Tag: skills

For an executive leader to be effective in an organization, they must possess various skills.

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MODULE 1

  1. For an executive leader to be effective in an organization, they must possess various skills. Some of the skills that these leaders should possess are soft skills and hard skills. Examples of such skills are listed below.
  2. Time management and Typing skills
  3. Ambition and Empathy
  4. Typing and Situational awareness
  5. Self-management and manners
  6. None

  Which combination of skills only represents soft skills?

  1. ii and iii 
  2. ii and iv
  3. v
  4. The following are characteristics of executive leadership which an executive leader should have or should be possessed by leaders who want to promote their leadership to the executive level. Which one is not?
  5. Democratic leadership
  6. Paternalistic leadership
  7. Authentic leadership
  • Which of the following is not a step other leaders take to advance to the executive leadership level?
  • The ability to sell the products, company values, and motto
  • Investing in the empowerment of the top talented employees
  • Dictating roles to the poor performing employees
  • In the history of the most significant leaders in the world, the following leaders have demonstrated executive leadership except?
  • Steve Jobs (Co-founder of Apple)
  • Jack Ma (Founder of Alibaba)
  • Bill Gates (The Founder of  Microsoft)
  • Donald Trump (The U.S president)
  • Mark Zuckerberg (co-founder of Facebook)
  • Barack Obama (Former U.S president)
  1. I and ii B. iii and iv c. iv and vi
  • For one to be an executive leader, they have to possess some characteristics. Having an extensive job experience is one of them.
  • Accountability and problem-solving abilities
  • Motivational leadership skill and strict on the employees
  • None of the above

Which of the following are the other two significant characteristics?

  1. i     
  2. ii
  3. iii
  4. Executive leaders should have excellent communication skills for the following reasons, except?
  5. For clear expression
  6. For easier communication of their thoughts
  7. Both
  8. Which of the following would help an executive leader retain their posts in an organization?
  9. Buying shares in the same organization so as they can be significant shareholders
  10. Limit promotion of the juniors
  11. Advance in learning and embrace evolve
  12. The following are business activities overseen by an executive leader except?
  13. Fulfilling the organizational goal
  14. Control of the human resource
  15. Strategic planning
  16. An executive leader must be aware of their ethics and other social responsibilities. Which of the following is not an ethical behavior?
  17. Accepting bribes so that you can promote some employees
  18. Issuing of favored judgments in a conflict within an organization
  19. Both

MODULE 2

  1. The National Crime Agency seeks to lead the security system in dealing with organized crimes across the whole security system. This was as indicated by their Director General Lynne Owens and Chief Constable Andy Cooke. Which of the following is the role of the police in this fight against organized crime?
  2. Response to emergencies
  3. Investigating and solving crimes
  4. None of the above
  5. The National Audit Office according to chair Sara Thornton monitored which department and criticized its role?
  6. Home Office
  7. Police
  8. Crime Commissioner
  9. What is the postmodern policing organization that maximizes the police community relationship?
  10. Findings
  11. Originality
  12. Cruelty
  13. According to the information offered by Schlock psychology, what does the ERISP system involve
  14. Simultaneous video recording during the interview
  15. Simultaneous audio recording in the interview
  16. Both
  17. What does the PEACE technique according to Nixon have to with the interview?
  18. Increase the levels of accountability of the police
  19. Reduces the level of false confessions
  20. Monitor the moods of the suspects to try and determine the truth.
  21. What position was held by Nixon?
  22. Base commander
  23. A publisher
  24. A police commissioner
  25. What were the duties that Nixon was urged to be exempted from?
  26. Was to be prevented from sitting in the board
  27. Not to be allowed to do leadership lectures
  28. Both
  29. What was Nixon accusing Murdoch- owned News Ltd about?
  30. They tried to do her in through false allegations
  31. They accuse her of corruption
  32. None of the above
  33. According to Nixon what was the most significant impediment to women’s achievement
  34. Women in the leadership
  35. Endorsing women in political seats

None of the above

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Job-Specific Skills

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Economics

Competing in today’s highly volatile and rapidly changing industrial society has since become complex, given the need for relevant and result-driven skills. In particular, developing economies not only need to place great emphasis on job creation but also prioritize the acquisition of a more flexible workforce characterized by vocational as well as technical skills. Investing in appropriate skills, development ideas, and profitable sectors would greatly increase or facilitate the countries’ economic growth. A developing country can only achieve much-needed competitiveness by prioritizing education, equipping people with job-specific skills, and investing its formal sector.

