TASK

 Assignment consists of two essay questions (worth 10 marks each) based on the subject material and require some additional research. 

Sources used in your answer should be fully referenced in Harvard style. You are advised to access media items for further elaboration and illustration of the issues raised in your essays.

 It is expected that you use at least 5 references for each essay (10 in total). 

Complete the following essays ensuring that you apply economic principles or theory wherever possible to support your discussion. 

Communicate your ideas with correct grammar, spelling and writing style and support your answers with diagrams and illustrative examples as necessary. 

Essay 1 (10 marks) = (Approximately 1,000 words) Utilising your knowledge of the theory of the firm, provide a rationale for the Australian government’s JobKeeper policy being careful to distinguish between the short-run and the long-run and between the needs of small and medium sized businesses compared with large businesses.

 Essay 2 (10 marks) = (Approximately 1,000 words) Utilising economic theory and illustrative examples write an essay which explains why Australia was in a deep recession in 2020. In your essay, assess the effectiveness of the government response in limiting the depth of the recession and in contributing to recovery from it. 

RATIONALE:- This assessment task will assess the following learning outcome/s: 

• be able to apply demand and supply analysis to make a range of market related decisions.

 • be able to make decisions that incorporate the relevant benefits and cost analysis. 

• be able to explain and defend why it is important to understand the structure of the market in which a firm operates. 

• be able to critically examine and demonstrate why it might be necessary for government to intervene in the production of goods and services and in the distribution of income. 

• be able to examine critically the health of the economy as a whole through the analysis of major economic variables and advise on likely policy alternatives. This assignment provides an opportunity for you 

• to demonstrate that you are familiar with the use of the model of supply and demand, the concepts of costs and benefits, the importance of market structure and the role of government intervention. 

• to present a detailed analysis of some of the factors that give rise to government intervention in the market through the application of your knowledge of theory supported by evidence drawn from sources of your choosing. 

  

The rationale behind assignment 1 is to ensure comprehensive reading and full understanding of ‘political ecology’ as an approach to study environment-development issues. This is essential before proceeding further in the module. The assignment also provides a means for students’ to develop their reflective and critical thinking and writing skills, and provides an opportunity for students’ to document their learning journey. All are essential or useful skills of value in the environment & development field. 

Task: 

Students should aim to demonstrate learning aligned with module objectives in their writing. 

1. What      is a definition/s of this concept/trend/issue? What are the roots of this      definition and this concept/trend/issue, and links to other topics? What      are the strengths/weaknesses/issues of this? How is it relevant to      understanding environment-development issues and linkages?
2. What      are the policy and practical developments associated with this, what are      they/how are they understood, what new insights can I take away from them?      
3. How might we go about thinking more critically about      environmental change and/or natural resource management / development      approaches, and why is it important?

The above questions should assist students demonstrate critical reflection on learning across a diverse range of material encountered in weeks 14-18. Note that not all questions will be relevant to all sessions/reading, students should pick those most relevant to a particular session and associated reading. Students may also choose to create their own questions. 

Submission format: 1,500 word summary of the student’s dictionary, via Minerva

The submission should include evidence of a minimum of three entries relevant to topics encountered during the period of weeks 14 and 18. 

The purpose of this exercise is to encourage you to engage critically with the topic. Good entries will go much further than merely presenting a definition. Rather, they will analyse an idea, such as thinking about its emergence, relation to other ideas, strengths/weaknesses, legacies, implications, and so on. They will be attuned to the implications of the topic for environment and development thinking and debates – in other words, how we might think and act differently as a result of this idea or trend. Good entries will also seek, where relevant, to span across theoretical or conceptual ideas and more practical, policy and empirical concerns – between the abstract or academic and the ‘real world’, e.g. policy implications.

References of particular relevance to the thinking behind this assignment include:

Brookfield, S. (1987) Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. Open University Press. 

Mezirow, J. (1990) Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning. Jossey-Brass, San Francisco.

Schon, D.A. (1987) Educating the reflective practitioner. Jossey-Brass, San Francisco.

