In this brief, informal journal assignment, you will discuss what you have learned about the foundations of writing. You will complete this assignment in your chosen Word processor using the built-in notetaking / comment function (see module resources). 

English (300-500 words)VW & AH

Part A
In this brief, informal journal assignment, you will discuss what you have learned about the foundations of writing. You will complete this assignment in your chosen Word processor using the built-in notetaking / comment function (see module resources). 

The Assignment

To complete the exercise, review the module readings on introductions and conclusions, the anatomy of a body paragraph, and revision strategies. Then, in a brief journal entry, discuss what you have learned. Consider addressing the following prompts: 
1. What did you learn about revision that surprised you? Why was this surprising?
2. What did you learn about the composition of body paragraphs that you didn’t know before? 
3. What did you learn about the composition of introductions and conclusions that helped you better understand how to draft an essay?
4. Which specific pieces of advice do you think are the most important to carry with you throughout this semester? Why?
5. If you knew all of this, talk about the advice that you think is the most important to remember and why.
The successful assignment will accomplish the following:
· Address some aspect of all module readings 
· Attempt to fully and completely cite module readings in MLA or APA style according to module resources and readings
· 300-500 words 

Resources

·

“Introductions and Conclusions”
 from the University of Arizona Global Campus (opens in a new window): pay close attention especially to the academic introductions and conclusions sections of this reading

https://writingcenter.uagc.edu/introductions-conclusions

·

“The Anatomy of a Paragraph”
 by Zachary Schrag (opens in a new window): an overview of the different types of sentences that make up a paragraph

The Anatomy of a Paragraph

·

“Revising Drafts”
 from UNC (opens in a new window): a look at revision strategies

Revising Drafts

·

“Citing Sources”
 from Sacred Heart University (opens in a new window): an overview of citation to include rationale and execution.

https://library.sacredheart.edu/c.php?g=29803&p=185939#:~:text=A%20citation%20is%20a%20reference,%2C%20Turabian%2C%20etc.%5D.

Part B 300 Words

Show how Whitman in Song of Myself demonstrates an ability to see the
divine not only in nature but in men and women. 

Conduct research, create a PRISMA diagram, and write a 1-2 page narrative paper to describe the review process.

Conduct research, create a PRISMA diagram, and write a 1-2 page narrative paper to describe the review process.
Introduction
How do you find the best evidence to answer PICO(T) questions? In EBP, it is essential to use your PICO(T) question and its components as the foundation of your search for the most relevant, best evidence to answer the question and address a health care challenge. Peer reviewed journals contain research studies with evidence to:
1. Support the need to improve the health care challenge you have identified in the PICO(T) question.
2. Substantiate potential interventions that will improve the problem you have identified. Make sure the identified strategies and interventions are supported by the evidence-based literature and other credible sources. The strength of the evidence should be from a credible, peer reviewed source and evaluated for merit.
Use the PICO(T) question to conduct a thorough review of the literature. Likewise, it is crucial to master your skills using health care databases to conduct the search. Also, utilize the Capella library resources.
Introduction
This assessment is a continuation of the steps of the EBP process. The purpose of the next step is to identify information available regarding the patient safety issue by obtaining literature to support potential interventions. The acquisition of literature starts with the search.
Scenario
As we have discussed previously, in this course we are focusing on a patient safety issue of your choice and working through the six steps of the EBP process. We explored the step of “Ask the clinical question” with the first assessment and now we will look at the second step “Acquire the best evidence.”
Keeping with the previous scenario and your role as the Director of Clinical Operations and Nursing Excellence, it is your responsibility to ensure that the best practices and protocols are implanted throughout the medical center. Your primary goals are to focus on problems in health care safety and how to solve them with evidence-based interventions as a quality improvement (EBP/QI) project.
Instructions
Conduct research, create a PRISMA diagram, and write a 2-3 page narrative paper to describe the review process, using the following steps:
1. Review the Capella library guide, 

Evidence-Based Practice in Nursing & Health Sciences
.

2. Review the resource on how to use and create a PRISMA diagram.
3. Using keywords derived from your PICO(T) question, use the available search engines to locate four EBP articles.
. Use filters, such as: items with full text online, peer-reviewed publications, and publications within the last five years.
4. Use library tools, PRISMA, the Research Log spreadsheet, and RefWorks to organize and keep track of your search process.
. Be prepared to explain in a brief narrative report the steps in the process that you followed to find your literature sources.
5. Create a PRISMA diagram to illustrate your research process.
. Complete the PRISMA 2020 flow diagram for new systematic reviews, including searches of databases and registers only.
. PRISMA. (2021). 

PRISMA flow diagram

.
 http://www.prisma-statement.org/PRISMAStatement/FlowDiagram.aspx

. You will use this to complete the diagram required for your assessment.
. University of North Carolina Health Sciences Library. (2021). 