Job-Specific Skills

Developed economies, including the United States (U.S.), has achieved their coveted success and maintained a competitive edge in modern society by placing great emphasis on job-specific skills. As a result, the demand for these skills and associated abilities has since remained high around the world (Dar, 2016). Even these developed countries, recent reports, surveys, and empirical studies have revealed that companies fail to attain their organizational goals since they have low skilled labor (Okungu et al., 2017). They attribute their slow growth to poor quality of services offered by employees and workers with limited understanding of their job roles and responsibilities. Given the importance of job-specific skills, I have seen some developing countries, such as India, launching sweeping reforms to enhance skills training for millions of individual workers.

Besides increasing their industrialization budgets, any given developing country should invest in skills development to create a pool of employees and experts with technical skills, which enhance creativity, innovation, and competitiveness at the global level. A country with the necessary or right skills presents firms with the best possible opportunity to become more productive, leading to increased economic growth (Dakar, 2016). At the same time, skills remain necessary in poverty reduction since skilled personnel are well positioned to improve their well-being in the long run. Concisely, individuals with much-needed skills can own businesses, find job opportunities, and even create more employment opportunities for others.

Investing in Education

Alongside job-specific skills, I firmly believe that developing countries should consider introducing soft skills and literacy development modules in the primary, secondary, and higher levels of education. African and South Asian countries continue to register large numbers of school dropouts (Okungu et al., 2017). As a result, a relatively large portion of their workforce is either unskilled or lack the knowledge and experience necessary for qualifying for employment. Sensibly speaking, these countries should take a long-term approach to reform their education systems. For instance, they should identify effective and change-driven early childhood interventions characterized by imparting life skills in young learners. Equally important, governments and other responsible stakeholders in these economies should play a leading role in setting appropriate standards, regulating, and financing the recommended educational programs and skills development initiatives. Accordingly, empowering children early enough can remove the vicious circle characterized by unskilled labor.

Informal Sector

In addition to job-specific skills and education, a country’s formal sector has since been described as a vital determinant of its economic growth. Typically, the open industry constitutes entrepreneurs, artisans, and other creative individuals, such as plumbers, technicians, and garbage collectors and recyclers (Sheehan & Riosmena, 2013). A typical case in point involves Mexico, which continues to experience increased growth and has created innovative programs to support and enhance small enterprises and its informal sector (Dakar, 2016). In essence, other developing countries, including those in Africa should invest in a variety of support services to ensure the effectiveness of their informal sectors. For example, they should offer guidance necessary for setting up small-scale businesses and associated economic activities.

Conclusion

Conclusively, it is evident that a developing country needs to identify, adapt, and employ drastic measures to achieve and maintain the competitiveness and relevance in the already competitive industrial world. Given firsthand experience, encounters, and information from valid and reliable sources, I firmly believe these countries can only improve their industrial growth by investing in the development of job-specific skills, education, and the formal sector. Most importantly, governments should collaborate with other players in funding and regulating these initiatives.

References

Dar, A. (2016). Skills development in a global context: Towards a future-ready workforce. The World Bank Report.  Retrieved Apr. 10, 2019 from http://www.worldbank.org/en/news/speech/2016/08/15/skills-development-in-a-global-context-towards-a-future-ready-workforce

Okungu, V., et al. (2017). Extending coverage to informal sector populations in Kenya: Design preferences and implications for financing policy. BMC Health Services Research, 18, 13.

Sheehan, C. & Riosmena, F. (2013). Migration, business formation, and the informal economy in urban Mexico. Social Science and Research, 42(4), 1092-1108.

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Poor Managerial Skills

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Poor Managerial Skills

One of the most obvious reasons why big companies in the same field outdo small information businesses is poor management skills. The business proprietor may sometimes have management skills but lack the technical skills to take the business to higher heights (William & Stephen, Pp 12). The business needs a strategic leader who handles sensitive issues like contracting or recruiting human resource personnel. He/she should be aware of the business threats such as fraud, which can cause a huge financial loss to the business. Despite the huge market the business might have, many potential risks are involved.

