Tag: Curriculum & Instructional Design

[Solved] u edwards

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Please see attachment – 2 years ago **files (2)** – ## uEdwardsdirections.docx – ## TendenciesQuiz.docx **## uEdwardsdirections.docx** Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural app…

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Assignment Prompt & Instructions

Please see attachment

– 2 years ago

**files (2)**

– ## uEdwardsdirections.docx

– ## TendenciesQuiz.docx

**## uEdwardsdirections.docx**

Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural approach to research. Take a moment to review the four philosophical worldviews (i.e., positivism, post- positivism, constructivism, pragmatism) and identify what fits best with your philosophy. Remember that a research paradigm is essentially a worldview that a researcher brings to their study. It represents the researcher's view of reality or truth. While there is ongoing discussion regarding which paradigms exist in the modern research community, it helps to focus on Positivism, Post-Positivism, Constructivism, and Pragmatism for applied business research. Research this topic to understand your research paradigm, as it will shape how you approach your problem. It is also important to note that while some paradigms lend themselves better to specific methodologies, the choice of methodology does not change the paradigm. This is part of who you are and how you view the world. It is instrumental in thinking about how your research paradigm aligns with your Christian Worldview. To better understand your view of reality, an excellent question is, "How many versions of The Truth exist?" Review the four philosophical worldviews (i.e., positivism, post-positivism, constructivism, pragmatism) and identify what fits best with your philosophy and why. • Positivism – Single objective reality that we seek to discover. • Post-Positivism – Single objective reality that we seek to discover with the understanding that we never will fully understand it. • Constructivism – Reality is determined by the individual, and the researcher seeks to understand that view of reality. • Pragmatism – Focus on the 'problem' rather than the view of reality, using any tools available to understand the problem. After reviewing the Reading for this module and considering the four philosophical worldviews (i.e., positivism, post-positivism, constructionism, and pragmatic) discussed in the text, address the following questions: 1. Which philosophical worldview most closely aligns with your perspective and how you view problems in the world? How so? 2. How does understanding the connection between philosophical worldview and research methodology assist your research approach? 3). Biblical Worldview. Philosophical worldviews reflect our desire for knowledge. A Biblical worldview is based on the infallible Word of God. It provides an understanding of existence, morals, and knowledge. How does your Biblical Worldview relate to your research philosophy?

1. How can scripture be used as a lens through which you view research?

2. Compare/contrast research philosophical worldviews with that of a Christian worldview. Are there any problem areas, or do most philosophical worldviews appear congruent with a Christian worldview?

3. How does your knowledge of the Bible keep pace with the growing sophistication of the knowledge required by your studies?

4. What scripture verses do you use as a foundation for your Biblical Worldview? Incorporate a minimum of three specific scripture verses into the discussion. Explain how they set the foundation or speak to the standards for your research viewpoint.

Please see my results to quiz

**## TendenciesQuiz.docx**

BUSI 710

**Tendencies Quiz**

| | | | | | | |
| — | — | — | — | — | — | — |
| **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
| I often doubt my view of things | | X | | | | My view of things is always correct |
| I do not mind being wrong | | X | | | | I hate to be wrong |
| I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
| I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
| If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
| If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
| It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
| I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
| The real truth is more important than my view | | X | | | | My view is the real truth |

_Adapted from_
_**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

**Key:**

9 = no egocentric tendencies

27 = a mixture. Room for growth

45 = very egocentric. Please work hard on practicing fair-minded thinking

**## TendenciesQuiz.docx**

BUSI 710

**Tendencies Quiz**

| | | | | | | |
| — | — | — | — | — | — | — |
| **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
| I often doubt my view of things | | X | | | | My view of things is always correct |
| I do not mind being wrong | | X | | | | I hate to be wrong |
| I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
| I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
| If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
| If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
| It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
| I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
| The real truth is more important than my view | | X | | | | My view is the real truth |

