challenge. Provide support for your rationale.

Second Assignment: Leadership of Richard Branson

Using the Internet or Strayer University databases, research the leadership style and characteristics of Richard Branson, Virgin Group.

Write a seven (7) page paper in which you:

  1. Assess the key elements of Richard Branson’s leadership style and the impact that those elements have had on his business success. Provide support for your rationale.
  2. Given that The Virgin Group has been described as a fast-growing entrepreneurial company with many facets to the group, suggest how the unique aspects of Richard Branson’s leadership style mesh successfully with the particular attributes of a multifaceted organization like Virgin.
  3. Determine two (2) key ways in which Richard Branson is likely to motivate employees in order to achieve his goals for the Virginia Group. Indicate whether or not his approach is likely to work in a different organizational setting. Provide support for your rationale.
  4. Assess the effectiveness of Richard Branson’s ability to articulate and communicate his vision for his company to employees and other stakeholders. Provide support for your rationale.
  5. Assume that you have received a job offer to be a manager within the Virgin Group. Determine the criteria you would use to evaluate whether Richard Branson’s leadership style is a good fit for you as a manager and what conclusion you may draw about working under this type of leader.
  6. Take a position on whether or not you believe Richard Branson is a global leader. Justify your position and provide support for your justification.
  7. Predict Richard Branson’s success as a leader over the next five (5) years. Support your prediction.
  8. Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.

Assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

writing two pages

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this project is a group project, so each member has to write at least 2 pages

it’s about starting a new company that’s the general idea of the project

our group idea is opening a new electronic university

soooo everything should be electronic; books, communication, classes, exams, transportations inside the university,etc.write as your imagination takes you with these topics or even if u have more ideas that’ll be fine.

you are to write the first two pages of this project then leave the rest incomplete so that the other member do his part of the project because we will be asked which part of the paper we did.

it has to be about opening an electronic university because we already gave the professor our group idea.

i attached a file that explain everything u need to know about the formating of the paper, please read carefully as this is a project for an english class.

please include the title page.

thanks.

Quality Assurance

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I need a paper using this Case Study with the requirements below.

  • Case Study B – Data Integration Software Tool: You must build a software tool for a telephone company that enables data to be used by a variety of software applications. The project team consists of an unknown number of personnel for the design, development, building, deployment, and operation and maintenance of the system. The team members may be located around the world, in different time zones.

I need the following:

Quality Assurance

  • 5.1 Tools Review

    Consider a situation in which you are asked to review a quality assurance, change control, or process analysis tool developed by a contractor or coworker.

    • What elements or features would you look for to ensure that it satisfies the requirements of a good tool?
    • How would you ensure these elements are included?

    Provide at least one example of a quality assurance, change control, or process analysis tool that is ineffective or deficient in some respect. Provide suggestions for improving it and explain why you think your suggestions would improve the tool.

    5.2 Quality Assurance and Change Control Tools

    Using your choice of software (such as Microsoft Excel, Project, or Visio), develop at least two quality assurance and change control tools appropriate for your project. In selecting your tools, consider your organization’s mission and goals. Explain the relative importance of each tool.

    • Explain the advantages and disadvantages of each tool. Provide support for your analysis.
    • Explain how the tools will be used on your project. Consider their general acceptance and use within the industry.
    • Add project data and information to the tools.

    Note: Microsoft Project and Visio are provided through a Toolwire virtual desktop for your use. Access the software via the Toolwire resources.

    5.3 Process Analysis Tools

    Using your choice of software, develop two process analysis tools appropriate for your project.

    • Explain the advantages and disadvantages of each tool. Identify the most significant advantages and disadvantages, and provide support for your analysis.
    • Explain how the tools will be used on your project. Consider their general acceptance and use within the industry.
    • Add project data and information to the tools.