Transactional costs

To connect with your e-commerce customers, one must use a series of services available to them, ultimately affecting the final price the customer has to pay. For a small information business to have satisfied customers, it should have to see to its transactional costs. If the transactional cost were to be reduced, it would have a fair share in the market. There are other types of costs that a business should continually monitor: sunk costs, marginal costs and fixed costs (William & Stephen, Pp. 20). The business’s cost structure should be the fixed cost ratio to the variable costs. In an ordinary situation, a small-scale information goods and service firm had to keep up with the various business costs. Compared to a big business scale firm in the same field, it is most likely that it would not have such an impact in the market.

Works Cited

William, Samuelsson & Stephen, Marks. Managerial Economics (7th ed). Hoboken, NJ: John wiley & sons. 

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Apply skills and strategies presented in this lesson to develop a plan for teaching from “Little Things are Big.”

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Assignment 5

Apply skills and strategies presented in this lesson to develop a plan for teaching from “Little Things are Big.”

EXPLANATORY NOTE:  This assignment is NOT asking for a formal lesson plan (although you are welcome to submit one if you desire).  It IS asking you to select 4 of the comprehension strategies discussed in the lectures or that you’ve identified through your readings and describe exactly how you will use this text to explicitly instruct students on how to use that strategy to improve reading comprehension (the focus of the lesson is the strategy, not the text).  A simple listing or description of activities that use the strategy is not a sufficient response.  I’m looking for your method to actively engage the students in using the comprehension strategies (“the teacher will” focus, not “the student will”).

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How can I implement the student’s passion for music to teach him reading skills?

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Student: 7 years old first grade / Male : autistic disorder and anxiety he doesn’t have myopia, he has spatial disorder.He in inclusive classroom. THE REST, ALL THE SAME CAN BE WRITTEN, ONLY THAT HERE IS NO PLAGIARISM!!!Plaese!!!

· After developing your focus learner profiles, post it on the  discussion board.

· Each Candidate will post at least three (3)  questions about their own Focus Learner assets (knowledge of learners: personal, cultural, and community) to one of his/her peers.

· Comment on one other candidate’s post by answering their 3 questions. Ask three additional questions about other candidate’s focus learner’s.

IMPORTANT: Your description of the Focus Learner profiles should include the following information:

·

· Skills, strengths (Present Levels of Performance – PLOP) for Reading/Language Art, Math, Speech/Language

· Aspirations and passions (interests)

· Likes and dislikes

· Life experiences

· Languages spoken

· How the student likes to learn

· Struggles or potential barriers to learning (Social-emotional and      

· Academic challenges)

· Cultural, ethnic background

· Socio-economic level(s)

· Anything else the teacher deems important

IMPORTANT:  Before you submit this assessment, review the How do I select a focus learner and the checklist below: 

“How do I select a focus learner? The focus learner must have an exceptionality identified on his/her individualized educational program/plan (i.e., IEP, IFSP or other plans).

Select a learner that is representative of the varied/range of learner needs on your caseload or in your class. The focus learner selected should have multiple learning or support needs (do not select a focus learner with the fewest needs). You want to be able to demonstrate your ability to meet the complex needs of a learner. As a candidate, you are not evaluated on whether your focus learner is able to respond correctly to each learning task. You are evaluated on your ability to plan for, respond to, and evaluate and assess the focus learner’s strengths and needs. A learner with varied challenges will provide opportunities for you to demonstrate your skill in planning, instruction, and assessment. At least one of these needs (academic needs, identified by an IEP goal or support needs, identified by either an IEP goal and/or required accommodations/modifications) must be aligned with the focus learner’s IEP. The learning goal you develop or the specific planned supports to help the focus learner achieve the learning goal must be based on the focus learner’s IEP. Finally, because you are required to document that learner’s performance over several days, you will want to choose a focus learner who typically has consistent attendance.” (SCALE (2018).  Making Good Planning Choices Instruction in Special Education. Retrieved January 6, 2021, from  http://www.edtpa.com/Content/Docs/edTPAMGC_SE.pdfLinks to an external site.

