The leadership assignment provides students the opportunity to apply their know

The leadership assignment provides students the opportunity to apply their know

The leadership assignment provides students the opportunity to apply their knowledge of leadership by evaluating the skills, values, methods, and performance of someone in a leadership position. Through a personal interview, the student will determine the leader’s strengths and weakness, accomplishments and failures, but, most importantly, how that individual’s approach to leadership conforms or diverges from the 5 practices of exemplary leadership (model the way, inspire a shared vision, challenge the process, enable others to act and encourage the heart) in the model presented by Kouzes and Posner. The student will comment on the leader’s compliance with the Kouzes and Posner model and provide recommendations on how that individual could improve his or her leadership in light of this model. 
You should select someone who is a leader in your major/discipline. [Note: Exceptions to this should be cleared with your professor.] For example, if you are a literature major, you may want to interview a teacher or the leader of a literacy advocacy group; as a government major, you may want to interview a local council member or mayor; as a Christian ministry major, you may want to interview a pastor or local ministry leader. This assignment is designed to help you understand leadership in the field you have chosen. Please make every effort to make this relevant to you. Be sure to inform your interviewee that the interview will be held in the strictest confidence and will only be shared with your professor.
You may interview someone you know or have a relationship with; however, you must have your professor’s approval BEFORE contacting the potential interview candidate. 
Make sure you provide all the below information (estimations are fine):
Name of the leader
Company, organization, or group associated with the leader
The leader’s position/title in the company, organization, or group
The size of the group for which the leader is responsible
The number of years in a leadership capacity
A brief description of the role and responsibilities of this leader, and how this leader relates to your discipline (major, minor, etc.)
Your chosen writing style (APA, MLA, Turabian)
This part of the process is very important…and is arguably the most frustrating.  My job is to make sure that your subject is a leader who will facilitate your analysis of leadership skills through Kouzes and Posner’s model.  Also…and just as importantly…I need to see clearly that you see your proposed subject’s leadership role clearly enough to analyze the right thing. So, don’t be surprised if I ask a follow-up question or two.  Make sure you’re going back and checking your post for any reply – HOWEVER, MOST REPLIES FROM ME WILL BE AS I GRADE THE PROPOSAL.
What to avoid:  The hardest part of this assignment is choosing someone who fits the definition of a leader.  Otherwise, it becomes difficult to analyze your subject using the criteria of Kouzes and Posner’s model.
Choosing someone who is not a leader or in a leadership role:

A manager and/or managerial functions (payroll, scheduling, advertising, etc.)  Ask yourself, “does this function involve directing, motivating, guiding or, in other words, leading people?”  Some leaders perform managerial functions…but you need to stay away from them.  Kouzes and Posner won’t help you analyze how a leader manages the payroll or schedules meetings.
Certain Pastoral functions.  Pastors are a great leadership source…and are perfectly acceptable!  However, creating and delivering a sermon are not strictly leadership functions (homiletics), but their purpose in leading a congregation might be…you have to clearly make the point. You should look towards someone in your major/discipline to interview.  While it may seem intuitive, your interview subject should be in a position of leadership.  Make sure you don’t confuse management (the organization and execution of various “business” practices within the organization) with leadership.  Here’s a general rule of thumb…if your subject has no people who work for him or her (or are not directly influenced by him or her), then they are probably not a leader suitable.

 A researcher is interested in studying the relationship between physical activi

 A researcher is interested in studying the relationship between physical activi

 A researcher is interested in studying the relationship between physical activity and life satisfaction among college students. The researcher plans to administer a survey to a sample of college students and collect data on their physical activity levels and life satisfaction. Using this scenario, which GCU quantitative core designs do you think would be most appropriate for this research problem? Why? Create and provide two examples of research questions that could be addressed using the design you selected. What might the advantages and challenges be of using the identified design for this scenario? Explain including references.

 his assignment asks you to develop a template for building a foundation  for c

 his assignment asks you to develop a template for building a foundation  for c

 his assignment asks you to develop a template for building a foundation  for conducting practices and preparing a team or athlete for  competition.  This is the first of 3 assignments and 5 discussion boards  that will assist you with this foundation so that you can Plan, Teach,  Assess, and Adapt strength, conditioning, and performance enhancement to  promote athlete centered sport and skill development, future success,  and lifetime physical fitness and activity. This foundation will  culminate in the Final Assignment. 
 
Athlete Centered Strength, Conditioning, and Performance Enhancement
For this assignment you will be responsible to provide the following information:
 
Identify and list the following:
 
University Location and Demographics – previous season’s record, ranking, or both.
Sport
Gender
*Sport Class classification (In  addition to gender classification *Paralympic Athletes will require a  sport class classification depending on the sport you have chosen) https://www.paralympic.org/classification
Average Athlete’s Build (Height & Weight)
Average  or Traditional prep (High School), college, and/or professional  experience. As applicable, for your team/athlete. Use 4 to 5 years of  history/biography to establish background of athletic experience. (We  are going to assume the team/athlete has been working with a strength,  conditioning, and performance enhancement coach for the length of time  they were in college sports and beyond if not clearly stated when  strength and conditioning started. 
Describe why you chose to work with this team/athlete.
 