Creating a PRISMA flow diagram

.
 https://guides.lib.unc.edu/prisma

. This library guide gives step-by-step instructions for how to create a PRISMA flow diagram.
. Or create your own diagram using the PRISMA Flow Diagram Shinny App.
. Include this document as an appendix after your reference page.
6. Create a 2-3 page paper to describe your exhaustive search process and include a PRISMA diagram. Include the following in your paper:
. A brief statement of the patient safety issue and the research question in the PICO(T) format for the EBP/QI project you have been investigating.
. Identify evidence related to a gap or problem in a health care or public health situation.
. Explain how the evidence was gathered.
. Create a narrative paragraph describing the literature search process, as illustrated in your PRISMA diagram.
. Include details of your exhaustive search process.
. List all keywords or search phrases, filters used, each database used, and how many articles were found with each search.
. Explain what the inclusion/exclusion criteria for the articles were.
. Explain how many articles were retained and why.
Additional Requirements
· Submit 2-3 page paper, not including reference page.
· Times New Roman, 12 point font.
· Minimum of four resources.
· Reference page in APA format.
· Submit 1-page PRISMA diagram in the appendix after the reference page.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 1: Apply the steps of the evidence based practice process to a health care challenge.
. Describe a brief statement of the patient safety issue and the research question in the PICOT format.
. Create a PRISMA diagram for a new systematic review.
· Competency 2: Differentiate qualitative, quantitative, and mixed research methods found in the literature.
. Identify appropriate databases and key words as part of a search strategy for evidence.
· Competency 3: Assess the quality of the research methods reported in peer-reviewed health care literature.
. Explain the inclusion/exclusion criteria for the articles retained, how many articles were retained, and why.
· Competency 4: Describe the theory and conceptual framework that informs an investigation and/or methodology.
. Create a complete narrative of the literature search process including search strategies.
· Competency 6: Produce original written work, in compliance with the Capella Writing Standards, which is a creative synthesis of information from credible sources.
. Apply APA formatting to in-text citations and references.
RUBRICS
1, Describe a brief statement of the patient safety issue and the research question in the PICOT format. Describes a statement of the patient safety issue, the PICOT question, and identifies evidence related to a gap or problem in a health care or public health situation
2, Create a complete narrative of the literature search process including search strategies. Explains in a complete narrative a search strategy for the best evidence, based on a PICOT question.
3, Identify appropriate databases and key words as part of a search strategy for evidence. Identifies appropriate databases and robust key words as part of a search strategy for the best evidence.
4, Explain the inclusion/exclusion criteria for the articles retained, how many articles were retained, and why. Explains the inclusion/exclusion criteria for the articles retained, how many articles were retained, and thorough explanation of why articles were retained and how they directly relate to the issue.
5, Create a PRISMA diagram for a new systematic review. Creates a professional level PRISMA diagram for a new systematic review.
6, Apply APA formatting to in-text citations and references.
Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

organizational theory and development. The Leader’s Guide to Corporate Culture

The Leader’s Guide to Corporate Culture
by Boris Groysberg, Jeremiah Lee, Jesse Price, and J. Yo-Jud Cheng

STRATEGY AND CULTURE ARE AMONG the primary levers at top leaders’ disposal in their never-ending quest to maintain

organizational viability and effectiveness. Strategy offers a formal logic for the company’s goals and orients people around them.

Culture expresses goals through values and beliefs and guides activity through shared assumptions and group norms.

Strategy provides clarity and focus for collective action and decision making. It relies on plans and sets of choices to mobilize

people and can often be enforced by both concrete rewards for achieving goals and consequences for failing to do so. Ideally, it also

incorporates adaptive elements that can scan and analyze the external environment and sense when changes are required to maintain

continuity and growth. Leadership goes hand-in-hand with strategy formation, and most leaders understand the fundamentals. Culture,

however, is a more elusive lever, because much of it is anchored in unspoken behaviors, mindsets, and social patterns.

For better worse, culture and leadership are inextricably linked. Founders and influential leaders often set new cultures inand

motion and imprint values and assumptions that persist for decades. Over time an organization’s leaders can also shape culture,

through both conscious and unconscious actions (sometimes with unintended consequences). The best leaders we have observed are

fully aware of the multiple cultures within which they are embedded, can sense when change is required, and can deftly influence the

process.

Unfortunately, in our experience it is far more common for leaders seeking to build high-performing organizations to be confounded

by culture. Indeed, many either let it go unmanaged or relegate it to the HR function, where it becomes a secondary concern for the

business. They may lay out detailed, thoughtful plans for strategy and execution, but because they don’t understand culture’s power

and dynamics, their plans go off the rails. As someone once said, culture eats strategy for breakfast.

It doesn’t have to be that way. Our work suggests that culture can, in fact, be managed. The first and most important step leaders can

take to maximize its value and minimize its risks is to become fully aware of how it works. By integrating findings from more than

100 of the most commonly used social and behavioral models, we have identified eight styles that distinguish a culture and can be

measured. (We gratefully acknowledge the rich history of cultural studies—going all the way back to the earliest explorations of

human nature—on which our work builds.) Using this framework, leaders can model the impact of culture on their business and assess

its alignment with strategy. We also suggest how culture can help them achieve change and build organizations that thrive in even the

most trying times.

Defining Culture

Culture is the tacit social order of an organization: It shapes attitudes and behaviors in wide-ranging and durable ways. Cultural norms

define what is encouraged, discouraged, accepted, or rejected within a group. When properly aligned with personal values, drives, and

needs, culture can unleash tremendous amounts of energy toward a shared purpose and foster an organization’s capacity to thrive.

Culture can also evolve flexibly and autonomously in response to changing opportunities and demands. Whereas strategy is

typically determined by the C-suite, culture can fluidly blend the intentions of top leaders with the knowledge and experiences of

frontline employees.

Idea in Brief
Executives are often confounded by culture, because much of it is anchored in unspoken behaviors, mindsets, and social
patterns. Many leaders either let it go unmanaged or relegate it to HR, where it becomes a secondary concern for the
business. This is a mistake, because properly managed, culture can help them achieve change and build organizations that
will thrive in even the most trying times.

The authors have reviewed the literature on culture and distilled eight distinct culture styles: , focused on relationshipscaring

AN: 2003606 ; Harvard Business Review, Adam Grant, Boris Groysberg, Jon R. Katzenbach, Erin Meyer.; HBR’s 10 Must Reads on Building a Great Culture (with Bonus
Article ‘How to Build a Culture of Originality’ by Adam Grant)
Account: liberty.main.ehost

Thy kingdom come: dominion mandate.  What are your opinions regarding Dominion Theology? What are your moments relating to Dominion Theology? What challenges do you face in accepting Dominion Theology? Dominion theology to me is scripturally founded theology.

Instructions: Respond to the following three post in 250 words.
 John H.

After reading the preface of the book, what is your understanding of “Dominion”? How do you respond to the terminology of “Dominion Mandate” and “Dominion Theology”?

            My understanding of “Dominion” would be to subdue, rule and exercise control using the authority given.  In essence it is the command to govern and the responsibility to govern well. Understanding the depth and breadth of “Dominion” in Canada at least, is very important as we are not a country per sae, but rather we are the Dominion of Canada.