IMPORTANT: Use self-checklist before you submit this assignment:  

Checklist for Focus Learner Profile

CompleteIncomplete 
Focus learner’s primary classification per IEP Focus learner’s classification as identified in the IEP is described.Focus learner’s classification as identified in the IEP is not described.
Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets.Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets are described.Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets are not described.
Focus learner’s interests, aspirations and passionsFocus learner’s interests, aspirations and passions are  described with examples.Focus learner’s interests, aspirations and passions are not described.
Focus learner’s likes and dislikesFocus learner’s likes and dislikes are described with examples.Focus learner’s likes and dislikes are not described.
Anything else the teacher deems important  

Review these references in order to complete this assessment 

1. Avallone, A. (2017, September 08). Getting to Know You: Learner Profiles for Personalization (Opinion). Retrieved January 01, 2021, from  https://www.edweek.org/leadership/opinion-getting-to-know-you-learner-profiles-for-personalization/2017/09Links to an external site.

2. Kanaan, R. (2019, February 15). What Are Learner Profiles and Why Are They Important? Retrieved January 01, 2021, from  https://knowledgeworks.org/resources/learner-profiles-what-why-how/Links to an external site.

3. Lynch, M. (2018, April 25). Here’s Everything You Need to Know About Learner Profiles. Retrieved January 01, 2021, from  https://www.theedadvocate.org/heres-everything-need-know-learner-profiles/Links to an external site.

4. Weber, K. B., & Cole, V. (n.d.). Special Education. Retrieved January 01, 2021, from  http://www.p12.nysed.gov/specialed/commoncore/guidance-commoncore-template.htm Links to an external site.  

5. Ell Language portraits. Purdue English Language Learners Language Portraits. (n.d.). Retrieved J from  http://elllps.squarespace.com/work Links to an external site.  

EXAMPLE:

Student B– Age 8 (Male)

RE: Visual Impairment (myopia), autistic disorder and anxiety.

Student B is an eight years old, second-grade student in the inclusive classroom. The student’s primary language is Russian. However, the student B understands and can express his thoughts in English. Student B is diagnosed with myopia that allows focusing on objects close but not at a distance. The visual impairment occurs with an autistic disorder, such as difficulties socializing, organization, and planning problems. Moreover, the student suffers from anxiety.

(1)

Student B also receives therapy with a psychologist (one time per week) to work on his anxiety problems. Student B has an IEP plan that promotes educational advancement. Student B wear two pair of glasses: one for close work and another for work on the distance. The student has also been diagnosed with a mild form of autism. He (Student B) is having a hard time communicating appropriately with his peers and also experiencing anxiety.

(2)

Student B is experiencing problems reading the dashboard’s notes and anything that is on distance, such as a projector or bulletin boards that interfere with his learning. He (Student B) is unable to focus on the last lasting writing and reading activities. The doctor has recommended taking breaks every thirty minutes to release the pressure that Student B is experiencing by wearing glasses. Student B constantly could not finish his task on time, needs additional – individualized instructions, enlarged printed worksheets, and a place where he (Student B) can feel safe and not distracted. Student B struggles with copying, have bad handwriting, weak spelling and punctuation. Moreover, he reads very slowly. Student B has difficulties following the classroom routine and prefers to work on activities alone rather than in the group. He does not like to interact with his peers a lot but never acts aggressively or not appropriate towards peers and teachers. Student B is suffering from general anxiety; he is worried when he is facing something new and things that he never experienced before. He (Student B) has trouble managing his stress, so it manifests itself in an uncontrollable emotional state. For example, Student B can start crying, screaming, or run away. He is frustrated when it comes to an activity that requires a lot of movement. He worries about losing the glasses or being unable to see something while actively moving.

Student B is an auditory and kinesthetic learner. He tends to assimilate information when he can hear the information. Also, Student B feels more confident when he has all the materials on hand. Using copies of all the information listed on boards and projectors are very helpful. He learns by physically absorbing during activities and actively exploring things around him.

(3)

Student B is passionate about music. He is a very talented boy who enjoys playing the piano. He attends piano classes once a week. Student B likes to go on different musical shows. He likes the books, but due to his impairment, he is mostly using the audio versions. The parents are spending time with Student B to develop his reading skills during the weekends. Moreover, he loves the read-aloud time.

(4)

Student B comes from a middle-class family. The family had moved from Russia – Sankt Petersburg to the United States five years ago. Student B has an older sister who is now begun middle school; both parents are working and have very warm and supportive relationships in the family.

The parents speak English and trying to put all their strength to help their child in development. The family went through a hard time when Student B was born, the doctors associating the birth difficulties with the current child’s condition.