Present a 3-5 sentence paragraph explaining the rationale behind your choice in detail.
Identify and  list all Sports Performance Initial Assessments you will conduct to  evaluate the athlete’s conditioning, performance, and training needs.  Use Chapter 3 for assistance with choices.
 
Regarding  Medical History, you can assume the Athletic Trainer and/or medical  staff (Paralympic) have cleared the athlete(s) for participation and  will perform any traditional medical assessments necessary. Athlete(s)  have been cleared to train and compete. 
Categories for Sports Performance Assessments are located on page 83 of Chapter 3. PES 2nd Edition Chapter 3.pdf
Organize assessments into their correct categories. Define each category in your own words.
Future use of  this assignment. During weeks 2, 3, and 4 you will perform all chosen  assessments and record the results. This is to be submitted in  Assignment 2 due week 4. See assignment requirements for details. 
Provide an academic title page that  includes your name, the date, the course number and section, your  instructor’s name and credentials, and the title of the assignment. 
   Please support the rationale for your thoughts and opinions.   Cite the sources of any definitions or ideas that are not your own using  appropriate academic sources. Bullet points and spacing are appropriate  for this assignment. You can use this submission as a template for your  Assignment 2 submission. 
You have been hired as an NCAA Division I –  Strength, Conditioning, and Performance Enhancement Coach.
 

Choose a Team or Individual NCAA Division I Sport.  

Identify and list the following:
 
University Location and Demographics – previous season’s record, ranking, or both.
Sport
Gender
*Sport Class classification (In  addition to gender classification *Paralympic Athletes will require a  sport class classification depending on the sport you have chosen) https://www.paralympic.org/classification
Average Athlete’s Build (Height & Weight)
Average  or Traditional prep (High School), college, and/or professional  experience. As applicable, for your team/athlete. Use 4 to 5 years of  history/biography to establish background of athletic experience. (We  are going to assume the team/athlete has been working with a strength,  conditioning, and performance enhancement coach for the length of time  they were in college sports and beyond if not clearly stated when  strength and conditioning started. 
Describe why you chose to work with this team/athlete.
 
Present a 3-5 sentence paragraph explaining the rationale behind your choice in detail.
Identify and  list all Sports Performance Initial Assessments you will conduct to  evaluate the athlete’s conditioning, performance, and training needs.  Use Chapter 3 for assistance with choices. 

 Watch the video referenced in this week’s lectures – you’ll need to watch it 3

 Watch the video referenced in this week’s lectures – you’ll need to watch it 3

 Watch the video referenced in this week’s lectures – you’ll need to watch it 3 times.  Each time you view the video, complete the indicated portion of the MUD organizer.  Reflect on the process you just completed.  How can it help students improve text comprehension?  How can you improve on this activity?  See Appendix for scoring rubric. 

The candidate will (TCW) select ten books that are developmentally appropriate

The candidate will (TCW) select ten books that are developmentally appropriate

The candidate will (TCW) select ten books that are developmentally appropriate for children ages birth to 8 years. At least one book will be a Newberry or Caldecott Winner, and one book should be multicultural promoting diversity and countering stereotypes (2a). The other eight books should fall into one of the following genre categories. You should select (4) books appropriate for use with Infants and toddlers (birth-2 years), (4) books appropriate for use with preschoolers (3-5 years), and (2) books appropriate for use with primary aged children (6-8 years).   An annotated bibliography is a list of citations and a brief reaction to the book. The annotation is usually two paragraphs; one paragraph providing information about the book and another paragraph that provides an evaluative impression of the book.(Please note: Books based on characters such as Bluey, Paw Patrol, Cocomelon, etc. are unacceptable for this project.) Genres:    
Poetry  
Picture storybook
Picture book (wordless)  
Realistic Fiction  
Historical Fiction  
Nonfiction / Informational  
Biography  
Autobiography  
Traditional Literature (Fairy tales, myth, legend, or folklore)
Fantasy  
Scientific fiction  
Mystery  

Concept Books (ABC, color, numbers, emotions, etc.) 