REFLECTION

In this section, students must display originality of their writings by jotting down their reflection

(in diary style of writing) after researching about the assigned video. Students need to fully

describe and discuss their report in terms of:

i. What did you see in the video? (describe in detail).

ii. What are its important points, issues and characteristics portrayed by the video?

iii. What are social, cultural or religious significance of the place or ritual seen in the video?

iv. How do you feel after watching and researching the video?

v. Compare between the expectation you had before watching and researching the video and

after you learned about it.

vi. How do you compare (similarities & differences) of the place/ritual seen in the video

with the ones existing in your home country?

vii. What are the morals, values, qualities, skills etc. you learn from the video?

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viii. How this activity affects you intellectually and emotionally as international

students in Malaysia?

ix. How this activity helps you to adapt yourself to the Malaysian environment as foreign

students?

x. What are the challenges in completing this report?

IMPORT

1. STUDENTS ARE ALSO REQUIRED TO PUT THEIR PICTURES WHILE

RESEARCHING ABOUT THE VIDEO ON THE FIRST PAGE OF THIS

REPORT.

2. YOU MAY CHOOSE ONE OF THE VIDEO PROVIDED AS LISTED OR FROM

OTHER SOURCES.

https://www.youtube.com/watch?v=m8RSSn-ArN0 – Masjid Sultan Abu Bakar

https://www.youtube.com/watch?v=Z8XBFW5tbdE – Batu Caves Temple

https://www.youtube.com/watch?v=ag0XgZOQvK0 – Kek Lok Si Temple

https://www.youtube.com/watch?v=944Rfdz60bs – Archaeological Heritage of the

Lenggong Valley

https://www.youtube.com/watch?v=KFVi0GdIJPg – Melaka Sultanate Palace Museum

https://www.youtube.com/watch?v=YUQWUlRuCLw – Peranakan House

https://www.youtube.com/watch?v=QIvj8m9Pzg4 – Seri Menanti Old Palace

https://www.youtube.com/watch?v=Kxh-2pKo94I – Iban Longhouse

https://www.youtube.com/watch?v=2y2x7qMJf1c – Mah Meri’s Ritual of Appeasing the

Spirits & Ancestors

3. Attached chosen video link here:

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1.0 INTRODUCTION

2.0 CONTENT

2.1 What did you see in the video? (describe in detail).

2.2 What are its important points, issues and characteristics portrayed by the video?

2.3 What are social, cultural or religious significance of the place or ritual seen in the

video?

2.4 How do you feel after watching and researching the video?

2.5 Compare between the expectation you had before watching and researching the video

and after you learned about it.

2.6 How do you compare (similarities & differences) of the place/ritual seen in the video

with the ones existing in your home country?

2.7 What are the morals, values, qualities, skills etc. you learn from the video?

2.8 How this activity affects you intellectually and emotionally as international students

in Malaysia?

2.9 How this activity helps you to adapt yourself to the Malaysian environment as foreign

students?

2.10 What are the challenges in completing this report?

3.0 CONCLUSION

 

In an essay of 1500-1750, summarize your findings by addressing the following main points of each resource you selected. You will repeat this sequence for each resource. The word count is for the total essay, not each resource.

• Who was the focus of the resource (e.g., first graders? parents? etc.)?
• What was the resource discussing? What did it suggest? What were the findings?
• Where was the context (learning environment? grade level? home? etc.)?
• Why is this important to the field of early childhood learning environments? Be specific in explaining the connections of your resource to the course materials and topic for this week.
• How will it help you as an early childhood professional in the learning environment? List at least two things you will do in the learning environment as a result of the information you learned from the resource.

Be sure to include references and weblinks to the three resources you chose. Your essay should be 1500-1750 words and should include at least three (3) citations. The sections should be clearly marked with headings so that your instructor knows which points you are addressing. Follow the guidelines for APA writing style. The title page and references page so not count towards the minimum word amount for this assignment.

Discuss the leadership contingency theory role as a leader.