Questions:

1. How can I implement the student’s passion for music to teach him reading skills?

2. What strategies can I use to lower the student’s frustration when it comes to new activities?

3. How can I help Student B to socialize and find friends in the classroom?

Answer to Classmate:

Hi Teona,

Question #3: What are some useful tips about how to give her instructions?

Thank you for sharing with us your focus learner profile and bringing up interesting questions. It might be challenging to create an appropriate and productive learning environment for a child with an intellectual disability. Therefore, we should always consider the accommodations the child may need to succeed. You may find it helpful to break down each learning task into small, manageable steps and actions. Many students with intellectual disabilities learn better with hands-on activities. In your post, you mentioned Student A likes to cook with her mother. You may incorporate kinesthetic activities in your lessons. Also, students with intellectual disabilities live in the visual world. They need to have visual support. The use of pictures and charts may assist Student A throughout the day. You may want to facilitate her learning by arranging a distraction-free area to keep Student A focused on the work and take breaks between the tasks.

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The Impact of Technological Advancement on Writing Skills

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The Impact of Technological Advancement on Writing Skills

Introduction:

The advancements in technology have substituted writing skills with typing and texting skills. Texting a message has substituted writing letters among friends. Similarly, smart phones have become a common device among students. Students are handing in typed papers for assignments rather than hand written assignments. This greatly impacts the development of writing skills among scholars and students. This leaves the question: Has technology hindered the development of writing skills among scholars and students?

The Impact of Technological Advancement on Writing Skills

Research problem and purpose statement:

Advancements in technology are reflective in that when students are doing assignments, they have a spell checker and a synonym finder. The same luxury is not afforded if I am to write the paper rather than type, in writing I have to know or use a dictionary for the spelling, meaning and any synonyms. Texting has made messaging quicker and easier. The efficiency with which communication is done nowadays has led to reluctance in the development of writing skills (Ferris 1). Many children are introduced to texting and typing at a very young age.  Combining this with the fact that; in learning institutions, assignments have taken a technological perspective, there has been a deterioration of writing skills. Purcell, Buchannan and Friedrich (1) observe that the use of digital materials has created a hard ground for the development of writing skills among the students. There is the need thus to look deeply into the negative impact of technological advancement on the development of writing skills. In lieu of this, this research paper aims at establishing the negative impacts of technological development on the development of writing skills. A number of materials concerning the topic will be reviewed and analyzed.

Conclusion:

The research aims to find a definitive or conclusive answer to the question. It will be based on experiences and academic scholarly material. The duration of the research will be 3 days in which materials will be reviewed and analyzed to provide a solution to the research question.

Annotated Bibliography:

Purcell Kristen, Buchannan Judy, Friedrich Linda. The impact of digital tools on student writing and how writing is taught in schools. Pew Research Internet Project, 16th July. 2013. Web. 18th Feb, 2014.

This article addresses the impact of digital technology on the development of writing skills. The authors agree that the digital age has come up with benefits in teaching languages and writing skills. At the same time, many challenges have come up in the teaching of formal writing skills, as a result of digital advancement. The authors argue that the digital technology favors informal writing style rather than formal. However, many teachers of languages still emphasize formal style, and it poses a challenge for them. The authors surveyed a total of 2462 teachers, a good number, thus raising the credibility index of this article. The authors have written several articles on this area, so they don’t raise any doubts on the credibility of data. It is a resourceful article for any student of this subject.

Ferris, Sharmila, P. Writing electronically: The effects of computers on traditional writing. The Journal of Electronic Publishing, 8.1 (2002). Print.

The article by Ferris addresses the effect of the growth of the use of computer on writing. Ferris examines the history of literary writing and addresses the transition from literary to orality. The author argues that computers have their roots in print, and this has made people all over the world to adopt the notion that in the present day, writing should be through a computer. This has greatly impacted on the traditional form of writing.  The author addresses both the elite and the laymen in this article. The article has referenced many other articles in the same field, raising its credibility index. It is a very resourceful article on the subject matter, and will be very helpful in this research.

Goldberg Amie, Russell, Michael, Cook Abigael. The effects of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Language and Assessment, 2.1 (2003). Print

 This article is a meta-analysis of twenty six studies that concerned the impact of computers on writing skills. Although the article highlights some negative impacts of using computers, it takes the perspective that computers have contributed greatly to improve writing skills among students. The authors argue that the results of the evaluation of the articles that met their criteria and those that did not, reveal that typing and texting improves writing skills. However, the results ranged around average for negative and positive impacts. Going by this, the article will be very helpful for this research. A different view by this article will help in the testing of the hypothesis. The authors also agree on the challenge that befalls tutors in teaching formal skills to the students. The article has referenced many other researches increasing its credibility index. It addresses the scholars though laymen can also benefit from it. This is a resourceful article and will be very beneficial for this study.

