Project

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Instructions

Final Course Project—Self-Reflection of Leadership

This course has major project assignments due in Weeks 3 and 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and other work for those assignments earlier than the week in which they are due. 

In Weeks 1 and 3, you focused on a famous leader and his or her leadership style, ethics, moral intelligence, credibility, principles, power, and beliefs. You also assessed the effect the leader had on the culture and ethics of the organization. Now, it is time to take what you have learned in those areas and apply it in self-reflection.

Analyze your own principles, values, beliefs, and behaviors, citing examples and research to support your assessment.

What are your fundamental principles (e.g., four universal principles)?

What are your core values?

What are your beliefs about people in organizations, people outside organizations, power, processes/policies, and profit?

In what ways do your behaviors align (or don’t align) to your principles, values, and beliefs?

From research, choose two leadership theories that you most relate to in terms of your own leadership. Provide a substantive synthesis of each leadership theory, including primary authors or researchers, the major points of each theory, and the similarities and differences between the two theories.  

Analyze your leadership in relation to each of the two leadership theories, discussing how your principles, values, beliefs, and behaviors align (or don’t align) with each of the theories.

Compare your own leadership qualities with that of the leader you used in Weeks 1 and 3. Where are you similar to that leader and where are you different from that leader? Use examples and research to support your assessment.

Using examples and research, justify at least three key insights from your study that you can use to enhance the ethical aspects of your leadership influence.

Submissions Details :

Name your document: SU_LEA5125_W5_LastName_FirstInitial.doc.

Submit your 7 to 10 page document to the Submissions Area by the due date assigned.

Use APA format for your document.

Researching Rhetorically Post #3: Interactive

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STEP 1: Next, find a text in conversation with your first two that that allows for reader/viewer interaction via feedback, online comments, etc. You can be creative here. For example, you could look at a blog, a series of tweets, a podcast, Instagram posts, online videos, interviews, artwork, ads, etc. as long as the text provides space for interaction from readers/viewers (like comments, sharing, or liking). 

Importantly, again, try to pick a source (or series of sources–if you use something like tweets) that isn’t just broadly about the same general topic as the one you used for the last discussion, but one that debates the same question or concern that your previous sources debated/discussed.

NOTE: Try to find a source with information that surprises you or enhances your understanding of the conversation in some way. This will help you write a better analysis. 

STEP 2: Once you’ve identified a source to work with, read the text(s) and then write a rhetorical summary. To help you write a rhetorical summary, see Guiding Questions for Rhetorical Summaries below.   Because your source is so different from the previous sources you used, your answers will probably be very different.

Note: there’s a new question below: don’t forget to answer it! 

Guiding Questions For Researching Rhetorically: 

Please use specific examples from the text to support your analysis. Here are some questions to consider. 

  • First, identify the author (first name and last name) and title of the piece and where/when it was published. Then identify the core idea of the author’s argument, along with information on what they’re arguing and how they’re making their argument. (If it’s an informative piece, identify what the main goal of the document is and what they are using to support that goal. For example, what are they trying to explain? Why? How?) Your summary should remain an objective report of the article/text, without your commentary or opinion of the author’s argument/information. 
  • Who is the audience for the text and what was the author’s purpose? Remember that the audience cannot be “everyone”.  (For example, does the audience belong to a particular age group? To a specific geographical location? A political affiliation? A specific career or degree of knowledge? Look for clues in the text as to whom the writer thinks is reading.) What is the writer responding to? What do you know about the author/place of publication?
  • How does the writer use evidence/information? Is the evidence/information reliable? Why or why not?
  • What is the level of bias or degree of advocacy in the medium where this article was published? For example, a newspaper or website might believe something very strongly, to the point that they are very selective in the information they share, or they might be trying to be “neutral”.  If you look into the newspaper/website/etc, you might get clues. What might you say are the medium’s values? For example, for an article, you might read the Wikipedia page to learn more about the magazine or newspaper in which it is published. For a social media post, you might click on the profile and see if the other posts indicate a bias.  For a website, you might look at the “about page” or read other perspectives on this website. Try to understand if this author is advocating a specific position (or is “neutral”) and/or if the place where this source was published advocates a position (or is “neutral”).
  • Look at the WAY the author makes the argument. What stylistic choices does the author make? What content choices? What choices regarding images, layout, etc? How do such choices relate to their rhetorical purpose/s? For example, how do their choices help develop their ethos? How do the choices support their argument? How do their choices help them connect with the audience? 
  • How does the interactive nature of this text add to, challenge, and/or support the main message of the text? For example, what can we learn about this particular conversation by looking at the interactions taking place online that we might not have otherwise understood?
  • What did you learn from this source that you did not know from the previous sources? In what ways does this source build on or contradict the other sources? How is the source entering the conversation in similar or different ways from your previous sources? 