            My understanding of the word “Mandate” as defined in the Noah Webster Dictionary(1928)  is to command; an order, precept or injunction; a commission. I believe the definition provided by Dr. Peter Wagner as an authoritative order or command is correct.  I believe that the term “Dominion Mandate” is very definitive and a new way to explain the great commission.
            Being that the Dominion Mandate has been clearly identified and established in the scriptures it is now the important task to clearly think, and rethink the accompanying theology as the foundation to support the mandate.

2.     From your readings and understanding, what are the core components of Dominion Theology? What are the core scriptural foundations for Dominion Theology?

            There are four core components of Dominion Theology which include:

            (i) Why God created the earth and the mandate given in Gen. 1:26, 28
            (ii) The enemy Satan has attacked the mandate given since day one in an attempt to            regain the authority he lost and change his current position as described in                  2      Cor.4:4, Eph. 2:2, John 14:30
            (iii) Jesus, the second Adam permanently reversed history see Luke 17:21, 2 Cor.                       5:19, 1 John 3:8, Luke 19:10
            (iv) Jesus delegated establishing his kingdom to us in Acts 1:8, Luke 4:18,19,

3.     What are your opinions regarding Dominion Theology? What are your “Ah-ha” moments relating to Dominion Theology? What challenges do you face in accepting Dominion Theology?

             In my opinion it is the correct approach to use the Dominion Mandate as the foundation of our faith. I have come to this conclusion as it makes sense and is well supported in the scriptures. The theology that has been developed surrounding the mandate is also correct, however I believe not well known. I believe my personal Ah-ha moments would be around the end times theology. I had not considered any alternatives to the dispensational approach and it will take some time to shift into this new paradigm thinking. One of my greatest take-aways from this learning is that it has provided a clear and concise way of presenting Dominion Mandate and its accompanying Theology.

Hannah G  
1.        do you respond to the terminology of “Dominion Mandate” and “Dominion Theology”?
 
     My understanding of “Dominion” is God’s will for his people. God created us to take charge of his creation. To me, the term “Dominion Mandate” means that God has given his people to rule over, authority, God’s creation. And the term “Dominion Theology” means that God’s people should rule over all the area of the society.

2.     From your readings and understanding, what are the core components of Dominion Theology? What are the core scriptural foundations for Dominion Theology?
    
     The core components of Dominion Theology are to rule over the 7 mountains of the society. These are religion, family, education, media, government, arts and entertainment, and business. We are to influence in these mountains with our Kingdom value living.
The core scriptural foundations for Dominion Theology is Genesis 1:26, 28, Mathew 5:13, 14, 16.

3.     What are your opinions regarding Dominion Theology? What are your “Ah-ha” moments relating to Dominion Theology? What challenges do you face in accepting Dominion Theology?
 
     I totally agree with Dominion Theology in that we are to subdue and rule over the areas of society that are given to us, God’s people. The “Ah-ha” moments relating to Dominion Theology for me was that we Christians, especially I, as the pastor, lack on influencing the society. We focused too much on being church on Sundays. The challenges I face in accepting Dominion Theology is that it’s all too vague on how to apply it. I feel some of the Dr. Wagners aspects is that a church and work place church should be separated. I am having hard time accepting that. I want to more of how to integrate the two churches.
 Dakota A.
  After reading the preface of the book, what is your understanding of “Dominion”? How do you respond to the terminology of “Dominion Mandate” and “Dominion Theology”?
My understanding is that Dominion is the ocupy with authority. This is to respond the heaven on earth call. The terminology of mandate or theology to me implies a belief (theology) vs a calling (mandate).  I think we need both belief and a call to action for dominion.
2.     From your readings and understanding, what are the core components of Dominion Theology? What are the core scriptural foundations for Dominion Theology?

1. Genesis 1:26 
(NLT)

Then God said, “Let us make human beings in our image, to be like us. They will reign over the fish in the sea, the birds in the sky, the livestock, all the wild animals on the earth, and the small animals that scurry along the ground.”

2. Genesis 1:28 
(KJV)

And God blessed them, and God said unto them, Be fruitful, and multiply, and replenish the earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth.

3. Genesis 27:40 
(KJV)

And by thy sword shalt thou live, and shalt serve thy brother; and it shall come to pass when thou shalt have the dominion, that thou shalt break his yoke from off thy neck.

4. Judges 5:13 
(KJV)

Then he made him that remaineth have dominion over the nobles among the people: the LORD made me have dominion over the mighty.

5. Job 25:2
Dominion and fear belon
g to Him; He makes peace in His high places.

6. Psalm 8:6
You have made him to have dominion over the works of Your hands; You have put all things under his feet.

7. Psalm 19:13
Keep back Your servant also from presumptuous sins
; let them not have dominion over me.

8. Psalm 49:14
Like sheep they are laid in the grave; death shall feed on them; the upright shall have dominion over them in the morning; and their beauty shall be consumed in the grave, far from their dwelling.

9. Psalm 72:8

He shall have dominion also from sea to sea, and from the River to the ends of the earth.

10. Psalm 119:133

Direct my steps by Your word, and let no iniquity have dominion over me.

11. Luke 10:19 
(ESV)

Behold, I have given you authority to tread on serpents and scorpions, and over all the power of the enemy, and nothing shall hurt you.

12. Romans 6:9

Knowing that Christ, having been raised from the dead, dies no more. Death no longer has dominion over Him.

13. Romans 6:14

For sin shall not have dominion over you, for you are not under law but under grace.

14. Ephesians 1:17-21

That the God of our Lord Jesus Christ, the Father of glory, may give to you the spirit of wisdom and revelation in the knowledge of Him, the eyes of your understanding being enlightened; that you may know what is the hope of His calling, what are the riches of the glory of His inheritance in the saints, and what is the exceeding greatness of His power toward us who believe, according to the working of His mighty power which He worked in Christ when He raised Him from the dead and seated Him at His right hand in the heavenly places, far above all principality and power and might and dominion, and every name that is named, not only in this age but also in that which is to come.

15. 1 Peter 5:11 
(KJV)

To him be glory and dominion for ever and ever. Amen.
 