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Acquisition Of Literary Skills In ESOL Content Area

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Acquisition Of Literary Skills In ESOL Content Area

            Students can benefit in learning both English and other subjects when the language is taught through content in combination with reading and writing instructions. Such a strategy ensures that the students are able to acquire both the language and the content. Combining both academic content area and the English language lessons ensures that there is no delay in studying other subjects especially for older students who feel their time is limited. Another reason that makes teaching language through content is that the language is easily acquired in its natural context. For example teaching language in biology or chemistry classes assists the students in grasping the vocabulary naturally since it is being used in its application. The students are able to understand the meanings and usage of words much better when the language is being used for its real life purpose. They will be able to focus better on the subject matter when the language is used in its academic content. 

            There are several techniques teachers can employ in helping ESOL students to develop proficiency in English in order to perfectly master content area subjects. In teaching the language, the teacher should recognize second language acquisition is a gradual process that is built on the student’s skills in his or her first language. The teacher should also provide genuine opportunities for students to apply what they have learnt in a friendly non-threatening environment. Another technique would be to ensure that the students are able to connect learned key vocabularies with the subject content. The structure and style of the English language might appear daunting to the students initially but this can be overcome by teaching text and sentence level grammar in their real context. It would also be quite helpful if students are taught the different features of language that are applicable in social and academic contexts.

            Techniques that a teacher can use in language reading lessons should be aimed at ensuring the students develop competence in reading and writing in English. The teacher can find it helpful to use culturally relevant reading materials in class, connect the readings to the students’ backgrounds, and encourage them to discuss the readings in their cultural dimensions. This helps in achieving better comprehension among the students when the readings have some relevance to their lives. Other techniques include reading aloud, simulating content knowledge, and monitoring growth f both first ad second languages. 

            Writing in grammatical and comprehensible English is one of the major hurdles an ESOL student has to overcome. Acquisition of vocabulary and achieving syntactic competence is a gradual process that does not happen overnight. The teacher should thus keep in mind that students may not have properly mastered the sills and terminology used in the writing process which includes drafting, revision and editing among others. They should thus strive to provide support through provision of an environment that nurtures good writing, use of collaborative writing activities, promoting interaction and learning from each other, use of single response prompts for writing exercises, and offering clear and explicit comments on strengths and weaknesses of the student papers among others.  

            The increase in bilingual students makes it necessary for teachers to apply effective techniques and methods of engaging students in both language acquisition and in content area knowledge in order to succeed in their academic fields. The teachers on the other hand should be supported too to enable them work efficiently in promoting the success of their students.

 

 

References

American Federation of Teachers. (March, 2004). Closing the achievement gap: Focus on Latino students (Policy Brief 17). Retrieved January 26, 2011 from  http://www.aft.org/teachers/pusbs-reports/index.htm#english.

Bernhardt, E. B. (1991). A psycholinguistic perspective on second language literacy. Reading in  Two Languages. AILA Review, 8, 31-44. 

De Jong, E. J. (2002). Effective bilingual education: From theory to academic achievement in a   two-way bilingual program. Bilingual Research Journal, 26(1); 1-15. 

Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in            California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11 (36). Retrieved January 26, 2011, from http://epaa.asu.edu/. 

Menken, K., & Antunez, B. (2001). 

An overview of the preparation and certification of teachers     working with limited English proficient students

. Washington, DC: National      Clearinghouse of Bilingual Education. Retrieved January 26, 2011, from          

http://www.ericsp.org/pages/digests/ncbe.pdf

. 

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This essay examines Adair’s business book on leadership as well as an article on leadership skills

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Abstract

This essay examines Adair’s business book on leadership as well as an article on leadership skills. The aim of this essay is to answer some of the research questions provided and thereby suggest that indeed, leadership qualities are essential in an organization.

In order to achieve this, the essay is divided into four sections. The first section gives definitions of the key terms used in the essay. The following section provides an overview of the article while the third section summarizes the book. The last piece highlights the key points from the previous sections.