Grading Criteria for this Post: 

  • Responds in detail to the specific prompt, including choosing an appropriate text (or texts) to discuss (3)
  • Show in-depth engagement with text(s) related to a specific conversation, including thoroughly addressing the provided guiding questions (3)
  • Considers the interactive nature of the text and the ways in which that interaction shapes the text (such as its message, audience, and rhetorical choices).(3)
  • Make specific references to the text(s) for support (3)
  • The writing is organized and polished showing evidence of audience consideration, and an effective proofreading and editing process. (3)

conflict mangement

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Engage in a principled negotiation with someone who is not a member of the class.    Use the principles and techniques of principled negotiation as outlined in Getting to Yes including:  •Separating the People from the Problem •Focusing on Interests, not Positions •Generating a Variety of Options for Mutual Gain •Insisting on the use of Objective Criteria •Prior to negotiation, create and identify a BATNA (Best Alternative to a Negotiated Agreement) in the case you cannot get what you want in negotiation.    For this assignment, students will give a basic outline to the negotiation; i.e.; who you are negotiating with, why you are negotiating, and the context of the negotiation.  Following this, students should describe the positions (if any) taken by the parties and the underlying interests of all parties involved.     Students should describe specifically how they a) separate the people from the problem; b) shift the debate from positions to interests; c) generate a variety of options for mutual gain and; d) which objective criteria they used and how they were agreed upon by the various parties.  The paper should also identify the BATNA and perhaps WATNA (if applicable).  The paper should conclude with a description of the outcome of the negotiation as well as levels of accomplishment and/or satisfaction with the outcome.  If the negotiation did not work out, what could work better in the future?    Submissions should be typewritten — word processed — and between 4 to 5 pages double spaced with 12 point font.  Papers will not be graded on grammar or spelling, but clarity and attention to these details would be most helpful.

Risk Management Final

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This week, you will finalize your Project Risk Management Plan. You will complete the items in the Project Risk Communications section.

  1. Update any previous sections as needed based on instructor feedback or a review of the project information.    
  2. Create a communications matrix for communicating the risk elements to your project stakeholders. The matrix should include the individual stakeholders (who), risk content (what), method used to transmit the information (how), and the frequency (when). These items should be specific to each stakeholder. An example matrix is as follows:

StakeholderRisk ContentMethodFrequency

  1. Write a memo to the project sponsor, responding to the following questions:
    • Why did you choose either the agile or the waterfall method for your project?
    • Was the risk identification process appropriate for your project? Why or why not?
    • How did the quantitative and qualitative risk analyses help you in prioritizing the project risks and assigning numerical values?
    • What were some of the risk response strategies you did not use, and why were these not appropriate for the risks?
    • What are some ways that the risk management activities can be improved in future projects?
  2. Update the References page, and update the Table of Contents to show the correct page numbers. 
  3. The deliverable length for this section is 750–1,000 words. Your completed plan should be 3,750–5,000 words total for the entire plan.

Debating Ability Testing

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Debating Ability Testing

Prior to beginning work on this discussion, read Chapters 5 and 6 in the textbook and the required articles for this week, and view the IQ: A history of deceit (Links to an external site.)Links to an external site. video.

For your initial post, you will present at least two viewpoints debating professional approaches to assessment used in psychology for your assigned age group. Please see the list below for your assigned age group. In addition to the required reading, research a minimum of one peer-reviewed article from the Ashford University Library on ability testing research at is pertains to your assigned age group.

In your initial post, you must

  • Briefly compare and discuss at least two theories of intelligence and the contemporary assessment measures related to those theories.
  • Analyze challenges related to assessing individuals in your assigned age group and describe any special ethical and sociocultural issues which must be considered.
  • Analyze and provide evidence from validation studies supporting and opposing the use of specific instruments with your assigned population.
  • Present the pros and cons of individual versus group assessment of ability.
  • Summarize the implications of labelling and mislabeling individuals in your assigned age group as a result of testing and assessment.

Last name begins with

  • A through E: Preschool-aged children through age 7

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers, at least of one whom was assigned a different age group than you, by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. Be sure to review the assigned articles before constructing your reply.

Which of the assessment instruments presented by your classmate demonstrates the strongest validity, and which (if any) do not show strong validity for the age group being discussed? Were there appropriate age, socioeconomic, language, and/or cultural considerations your classmate did not mention but should have been included in her or his initial post? What ethical consideration(s), in addition to those mentioned by your classmate, might you recommend be included? Provide a rationale for the inclusion of these considerations. Use information from the required resources as well as any other appropriate peer-reviewed articles to support your statements. Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.