When you study these 15 scriptures about dominion, let the dominion and authority that belongs to you in Christ Jesus become a revelation on the inside of you. Believe it and use it in every situation. You never have to be a victim again.
A core component to dominion mandate is to embrace with an active lifestyle of faith and prayer. 
3.     What are your opinions regarding Dominion Theology? What are your “Ah-ha” moments relating to Dominion Theology? What challenges do you face in accepting Dominion Theology?
Dominion theology to me is scripturally founded theology.
The challenge I see needing attention is to manage the tension of dominion and fruitfulness. Being able to steward bold faith and attributes of spirit like gentleness, kindness, long suffering.

Permalink

Reply

Consider that bacteria are able to evolve faster than animals. One contributing factor in the faster evolution of bacteria is that they reproduce much faster than animals. Think about some other reasons for this fast evolution rate. Consider also that bacteria have a higher rate of mutation. Given what you know about mutations in general, why would this contribute to an overall faster evolution rate?

?

This is a graded discussion: 30 points possible

due –

Discussion 11: Bacterial Evolution
6 6

Directions: Consider that bacteria are able to evolve faster than animals.

One contributing factor in the faster evolution of bacteria is that they

reproduce much faster than animals. Think about some other reasons for

this fast evolution rate. Consider also that bacteria have a higher rate of

mutation. Given what you know about mutations in general, why would this

contribute to an overall faster evolution rate? In your answer, feel free to

contribute your own scientifically-based thoughts as well as any science-

based research you may encounter.

Submission: After you have posted your initial post, read and respond to

two or more of your classmates’ posts. Be sure to make substantive and

constructive comments (just posting “nice post” doesn’t count). For

example, add something from your own experience, something you’ve read

or seen. If the situation calls for it, feel free to state an opinion, but be sure

to state any points with which you agree and/or those with which you

disagree, as well as your reasons for agreeing or disagreeing.

Grading: This discussion is worth 30 points and will be graded using

the Discussion Rubric. Pease use it as a guide toward successful completion

of this assignment. 

8/11/23, 6:38 PM
Page 1 of 7

Search entries or author    

? Reply

Unread ? ? ? Subscribe

(https://canvas.fscj.edu/courses/71848/users/148704)

Robin Patterson (https://canvas.fscj.edu/courses/71848/users/148704)

Wednesday

?

Bacteria can evolve much faster than plants and animals because they

grow much faster and some bacteria’s can reproduce or double in as

little as 4 to 20 minutes which allows for faster adaptation. Due to this

rapid reproduction hey have larger population sizes that offer more

opportunities for mutations allowing them to dominate. The evolutionary

excess in bacteria relies on constant mutation rates which in turn

maximizes the adaptability to the constantly changing environmental

conditions. 

(https://canvas.fscj.edu/courses/71848/users/129249)

Beyonce Miranda-Gomez (She/Her)
(https://canvas.fscj.edu/courses/71848/users/129249)

Yesterday

?

8/11/23, 6:38 PM
Page 2 of 7

? Reply

Hello Robin, I enjoyed reading your short but informative post! I also

found myself having difficulty saying more but as I read your post I

definitely think that I could have done a lot more research. I enjoyed

learning about the time frame bacteria actually reproduces.

(https://canvas.fscj.edu/courses/71848/users/24335)

Brooklyn Rossi (https://canvas.fscj.edu/courses/71848/users/24335)

Yesterday

?

8/11/23, 6:38 PM
Page 3 of 7

One reason for bacteria’s faster rate of evolution can be attributed to

their ability to mutate and exchange genetic mutation. Because bacteria

is asexual, using binary fission, they do get a mix of different traits to

reproduce. Their offspring are clones. In order to adapt and maintain the

level of fitness needed for survival, bacteria needs a means to still have

genetic diversity. Bacteria developed a way to get that diversity though

transformation, transduction and conjugation that allows them to be

transferred genetic information and mutate. Instead of having to

basically breed for these desirable traits, it can gain new traits by picking

up DNA, a virus leaving DNA behind in the cell, and plasmid DNA

transfer. This means the bacteria does not need to wait for the mutation

and evolution to occur over generations to slowly develop. It occurs in

the cell then is replicated when they reproduce. Combine this with

bacteria’s extremely rapid reproduction, and you have a whole slew of

bacteria with this mutation.

“Conjugation, Transformation & Transduction | Bacteria

(Article).” Khan Academy, www.khanacademy.org/science/ap-

biology/gene-expression-and-regulation/mutations-

ap/a/genetic-variation-in-

prokaryotes#:~:text=Key%20points%3A,through%20a%20tube

%20between%20cells (http://www.khanacademy.org/science/ap-

biology/gene-expression-and-regulation/mutations-ap/a/genetic-

variation-in-

prokaryotes#:~:text=Key%20points%3A,through%20a%20tube%20bet

ween%20cells) . Accessed 10 Aug. 2023. 

(https://canvas.fscj.edu/courses/71848/users/129249)

Beyonce Miranda-Gomez (She/Her)

8/11/23, 6:38 PM
Page 4 of 7

? Reply

(https://canvas.fscj.edu/courses/71848/users/129249)

Yesterday

?

Hello Bonnie! I appreciate how you went in depth with your points.

Explaining how and why bacteria mutate. I found your post very

informing and overall alluring! Makes me want to do more research to

learn the reasons why such things happen

(https://canvas.fscj.edu/courses/71848/users/129249)

Beyonce Miranda-Gomez (She/Her)
(https://canvas.fscj.edu/courses/71848/users/129249)

Yesterday

?

8/11/23, 6:38 PM
Page 5 of 7

Bacteria first appeared more than 3 billion years ago and they have

lasted this long because of their high evolution rate. It is fascinating how

their overall ability to survive is set up perfectly for them. There are many

contributors for their ability to evolve faster than animals and other living

organisms. According to my research, one of the main contributors is

their population. Since there are so many forms of bacteria and so many

of them together, they exchange genetic informations faster and

mutate/evolve faster. Genetically, they also have the ability and skill of

controlling RNA, which involved gene expression and protein synthesis.

Bacteria generally just grows really fast, and in that growth there is

evolution. 

Overall, they all have the “ABC’S” of survival, which is why they have

survived for so long. 