Page 21

Leadership Contingency Theory

Research shows that both leadership traits and leadership behavior are important for leadership effectiveness, supporting the practice of selecting leaders with an emphasis on traits and training leaders with an emphasis on behavior.14 Both the trait theory and the behavior theory of leadership were attempts to identify the one best leader and the one best style for all situations. By the late 1960s, it had become apparent that there is no such universal answer. Leadership contingency theory holds that the most appropriate leadership qualities and actions vary from situation to situation. Effectiveness depends on leader, follower, and situational factors. Forces in the leader include personal values, feelings of security, and confidence in subordinates. Forces in the follower include knowledge and experience, readiness to assume responsibility, and interest in the task or problem. Forces in the situation include organizational structure, the type of information needed to solve a problem, and the amount of time available to make a decision.15

Matching the Qualities of Leaders, the Characteristics of Followers, and the Nature of the Situation

In the past 60 years, more than 65 classification systems have been developed to define the dimensions of leadership, and more than 15,000 books and articles have been written about the elements that contribute to leadership effectiveness. The usual conclusion is that the answer depends on leader, follower, and situational variables. A leader in a bank and a leader on the farm will need different interests, values, and skills. Experienced followers and new followers will have different leadership needs. Situational factors include the job being performed, the culture of the workplace, and the urgency of the task.

No single element explains why leadership takes place. Leadership results when the ideas and deeds of the leader match the needs and expectations of the followers in a particular situation. The relationship between General George Patton, the U.S. Third Army, and the demands of World War II resulted in leadership; however, the same General Patton probably would not have much influence on the membership and goals of a PTO meeting today. Even if there were agreement about goals, disagreement over style probably would interfere with the leadership process.

A modern example of matching the qualities of the leader, the characteristics of followers, and the nature of the situation is Nelson Mandela, the first black president of South Africa.16 A negative example, but one of historic significance, is that of Adolf Hitler, the German people, and the period 1919 to 1945:

Hitler generated his power through the skillful use of suggestion, collective hypnosis, and every kind of subconscious motivation that the crowd was predisposed to unleash. In this way, the people sought out Hitler just as much as Hitler sought them out. Rather than saying that Hitler manipulated the people as an artist molds clay, certain traits in Hitler gave him the opportunity to appeal to the psychological condition of the people.

Seen in this light, Hitler was not the great beginner, but merely the executor of the people’s wishes. He was able to feel the character and direction of the people and to make them more conscious of it, thereby generating power that he was able to exploit. This is not due to his personal strength alone. Isolated from his crowd, Hitler would be with reduced potency.

Hitler had many personal weaknesses, but as one who sensed the character and direction of the group, he became the embodiment of power. No doubt his strength came through his claiming for himself what actually was the condition and achievement of many.17

It is clear that destructive

Page 22

results can be traced to a toxic triangle of leader, follower, and situational factors. Destructive leaders with charisma, narcissism, and an ideology of hate can enlist susceptible followers with bad values, unmet needs, and ambition in a conducive situation of instability, perceived opportunity, and lack of checks and control. The outcome can be disastrous.18 Ultimately, the leader, the followers, and the situation must match for either good or bad leadership to take place. One without the other two, and two without the third, will abort the leadership process.19

Reference needs to be added for page 21-22:

Manning, G., & Curtis, K. (2019). The Art of Leadership (Sixth ed.). New York, NY: McGraw-Hill Education. 

For this discussion, PLEASE ADD ALL OF THESE FOLLOWING AREAS:

1. Define the concept and reference the page number that the concept can be found on in the textbook. “

2. “page 21-22”- Manning, G., & Curtis, K. (2019). The Art of Leadership (Sixth ed.). New York, NY: McGraw-Hill Education. 

3. Address the situation that you will use the concept in.- I would use this situation when a department is functioning in congruence & promotions are available.

4. Express how the implementation of this concept is different from what you are doing now. -building the team to be able to function seemlessly 

5. Do you project that this change will make a positive difference within 3 months of its implementation? Yes