  Mastering English is an invaluable skill that opens up opportunities for bett

 
Mastering English is an invaluable skill that opens up opportunities for bett

 
Mastering English is an invaluable skill that opens up opportunities for better communication, learning, and career advancement. Whether you’re just starting or looking to sharpen your fluency, there are many ways to improve your English skills. Below are practical tips to help you on this journey, with support from resources like Studyprofy, a platform designed to assist learners with effective tools and guidance.
1. Read Widely and Regularly
Reading is a great way to enhance your English skills. Explore books, articles, blogs, and other reading materials in English. Platforms like Studyprofy provide a wide range of reading resources to help you engage with diverse sentence structures, new vocabulary, and different styles of expression. Regular reading will improve both your comprehension and language fluency.
2. Engage in Conversations
Speaking English regularly is key to becoming more confident and fluent. Try to engage in daily conversations with native speakers or fellow learners. If you’re unsure where to start, Studyprofy connects learners with language partners and tutors, offering practice opportunities through structured lessons or casual exchanges. The more you practice, the more natural speaking English will feel.
3. Expand Your Vocabulary
Building a strong vocabulary is crucial for effective communication. Make it a habit to learn new words every day and use them in your conversations or writing. Studyprofy offers vocabulary-building exercises that help you practice and track your progress. Learning synonyms, antonyms, and idiomatic expressions will help you communicate more clearly and confidently.
4. Improve Your Listening Skills
Listening to native speakers is just as important as practicing speaking. Watch English-language movies, listen to podcasts, or use the listening resources available on Studyprofy. These activities will improve your comprehension of pronunciation, accents, and the natural flow of conversations, helping you speak more accurately.
5. Combine Speaking and Writing
While practicing your speaking is essential, it’s also helpful to combine it with writing. Keeping a journal, sending messages, or taking notes in English reinforces what you’ve learned and helps you process language rules. Studyprofy offers tools for practicing both skills together, giving you a well-rounded approach to mastering English.

 During  this part of the project, you will be analyzing someone else’s  culture

 During  this part of the project, you will be analyzing someone else’s  culture

 During  this part of the project, you will be analyzing someone else’s  culture.  You will need to find someone from a culture that is very  different from your own (african American).  You will need to get the culture approved by  your instructor (only if you are not sure about the culture).  You will use the  same six items of analysis from Major Assignment One. 

  For  your midterm, use either of the websites listed below and read the  rese

 
For  your midterm, use either of the websites listed below and read the  rese

 
For  your midterm, use either of the websites listed below and read the  research/ article on literacy and research. Dependent upon how long you  have been in the field of education, within the last 5 years, the art of  teaching reading has changed from what was referred to as balanced  literacy to the science of teaching reading, which is based on research.
Sites to use:
Rebalancing Literacy Instruction: What’s the Story? (11 pages) 
 Links to an external site.
or Mapping the Challenges and Changes to Literacy Research (16 pages) 
 Links to an external site.
After reading either one of the above linked articles, complete an article review

Annotated Bibliography for the following source, at least 150 words for each. I

Annotated Bibliography for the following source, at least 150 words for each.
I

Annotated Bibliography for the following source, at least 150 words for each.
Ingersoll, R. M., & Strong, M. (2011). “The impact of induction and mentoring on teacher retention: A review of the literature.” Review of Educational Research, 81(2), 201-233. 
Grissom, J. A., & Loeb, S. (2011). “Triangulating Principal Leadership: A Framework and Evidence on the Effect of Principals on Student Achievement.” Educational Evaluation and Policy Analysis, 33(4), 465-485. 
Moir, E., & Gless, J. L. (2001). “Quality Induction: A Induction Program for Beginning Teachers.” The New Teacher Center at UCSC. 
Leithwood, K., & Jantzi, D. (1990). “Transformational Leadership: How Principals Can Help Reform School Cultures.” School Effectiveness and School Improvement, 1(2), 249-280. 
Sergiovanni, T. J. (1992). “Leadership for the Schoolhouse: How Is It Different? Why Is It Important?” Jossey-Bass. 
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). “Effective Teacher Professional Development.” Palo Alto, CA: Learning Policy Institute. 
Ferguson, R. F., & Hinto, J. (2015). “The Role of School Leadership in Fostering a Positive School Climate.” Journal of Educational Administration, 53(5), 590-612. 
 Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). “Teacher Turnover in High-Need Schools: An Analysis of the Patterns and Causes.” Educational Administration Quarterly, 49(5), 844-880. 

  In this discussion, you will need to read several resources, and become famil

 
In this discussion, you will need to read several resources, and become famil

 
In this discussion, you will need to read several resources, and become familiar with the different instruments to collect data for research purposes. These instruments can be useful to gather information, and usually they produce results that can be summarized, compared, and generalized. As you already might be aware, for project one you will need to collect data to detect the technology needs of your school or place of work. Although we will use only interviews and surveys/questionnaires to gather our data, it is important that you recognize the different types of data collection instruments.
Please read the following resources. In addition, utilize the Galileo database to consult more information about the topic.
Instruments to gather data 
Definitions of data collection instruments
Data gathering tools
Select five different types of instruments/tecniques for data collection (two of them must be interviews and surveys) from the ones mentioned in the readings. Discuss how each of them can be used to gather information, and provide specific examples on how you would utilize them to collect information in your school or place of work.