(https://canvas.fscj.edu/courses/71848/users/148704)

Robin Patterson
(https://canvas.fscj.edu/courses/71848/users/148704)

4:26pm

?

Hi Beyonce,

No matter how hard I try I cannot grasp time frames such as 3 billion

years ago. I know there is science behind the data it just blows my

mind to think organisms existed that long ago. Bacteria as you stated

has everything it needs to survive and is apparently doing very well

with all of the various strands of bacteria that exist today such as

campylobacter, E. coli., and salmonella just to name a few. I

appreciated your explanation of RNA which I struggled with

understanding.

8/11/23, 6:38 PM
Page 6 of 7

? Reply

8/11/23, 6:38 PM
Page 7 of 7

Leadership and management | Management homework help

Please note that this sample assignment is for our new suite of level 6 qualifications in management which became available on October 1st 2016.

Unit H/615/2706
Leadership and Management

Level 6
15 Credits

Related Qualifications

ATHE Level 6 Diploma in Management 603/0627/0
ATHE Level 6 Extended Diploma in Management 603/0628/2

Sample Assignment

You have recently been employed as a trainee departmental manager by a large corporate organisation. All new employees are enrolled on an induction training programme. As part of the programme, there are a number of tasks and activities that must be completed to successfully pass the induction and become a permanent member of staff. All of the work needs to be retained in your induction file which will be presented to your line manager on completion of the induction programme.

Task 1 – Induction Training Programme Preparation

Before attending the first session, you have been asked to complete some background reading and prepare a set of detailed notes.

Your notes should:
· analyse strategic leadership
and the links to management in organisations.

· evaluate key leadership
and management theories.
· analyse the contribution of performance techniques in organisational processes.
LO1 AC 1.1, 1.2

LO2 AC 2.3

Task 2 – Discussion Paper

Each inductee is required to produce a Discussion Paper for use in one of the induction sessions. The title of your Discussion Paper is ‘Explain how leadership and management styles change to meet the needs of business situations’.

Your Discussion Paper must include:
· an explanation of how leadership
and management styles should change to meet the needs of different situations found in organisations.
LO1 AC 1.3

Task 3 – Employee Intranet

The organisation where you are employed has a comprehensive intranet system that is used by all employees and contains a range of information sheets and appropriate literature. There is a particular section which is devoted to managers in the organisation. As part of the Induction Training Programme, you have been asked to prepare an information sheet for inclusion on the intranet system.

Your information sheet must include:

· an analysis of the skills which are needed by strategic leaders and managers to improve organisational performance.

· an analysis of the key motivational theories
and how they may influence organisational success.

Extension activities:

To gain a
distinction grade you must:
· choose a number of business organisations, with which you have a working knowledge and then evaluate how these organisations use motivation to improve their organisational performance.

LO2 AC 2.1, 2.2
2D1

Task 4 – Report for Line Manager

Extension activities:

You are required to prepare a report that is to be used as the basis for a discussion in a meeting with your line manager.

To gain a
merit grade you must include the following in your report:
· an assessment of the impact that theories of leadership and management may have on strategic decision making.

· an assessment of the qualities and skills of a named leader in achieving organisational success. You may choose any leader based on your background reading and research.

1M1

2M1

Task 5 – Presentation and accompanying notes

At the end of the Induction Training Programme
you are required to prepare a presentation with supporting notes to present to your peers.

You must:
· explain the development of teams
· analyse the characteristics of high performance teams
· evaluate the role of the team leader in creating high performance teams
· assess the impact of teams on organisational performance.

Extension activities:

To gain a
merit grade you must:
· analyse the challenges of developing effective virtual teams.
To gain a
distinction grade you must:
· evaluate the importance of using different types of teams to achieve the required outcomes of a project.
LO3 AC 3.1, 3.2, 3.3, 3.4

3M1

3D1

Guidelines for assessors

The assignments submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards.

Task

number

LOs and AC

Suggested evidence
PASS

Suggested additional evidence MERIT

Suggested additional evidence DISTINCTION

1.

LO1 AC 1.1, 1.2

LO2 AC 2.3

The detailed notes must define leadership and management and demonstrate that learners understand the difference between these terms and the interface between them. There must be an in-depth analysis which contains information on the key dimensions of the role of leaders and managers and the skills they require, and on leadership and management of groups compared to individuals. There should be an evaluation of a range of theories of leadership and management, which demonstrate understanding.
The analysis of the contribution of performance techniques should be detailed, examining each point in turn. The learners should consider a range of performance management techniques.

2.

LO1 AC 1.3

The discussion paper produced by the learners must include a detailed explanation of how leadership and management styles can be adapted to meet organisational needs. The learner must refer to a range of management styles which are directly linked to the needs of organisations. Actual exemplar material will help the learner to explain the points which are made.

3.

LO2 AC 2.1, 2.2

2D1

In the information sheet, the learner is required to provide a full analysis which shows an understanding of several motivational theories. These need to be related to the success of organisations. The analysis of skills must be detailed, showing that learners understand the various skills required by managers and leaders to improve organisational performance. In the analysis the learners should consider a range of skill sets that are needed for successful management.

Learners may need guidance with the selection of the organisations.
The evaluation of the use of motivation to improve organisational performance must be balanced. The learner should judge the evidence from a number of business organisations and make valid conclusions.

4.

1M1

2M1

The assessment for the Merit grade must show understanding of the impact leadership and management theories have on strategic decision making. Learners should include a range of different theories.
The learner must choose and name a leader and the assessment needs to be linked to the individual’s successful work in a stated organisation. The assessment should be balanced identifying strengths and aspects which are less strong. This should lead to judgements.

5.

LO3 AC 3.1, 3.2, 3.3, 3.4

3M1

3D1

The presentation and accompanying notes, must show an understanding of the difference between groups and teams. The learners could consider the theories of Tuckman, Honey, Leigh and Maynard.
The analysis should show an understanding of different models of team leadership and how conflict could be managed. An effective analysis will include practical examples and consider team decision making and close collaboration.
The evaluation should include the role of the team leader in creating high performance teams and provide an assessment of the impact of teams on organisational performance.