Keywords: Leadership, effective leader, management

 

Introduction

Before the writer of the essay proceeds, it is detrimental to define the various terms used throughout the essay. One of such key terms is leadership qualities, which refers to the characteristics possessed by leaders that would let others to willfully follow what the leader intends to do. An effective leader is a person who possesses the ability to get work done effectively by others in a willful manner. Management, on the other hand, refers to doing things in the right way. However, management is different from leadership since leaders do not need to be managers.

A Summary of the article

In early years, the managers organized and monitored the productivity of labor in the various organizations. Leaders, on the other hand, played a pivotal role in initiating change in an organization so as to assist the firm accomplish its objectives within the shortest possible time. The managers should present leadership qualities in organizations. Persons who possess such leadership qualities qualify to be effective leaders. Indeed, there are different qualities associated with leadership including the ability to have a vision about the future. In line with this, a principled leader focuses about the future success of the organization. Further, a true leader should be flexible in conducting activities within an organization, understand that there are constraints in achieving the objectives of a firm, share and shape ideas, adequately understand the environment around him, respect other people’s ideas and be creative in all his activities. Moreover, the leader should learn to ask other top leaders on how to carry out activities within the organization.. An effective leader would be learned and should possess the necessary skills to run an organization. In addition to this, he should establish a positive attitude to his work as well to other people around him. To sum up the article, it would be fair to say that an effective leader should portray concern for others, ask questions whenever in problems, effectively communicate, show flexibility in making decisions and also be willing to install change in addition to being creative, and innovative when undertaking activities within the organization (Martin, 2003).

A Summary of the Adair’s Book

According to Adair 2010, a strong manager and leader should reach the organization’s goals, assist the workers, promote the value of output, and encourage teamwork within the organization. In order to achieve this, the author outlines three requirements for a strong leader including achieving the task, managing individuals as well as encouraging teamwork. The author encourages individuals to think about their personal success in one’s unique situation.

In order to evaluate the leadership qualities, one needs to set objectives in an organization which should be attained within the set time. Then, planning is essential since it shows how the activities are to be conducted so as to achieve the ultimate goal in the organization. In addition, one has to apply the various leadership qualities in the organization. In case the objectives are effectively attained as set, then this is effective leadership (Eric, 2010).

            In conclusion, it would be appropriate to suggest that indeed, effective leadership is essential in organizations. It assists organizations to achieve their objectives within a given period. Certainly, outstanding leadership qualities are a worthwhile ingredient towards success of virtually all organizations.

 

References

Eric, A. J. (2010). Business and Economics/Leadership. London: Kojan.

Martin. (2003). Leading change in Health and Social Care. London: Routledge.

 

 

 

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Distinguish between depression, dysthymia, mania, hypomania and bipolar using available tools and history-taking skills

Posted on | by KN Simon

Distinguish between depression, dysthymia, mania, hypomania and bipolar using available tools and history-taking skills

Part of the assessment process of mental health behaviors is understanding the role of standardized assessment tools that are available for your use. These tools provide questions that reflect the DSM-V criteria related to certain diagnoses. They are a part of the assessment process but should not be used to diagnose patients.

Upon successful completion of this discussion, you will be able to:

  • Choose appropriate assessment tools to aid in diagnosis.
  • Distinguish between depression, dysthymia, mania, hypomania and bipolar using available tools and history-taking skills.

Instructions

  1. Review the rubric to make sure you understand the criteria for earning your grade.
  2. Watch the lecture from this workshop before attempting this assignment.
  3. Pick two of the assessment tools discussed in the lecture to research further. They should be in two different categories. The discussion this week is on mood disorders, but you could pick another category of tools as well. I would encourage you to see what other students have chosen and pick a different tool to assess.
  4. Use the Online Campus Library Services(new tab) (OCLS) search to find at least one scholarly resource for each tool in your original post and each of your responses. These resources need to be cited per APA guidelines. You may NOT use the same resource for all of your postings.
  5. In the discussion board post the following:
    1. A brief overview of each tool: What they are used for?; basic instructions for implementation and interpretation of the tool.
    2. Critique each tool: What are the limitations of each tool? What are the positive aspects? Is it only for certain ages? Only for one specific diagnosis? What important DSM-V data do you feel it is missing?
    3. Discuss whether or not this is a tool you would use in practice and why.
  6. Post your initial thoughts by Day 5 of the workshop.
  7. Respond to 2 classmates by Day 7 of the workshop.