Executing the Project-Discussion 2

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Assigned Readings:

Chapter 2. The Organizational Context: Strategy, Structure, and Culture 

Overview:Projects are the tools organizations use to implement change. The most valuable changes are aligned with the corporate strategy and achieve strategic objectives. Internal and external groups impacted by changes are project stakeholders. Identifying and managing project stakeholders is extremely important. Organizational structure and culture are also presented in chapter two, as they have an impact on project management. Organizational structure may be functional, project, or matrix. Each has strengths and weaknesses. Similarly, organizations may or may not have a formal project management office (PMO). The three types of PMOs are the weather station, the control tower, and the resource pool, each with strengths and weaknesses. Finally, corporate culture influences the attitudes and values of employees and how they interact with each other.

Learning Objectives:

  1. Understand how effective project management contributes to achieving strategic objectives.
  2. Recognize three components of the corporate strategy model: formulation, implementation, and evaluation.
  3. See the importance of identifying critical project stakeholders and managing them within the context of project development.
  4. Recognize the strengths and weaknesses of three basic forms of organizational structure and their implications for managing projects.
  5. Identify the characteristics of three forms of a project management office (P M O).
  6. Understand key concepts of corporate culture and how cultures are formed.

Discussion:

Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.
Also, provide a graduate-level response to each of the following questions:

  1. Compare and contrast the organizational cultures at Amazon and Google.  Imagine if you were in charge of a project team at both companies.  How might your approach to managing a project, developing your team, and coordinating with different functional departments differ at the two firms?
    [Your post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion]. [Your post should be at least 500+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review] 

Week 4 assignment : PowerPoint -Critical Perspectives on Effective Intervention

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There are fr general principles of effective intervention that have become organizing concepts of community corrections. They have stimulated what has become known as the “what works” movement. Prepare a digital slide presentation outlining the four general principles of the “what works” movement. For this assignment, you will prepare five digital slides that consider perspectives on the potential merits and limitations associated with each of the four general principles. It is important to develop the ability to frame an approach to content in a digital slide format. A digital slide format provides an opportunity to succinctly summarize points and to organize your thoughts in a compelling and coherent manner. Prior to beginning work on this assignment, please complete the assigned readings in the Wright (2012) text, Contemporary Prison Overcrowding: Short-Term Fixes to a Perpetual Problem (Pitts et al., 2014) and Assessing the Effectiveness of Correctional Sanctions (Cochran et al., 2014). In addition, please review the website Bureau of Justice Statistics (Links to an external site.). Also, please consider the recommended website resources.

In your slide presentation, using at least two scholarly, peer-reviewed, or credible sources in addition to the course text

  • Analyze critical perspectives on the merits and drawbacks of each of the four general principles.
  • Interpret constitutional principles for social and criminal justice that relate to at least one of the four general principles.
  • Apply knowledge of cultural sensitivity and diversity awareness to a program, policy, or practice in corrections relevant to at least one of the four general principles.
  • Explain a criminal justice issue within the system of corrections relevant to at least one of the four general principles.

*Note: To access theUniversity of Arizona Global Campus Library directly, click on the Writing Center and Library links in your left navigation. Watch the Database Search Tips (Links to an external site.) video for more and see Searching the University of Arizona Global Campus Library 

Presenting engaging multimedia content also improves learner retention of information. Include visual enhancements in your presentation. Include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the Writing Center guide to Tables, Images, & Appendices (Links to an external site.).) You may wish to use the Where to Get Free (and Legal) Images guide (Links to an external site.) for assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access Garr Reynolds Top Ten Slide Tips (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.), which provide useful assistance with creating successful PowerPoint presentations.

The Critical Perspectives on Effective Intervention presentation:

  • Must be five slides in length (not including title and references slides) and formatted according to APA style as outlined in the Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.)
  • Must include a separate title slide with the following:
    • Title of presentation
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly, peer-reviewed, or credible sources in addition to the course text.

Biblical Principles 4

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After leaving Apple, Steve Jobs bought a company by the name of Pixar.  The original plan for his company called for separate buildings and offices. Still, he decided to change it around, and he designed the space for his company in such a way to provide a large open space in the center where the coffee bar, and cafeteria, and other things like the mailboxes were located. This philosophy of design brought the employees together. Steve’s idea blossomed into a place for people to collaborate and cultivate ideas, solutions and build relationships.  People would run into each other and make eye contact – in doing so, things happen. This is when true collaboration takes place. Working with others is one of the most important ways to develop ideas and solutions to problems creatively.