The learner will be required to provide a detailed analysis of the challenges of developing effective virtual teams. Learners should consider a range of practical examples to support their written work.

In the evaluation the learner will consider the use of different types of teams to achieve the required outcomes of a project. The learner will need to refer to specialist teams, diverse teams through discipline, level, culture or co-located or virtual teams and how they can be used at different stages to achieve the project outcomes.

© ATHE LTD 2016
1
16102016 Version 1.0

Create a recital program (formatted as a list like this sample program ). Choose classical and popular music based on the topic, theme, and instrument you discussed in Section 1. You must select some classical music to be included in your program. Also, include Spotify or YouTube links and times for each piece you choose. At the bottom of the list of pieces, include the total time of the music. Section 2 should include at least 60 minutes of music.

 
Detailed Project Instructions
Section 1
Choose a topic from the course (Music and Literature, Music and the Stage, Music and Art, etc.), then choose a theme within that topic. Discuss your reason for choosing this theme, how it fits into the topic of your choice, and the musical elements you will look for as you choose your repertoire.
Next, choose an instrument(s) you would like to focus on. In other words, will you build a recital for voice, for orchestra, string quartet, tuba, etc.? Discuss your reasoning. Section 1 should be about 600 words total.
Section 2
Create a recital program (formatted as a list like this sample program ). Choose classical and popular music based on the topic, theme, and instrument you discussed in Section 1. You must select some classical music to be included in your program. Also, include Spotify or YouTube links and times for each piece you choose. At the bottom of the list of pieces, include the total time of the music. Section 2 should include at least 60 minutes of music.
Example

Piece 1—Erlking, by Schubert, 4:14 https://youtu.be/5XP5RP6OEJI
If you are only using one movement from a larger work, and the YouTube video is the entire work, be sure to list the exact times of the music you wish to use (i.e. “0:00 – 12:43”).

Section 3
In paragraph form, defend and discuss your decision for choosing each piece in Section 2. Use musical terminology to discuss the pieces and be sure to apply information about the course topic you chose in Section 1. Section 3 should be about 1000 words total.
The Topic from the course is :  
Detailed Project Instructions
Section 1
Choose a topic from the course (Music and Literature, Music and the Stage, Music and Art, etc.), then choose a theme within that topic. Discuss your reason for choosing this theme, how it fits into the topic of your choice, and the musical elements you will look for as you choose your repertoire.
Next, choose an instrument(s) you would like to focus on. In other words, will you build a recital for voice, for orchestra, string quartet, tuba, etc.? Discuss your reasoning. Section 1 should be about 600 to 700 words total.
Section 2
Create a recital program (formatted as a list like this sample program ). Choose classical and popular music based on the topic, theme, and instrument you discussed in Section 1. You must select some classical music to be included in your program. Also, include Spotify or YouTube links and times for each piece you choose. At the bottom of the list of pieces, include the total time of the music. Section 2 should include at least 60 minutes of music.
Example

Piece 1—Erlking, by Schubert, 4:14 https://youtu.be/5XP5RP6OEJI
If you are only using one movement from a larger work, and the YouTube video is the entire work, be sure to list the exact times of the music you wish to use (i.e. “0:00 – 12:43”).

Section 3
In paragraph form, defend and discuss your decision for choosing each piece in Section 2. Use musical terminology to discuss the pieces and be sure to apply information about the course topic you chose in Section 1. Section 3 should be about 1000 words total.
The Topic is :  
Detailed Project Instructions
Section 1
Choose a topic from the course (Music and Literature, Music and the Stage, Music and Art, etc.), then choose a theme within that topic. Discuss your reason for choosing this theme, how it fits into the topic of your choice, and the musical elements you will look for as you choose your repertoire.
Next, choose an instrument(s) you would like to focus on. In other words, will you build a recital for voice, for orchestra, string quartet, tuba, etc.? Discuss your reasoning. Section 1 should be about 600 to 700 words total.
Section 2
Create a recital program (formatted as a list like this sample program ). Choose classical and popular music based on the topic, theme, and instrument you discussed in Section 1. You must select some classical music to be included in your program. Also, include Spotify or YouTube links and times for each piece you choose. At the bottom of the list of pieces, include the total time of the music. Section 2 should include at least 60 minutes of music.
Example

Piece 1—Erlking, by Schubert, 4:14 https://youtu.be/5XP5RP6OEJI
If you are only using one movement from a larger work, and the YouTube video is the entire work, be sure to list the exact times of the music you wish to use (i.e. “0:00 – 12:43”).

Section 3
In paragraph form, defend and discuss your decision for choosing each piece in Section 2. Use musical terminology to discuss the pieces and be sure to apply information about the course topic you chose in Section 1. Section 3 should be about 1000 words total.
Topic from course is “The Medieval Period (476–1450)” it’s from
 Charlton, Katherine. Experience Music 6th edition 

Analyze the ending of the novel. What are the “circles of sorrow” that Nel experiences? Is the ending pessimistic, optimistic, or something else altogether?

Essay Assignment 1: Documented Literary Analysis
Your literary analysis essay will be on the novel
Sula by Toni Morrison. You can choose from any of the topics listed below (recommended) or explore further topics in the chapter on
Sula, in the book
How to Write about Toni Morrison (
linked here for your convenience).

Your literary analysis should be between 2 ½ and 3 pages (600 to 750 words), not including the Works Cited page, should be double spaced in Times New Roman 12-point font and must meet the following criteria:
· A clearly articulated thesis that states, somewhere in your introduction, the assertion (position, interpretation) that your paper will prove
· An introduction, a minimum of 3 body paragraphs, and a conclusion
· At least two quotes from the novel itself that are integrated into your discussion
· At least two citations of outside sources (such as literary criticism on the novel). At least one source should come from the MDC databases.
All sources must be academic.