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NSG6620 Discussion Essay Assignments: Quantitative Skills in Nursing Administration

Posted on | by KN Simon

NSG6620 Discussion Essay Assignments: Quantitative Skills in Nursing Administration

Week 1 – Assignment 3

Assignment 3: Practicum I Journal Entry 1

In this course, you will write six journal entries. These journal entries are reflective exercises to facilitate academic learning and self-development as a nurse leader. Reflective journaling provides the opportunity to increase self-awareness as a nurse leader. The journal also offers you an opportunity to reflect on nonacademic components of the practicum experience, including emotions, decision making, critical thinking, and stress associated with the nurse leadership role. There is no “right” or “wrong” in reflective journaling; however, the Practicum I Journal will create a link between the application of course concepts and the content of your specific practicum experience. Practicum journals may be written in first person.

Practicum I Journal entries are graded assignments. They will not be viewed by or shared with other students, only with course instructors.

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Write a 300–500-word journal entry covering the following:

Where are you completing your Practicum I experience? Be certain to include the name, location, and contact information of the healthcare organization in which you are completing your practicum experience.

Identify your preceptor. Be certain to include the preceptor’s name, title, and contact information (including telephone number and e-mail address).

Identify two or three goals for this week that you have established for yourself related to Practicum I.

Review and reflect on how you met these goals this week.

Explain how you integrated two concepts or content areas from Week 1 into your practicum experience this week.

Identify your area of greatest learning this week.

Week 2 – Assignment 2

Assignment 2: Practicum I Journal Entry 2

This is your second out of six journal assignments in this course.

Write a 300–500-word journal entry covering the following:

Identify two or three goals for this week that you have established for yourself related to Practicum I.

Review and reflect on how you met these goals this week.

Explain how you integrated two concepts or content areas from Week 2 into your practicum experience this week.

Identify your area of greatest learning this week.

<pclass=”msonormal”>Week 4 – Assignment 2

Assignment 2: Practicum I Journal Entry 3

This is your third out of six journal assignments in this course.

Write a 300–500-word journal entry covering the following:

Identify two or three goals for this week that you have established for yourself related to Practicum I.

Review and reflect on how you met these goals this week.

Explain how you integrated two concepts or content areas from Week 4 into your practicum experience this week.

Identify your area of greatest learning this week.

Submit your journal entry to the Journal area by Tuesday, September 26, 2017. Name your journal entry SU_NSG6620_W4_A2_LastName_FirstInitial.

<pclass=”msonormal”>Week 6 – Assignment 2

Assignment 2: Practicum I Journal Entry 4

This is your fourth out of six journal assignments in this course.

Write a 300–500-word journal entry covering the following:

Identify two or three goals for this week that you have established for yourself related to Practicum I.

Review and reflect on how you met these goals this week.

Explain how you integrated two concepts or content areas from Week 6 into your practicum experience this week.

Identify your area of greatest learning this week.

Submit your journal entry to the Journal area by Tuesday, October 10, 2017. Name your journal entry SU_NSG6620_W6_A2_LastName_FirstInitial.

Week 8 – Assignment 2

Assignment 2: Practicum I Journal Entry 5

This is your fifth out of six journal assignments in this course.

Write a 300–500-word journal entry covering the following:

Identify two or three goals for this week that you have established for yourself related to Practicum I.

Review and reflect on how you met these goals this week.

Explain how you integrated two concepts or content areas from Week 8 into your practicum experience this week.

Identify your area of greatest learning this week.

Submit your journal entry to the Journal area by Tuesday, October 24, 2017. Name your journal entry SU_NSG6620_W8_A2_LastName_FirstInitial

Week 9 – Assignment 2

Assignment 2: Practicum I Journal Entry 6

This is your sixth and final journal assignment.

Write a 300–500-word journal entry covering the following:

Identify two or three goals for this week that you have established for yourself related to Practicum I.

Review and reflect on how you met these goals this week.

Explain how you integrated two concepts or content areas from Week 9 into your practicum experience this week.

Identify your area of greatest learning this week.

Submit your journal entry to the Journal area by Tuesday, October 31, 2017. Name your journal entry SU_NSG6620_W9_A2_LastName_FirstInitial.

NSG6620 Discussion Essay Assignments: Quantitative Skills in Nursing Administration

 

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