“The human body has many parts, but the many parts make up one whole body. So it is with the Body of Christ.” I Corinthians 12:12 NLB

How does the model that Steve Jobs set up compare to the work stations in your company, and what are ways to bring teams together to increase collaboration to benefit from individuals as a whole (cross-pollination)? What is your company doing during COVID-19 to create and sustain a collaborative environment?

Leis, M. 2020, February. Retrieved from https://www.scoro.com/blog/teamwork-stories-importance-of-teamwork/

Paper about EPIC POEM – “Epic of Gilgamesh”

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Reading literature, and especially epic literature, is like looking through a window at the culture from which it emerged. Based on your reading of this ancient text, write an essay in which you discuss what The Epic of Gilgamesh reveals about the values – the moral ideas and standards of behavior – of ancient Sumerians. What ideas were important to the Sumerians? What did they expect of their rulers? What values did they want their heroes to embody? What kind of gods did they have faith in? Use specific examples from the epic to support your argument.

Please write about 2-3 double-spaced pages (no less, no more, unless you would like to write more).

SUBMIT AS A REGULAR ASSIGNMENT. PLEASE MAKE SURE YOU DO NOT WRITE OR PASTE ON COMMENT-COLUMN. SUBMIT AS ATTACHMENT.

This assignment requires you to be particularly observant of the values of the world of Gilgamesh. This entails characteristics of human behavior as manifested in the characters’ decisions, actions and interactions. The introduction to the Epic in your book would be of great help to you, as much as the notes and video(s) you have received.

Part of this assignment is also to answer questions relevant to our course and the first epic you are reading, such as, 

-What does it mean to be ancient? To be epic? To be distant from our time?

-What does it mean to be a man or a woman in the civilization of ancient Sumeria?

-To be mortal or immortal?

-How is gender perceived in that culture?

-How do people live, love and fight?

-What do their cities and homes look like?

-Which are the Sumerians’ eating habits?

-How do they dress?

-How do they worship?

-Are there temples of worship?

-What is the religion of the Sumerians and how is it manifested in the epic?

-Do they believe in dreams and their interpretations (oneiromancy)?

-Do they believe in friendship?

All the above are crucial questions whose answers reveal the complex identity of the Sumerian culture, as much as any culture. Be curious and investigative. You don’t have to answer all of the above questions. These are examples that will help you direct your interest and curiosity. Choose a few and follow the traces that will lead to the discussion of your topic

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All observations are to be drawn from the poem, the introduction by Sandars, the various notes/essays and the video you have received. Please do not use random online references (spark notes, Wikipedia etc.) that will render your analysis off topic. This is not a social science course. All your conclusions about the Sumerian civilization should be drawn from your knowledge of the Epic of Gilgamesh and the related readings about it.

You may, of course, look up your own sources, but make sure your analysis remains within the context of the epic poem and you don’t generalize or fall into the trap of synopsizing the story of the poem. This paper is NOT about the story of King Gilgamesh, but rather about the people he is ruling -who are they and what kind of an impression do we get of them through this poem?

Proofread many times to catch errors and problematic sentences, be coherent, and provide with examples (quotes) to illustrate your findings and points of view.

CHAPTER 14 VIRTUAL IN-CLASS ACTIVITY: STRESS, LIFESTYLE, & HEALTH

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Part One :

As I noted in the discussion board, Chapter 14 is a good segway in concentrating on your self-care and stress management. Upon reading Chapter 14, what are some takeaways you received from this chapter based on the 3 areas of focus (1) stress, (2) lifestyle, and (3) health? Provide a summary that highlights 1-3 takeaways you received from each of the 3 areas of focus. 

Part Two: Take a moment to think about your stress triggers or things that are causing you stress. Spend some time writing at least two things you can do in each of the six categories below to take care of yourself. 

BODY/NUTRITIONAL (health, energy, physical body): 

PHYSICAL (home, school, office/job, environment, car, etc.):

SPIRITUAL (knowledge, meaning of life, purpose, connect to a higher power/love/self):

SOCIAL (relationships at work, family, friends, etc.):

EMOTIONAL/PSYCHOLOGICAL (mind, core beliefs, feelings, thoughts, mental health):

FINANCIAL (making a budget, paying bills on time, etc.): 

Part Three 

Let’s put your words into action and develop a self-care plan. What action steps can you take that will incorporate the six categories (from Part 2) in your life based on the following? 

-DAILY PLAN:

-WEEKLY PLAN:

-MONTHLY PLAN:

-YEARLY PLAN:

Link for my Textbook: https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/Psychology2e-WEB_0eRvAre.pdf