· Topic sentences that focus the discussion of the body paragraphs
· Examples, details, explanations in the body paragraphs that clearly support your thesis
· Clear connections between ideas from paragraph to paragraph and within paragraphs
· Proper MLA style format in the heading, in the in-text citations, and in the Works Cited page (see the template for the heading and margins in this lesson)
· Works Cited page includes articles from two sources and from the novel for a minimum of three total listed sources
· Standard usage, grammar, and mechanics
IMPORTANT INFORMATION:
· You will submit your final draft through the Turn-it-in drop box designated for this purpose in the course. Please be aware, that although Turn-it-in does allow for similarities for quotations up to 24% of your paper, any similarity above 24% is considered too high for an original paper and will be flagged as plagiarism.
· You can get help with your paper at any of the campus writing centers (see the link in the course with this information), and you can also receive online help via SmartThinking, the online tutoring service provided by the College. This service is available by clicking on SmartThinking in the left-hand menu bar of the course under Tools & Resources.
Choose any ONE of the following 10 topics:
1. Analyze the ending of the novel. What are the “circles of sorrow” that Nel experiences? Is the ending pessimistic, optimistic, or something else altogether?

2. Nel and Sula’s friendship is central in the novel. As children, the girls develop their self-concept through the friendship. When they are adults, Nel feels betrayed when Sula sleeps with Jude, but Sula has also felt betrayed by Nel during the Chicken Little incident. How did Nel betray Sula as regards Chicken Little’s death and what is the significance of this mutual betrayal in their lives?

3. How do people who are intensely individualistic fare in the novel? Is it possible to break away from the values of the community and to be one’s own person Answer the question with reference to at least two of the novel’s characters.

4. How and by whom is love expressed in the novel? In what ways does the love in the novel ease the suffering of the characters? How is love not enough to diminish the suffering of the characters? Answer the question by discussing at least two characters in the novel.

5. In what ways are the various characters in the novel alienated from the community? How do they cope with their loneliness, their preoccupations, and other effects of feeling alienated?

6. Compare and contrast the journey of self-discovery for two characters in the book. Remember to take a position in your thesis that establishes the significance of the comparison and contrast.

7. Contrast Nel’s relationship to her mother and Sula’s interaction with her mother. Remember to take a position in your thesis that establishes the significance of the contrast.

8. Trace the use of three symbols in the novel and explain their connection to a theme in the novel.
9. What does Shadrack’s character teach us about the effects of war and the ways mentally ill people can be ostracized from a community?

10. Although no one has ever joined Shadrack on National Suicide Day, in the chapter titled “1941,” much of the town marches toward the tunnel where they have not been able to work, and, in their rage, they try to “kill, as best they could, the tunnel they were forbidden to build” (160). What is the significance of the event at the tunnel and the resulting deaths there?

There are four photos of environments in early childhood settings provided on the Blackboard site for this assessment. Choose two of the photos and respond to the following for each (750): A. Explain how these environments can be used to promote children’s learning and development. Use theoretical and unit reference sources to support your explanation. B. Analyse the knowledge children can learn within the learning environment across one or more key learning area: science and technology; mathematics; language and literacy; history;

TCHR2003: Curriculum Studies in Early Childhood Education

Assessment Task 2: Portfolio

Due: Friday 11/08/2023 (Week 6) @ 11:59pm AEST

Length: 1500 words

Weighting: 50%

Referencing: APA 7th

Submission: Via the Turnitin link on the Assessment and Submission section on the unit site.

There are four photos of environments in early childhood settings provided on the Blackboard site

for this assessment.

Choose two of the photos and respond to the following for each (750):

A. Explain how these environments can be used to promote children’s learning and

development. Use theoretical and unit reference sources to support your explanation.

B. Analyse the knowledge children can learn within the learning environment across one or
more key learning area: science and technology; mathematics; language and literacy; history;

creative arts and/or physical health and wellbeing.

C. Explain and justify the pedagogical approach/es and roles the early childhood educator

could take in this learning environment to promote children’s learning and development.

Use a minimum of 8 references to scholarly sources that substantially support your discussion,

including reference to unit literature, the Early Years Learning Framework (EYLF) (AGDE, 2022) the

National Quality Standards (ACECQA, 2018) and the Australian Curriculum (ACARA, 2022).

Rationale

The purpose of this assignment is to develop deeper understanding of how everyday
objects, routines and resources in the early childhood setting can be used to promote
children’s learning and development in the key learning areas. It is also important that early
childhood educators have a deep understanding of the role of play in these learning
environments to best promote children’s conceptual knowledge in key learning areas
appropriate to the birth to five years

Assessment Rubric

MARKING CRITERIA Fail Pass Credit Distinction High Distinction

Part A
Explanation of how the two
learning environments can
be used to promote
children’s learning and
development
10 marks

No explanation of these
learning environments can
be used to promote
children’s learning and
development

Basic explanation of how
these learning
environments can be
used to promote
children’s learning and
development

Good explanation of how
these learning
environments can be
used to promote
children’s learning and
development

Very good explanation of
how children (aged from
birth to five years) could
use these learning
environments in two, or
four, photos to promote
their learning and
development

Outstanding explanation
of how children (aged
from birth to five years)
could use these learning
environments in two, or
four photos to promote
their learning and
development

Part B
Analysis of knowledge
children can learn within
each learning environment
across one or more key
learning areas: science and
technology; mathematics;
language and literacy;
creative arts and/or
physical wellbeing.
15 marks

No analysis of knowledge
children could learn
within each learning
environment across one
or more key learning
areas: science and
technology;
mathematics; language
and literacy; creative arts
and/or physical
wellbeing.

Basic analysis of
knowledge children
could learn within each
learning environment
across one or more key
learning areas: science
and technology;
mathematics; language
and literacy; creative arts
and/or physical
wellbeing.

Good analysis of
knowledge children
could learn within each
learning environment
across one or more key
learning areas: science
and technology;
mathematics; language
and literacy; creative arts
and/or physical
wellbeing.

Very good analysis of
knowledge children
could learn within each
learning environment
across one or more key
learning areas: science
and technology;
mathematics; language
and literacy; creative arts
and/or physical
wellbeing.

Outstanding analysis of
knowledge children
could learn within each
learning environment
across one or more key
learning areas: science
and technology;
mathematics; language
and literacy; creative arts
and/or physical
wellbeing.

Part C
Explanation and
justification of approaches
and roles the early
childhood educator could
take in each learning
environment to promote
children’s learning and
development.
10 marks

Poor explanation and
justification of
approaches and roles the
early childhood educator
could take in this learning
environment to promote
children’s learning and
development.

Basic explanation and
justification of
approaches and roles the
early childhood educator
could take in this
learning environment to
promote children’s
learning and
development.

Good explanation and
justification of
approaches and roles the
early childhood educator
could take in this
learning environment to
promote children’s
learning and
development.

Very good explanation
and justification of
approaches and roles the
early childhood educator
could take in this
learning environment to
promote children’s
learning and
development.

Outstanding explanation
and justification of
approaches and roles the
early childhood educator
could take in this
learning environment to
promote children’s
learning and
development.

Links to the literature on
early childhood curriculum,
EYLF (AGDE, 2022) NQS
(ACECQA, 2018) and
Australian Curriculum
10 marks

There are few or no links
to relevant literature

There are satisfactory
links to relevant
literature

There are good links to
relevant literature

There are very good links
to relevant literature

There are extremely
good links to relevant
literature

Standard of writing and
presentation – spelling,
punctuation, grammar,
paragraph structure, APA
7th referencing style
5 marks

Poor standard of writing,
presentation, and APA
referencing

Basic standard of writing,
presentation, and APA
referencing

Good standard of
writing, presentation,
and APA referencing

Very good standard of
writing, presentation,
and APA referencing

Outstanding standard of
writing, presentation,
and APA referencing

Grade descriptions

Grade Description

High
Distinction
(HD)
? 85%

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying
relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in
relation to the learning requirements specified.

Distinction (D)
75%–84%

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying
relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as
distinguished in relation to the learning requirements specified.

Credit (C)
65%–74%

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying
relevant skills and concepts. The student’s performance could be described as better than satisfactory or adequate or competent or capable in relation to the learning
requirements specified.

Pass (P)
50%–64%

The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The
student’s performance could be described as satisfactory or adequate or competent or capable in relation to the learning requirements specified.

Fail (F)
< 50%

The student’s performance fails to satisfy the learning requirements specified.

This course includes five short writing activities that will require you to create different types of technical communications. These are designed to actively test your understanding and to apply your knowledge to potential real-world situations. These writing activities also provide practice in communicating your reasoning in a professional manner. The Importance of Clarity and Conciseness

This course includes five short writing activities that will require you to create different types of technical communications. These are designed to actively test your understanding and to apply your knowledge to potential real-world situations. These writing activities also provide practice in communicating your reasoning in a professional manner.
The Importance of Clarity and Conciseness (Module Six)

As the new corporate communications manager, you have come across many examples of ineffective communications, including some older directives that were never carried out, mostly because of their unclear nature.

One example included an email stating that the recipient (within the research and development team) was to “create a presentation discussing the new product and send it to interested departments.” Others included a request from sales to technical support for “a list of the biggest problems with our hot products” and a memo from finance to all departments to “reduce the number of suppliers being used to better control costs.”
Develop step-by-step instructions that the international gadgets (IG) departments can use to help craft clear and concise directives. Your instructions must include the following critical elements:
· Introduction: Explain the issues with unclear directives and how these instructions will help alleviate those issues.
· Audience Analysis: What steps should an IG department employee take to analyze their audience for communication?
· Message Determination: What steps should an IG department employee take to determine the message for a communication?
· Clear and Concise Writing: What steps should an IG department employee take to ensure that a communication is written clearly and concisely?
Company Background
International Gadgets (IG) is a multinational company of 1,300+ employees and over $4 billion in revenue. Headquartered in Manchester, New Hampshire, the company designs, manufactures, sells, and supports a variety of low- and high-tech business productivity tools.
IG has manufacturing facilities in Detroit, Michigan, and Shanghai, China, and sources component parts from suppliers in Vietnam, China, Brazil, and the United States. While IG maintains sales offices in New York, Chicago, Los Angeles, London, Munich, Paris, Moscow, and Brussels, its products are sold throughout the United States and all of Europe and in China through a partner firm. IG employs a direct sales force targeting its top 1,000 customers, and it also sells via its website. Sales offices also include service and support operations, managed separately from the sales teams. The company is considering expanding more directly into China and exploring the possibility of opening a sales office in Beijing.
IG’s current top-selling product is the Office Drone, which was designed for workplace monitoring. The Office Drone is a small, unstaffed aerial vehicle for indoor use that includes real-time video monitoring and a targetable built-in water pistol and reservoir. The Office Drone is marketed to management and security teams to break up water cooler conversations and other nonproductive behaviors among groups of workers.
IG has introduced several new products and experienced rapid growth during the past year, with many new employees in all departments. The management team has greatly expanded as well. It includes several first-time managers, and the team is experiencing difficulties functioning as effectively as it has in the past. Communications within and between all parts of the organization, external partners, and suppliers and customers are at serious risk of completely breaking down.
In a recent example, Detroit Manufacturing was unable to meet a product delivery deadline because of parts shortages from supplies. (The component parts originated in Brazil and had been seriously delayed due to a dockworkers’ strike at U.S. West Coast ports.) The manufacturing team believed they had informed the sales team of the delay, but the sales team indicated they had never received that information and ended up losing the customer to a competitor. In another example, European sales were impacted when Switzerland unexpectedly devalued its currency, impacting IG’s profitability. Revised profitability forecasts were provided by several of the European sales offices, but others did not understand the request from the corporate office because of how it was worded, and the delay in response led to unnecessary costs.
What to Submit
This instruction must be 2 to 3 pages in length (plus a cover page and references) and must be written in APA style. Use double spacing, 12-point Times New Roman font, and one-inch margins. Integrate at least one resource cited in APA format. Review the 
Reading: Writing Instructions 

7.7 Writing Instructions

website for suggestions and formatting guidelines for instructions.

References:

2.2 Communicating with Precision

https://web.archive.org/web/20170321205212/http://web.mit.edu/me-ugoffice/communication/technical-writing.pdf

http://pcs.ieee.org/communication-resources-for-engineers/style/write-clearly-and-concisely/

image1.tmp

image2.tmp