_Adapted from_
_**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

**Key:**

9 = no egocentric tendencies

27 = a mixture. Room for growth

45 = very egocentric. Please work hard on practicing fair-minded thinking

**## uEdwardsdirections.docx**

Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural approach to research. Take a moment to review the four philosophical worldviews (i.e., positivism, post- positivism, constructivism, pragmatism) and identify what fits best with your philosophy. Remember that a research paradigm is essentially a worldview that a researcher brings to their study. It represents the researcher's view of reality or truth. While there is ongoing discussion regarding which paradigms exist in the modern research community, it helps to focus on Positivism, Post-Positivism, Constructivism, and Pragmatism for applied business research. Research this topic to understand your research paradigm, as it will shape how you approach your problem. It is also important to note that while some paradigms lend themselves better to specific methodologies, the choice of methodology does not change the paradigm. This is part of who you are and how you view the world. It is instrumental in thinking about how your research paradigm aligns with your Christian Worldview. To better understand your view of reality, an excellent question is, "How many versions of The Truth exist?" Review the four philosophical worldviews (i.e., positivism, post-positivism, constructivism, pragmatism) and identify what fits best with your philosophy and why. • Positivism – Single objective reality that we seek to discover. • Post-Positivism – Single objective reality that we seek to discover with the understanding that we never will fully understand it. • Constructivism – Reality is determined by the individual, and the researcher seeks to understand that view of reality. • Pragmatism – Focus on the 'problem' rather than the view of reality, using any tools available to understand the problem. After reviewing the Reading for this module and considering the four philosophical worldviews (i.e., positivism, post-positivism, constructionism, and pragmatic) discussed in the text, address the following questions: 1. Which philosophical worldview most closely aligns with your perspective and how you view problems in the world? How so? 2. How does understanding the connection between philosophical worldview and research methodology assist your research approach? 3). Biblical Worldview. Philosophical worldviews reflect our desire for knowledge. A Biblical worldview is based on the infallible Word of God. It provides an understanding of existence, morals, and knowledge. How does your Biblical Worldview relate to your research philosophy?

1. How can scripture be used as a lens through which you view research?

2. Compare/contrast research philosophical worldviews with that of a Christian worldview. Are there any problem areas, or do most philosophical worldviews appear congruent with a Christian worldview?

3. How does your knowledge of the Bible keep pace with the growing sophistication of the knowledge required by your studies?

4. What scripture verses do you use as a foundation for your Biblical Worldview? Incorporate a minimum of three specific scripture verses into the discussion. Explain how they set the foundation or speak to the standards for your research viewpoint.

Please see my results to quiz

**## TendenciesQuiz.docx**

BUSI 710

**Tendencies Quiz**

| | | | | | | |
| — | — | — | — | — | — | — |
| **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
| I often doubt my view of things | | X | | | | My view of things is always correct |
| I do not mind being wrong | | X | | | | I hate to be wrong |
| I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
| I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
| If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
| If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
| It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
| I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
| The real truth is more important than my view | | X | | | | My view is the real truth |

_Adapted from_
_**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

**Key:**

9 = no egocentric tendencies

27 = a mixture. Room for growth

45 = very egocentric. Please work hard on practicing fair-minded thinking

**## uEdwardsdirections.docx**

Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural approach to research. Take a moment to review the four philosophical worldviews (i.e., positivism, post- positivism, constructivism, pragmatism) and identify what fits best with your philosophy. Remember that a research paradigm is essentially a worldview that a researcher brings to their study. It represents the researcher's view of reality or truth. While there is ongoing discussion regarding which paradigms exist in the modern research community, it helps to focus on Positivism, Post-Positivism, Constructivism, and Pragmatism for applied business research. Research this topic to understand your research paradigm, as it will shape how you approach your problem. It is also important to note that while some paradigms lend themselves better to specific methodologies, the choice of methodology does not change the paradigm. This is part of who you are and how you view the world. It is instrumental in thinking about how your research paradigm aligns with your Christian Worldview. To better understand your view of reality, an excellent question is, "How many versions of The Truth exist?" Review the four philosophical worldviews (i.e., positivism, post-positivism, constructivism, pragmatism) and identify what fits best with your philosophy and why. • Positivism – Single objective reality that we seek to discover. • Post-Positivism – Single objective reality that we seek to discover with the understanding that we never will fully understand it. • Constructivism – Reality is determined by the individual, and the researcher seeks to understand that view of reality. • Pragmatism – Focus on the 'problem' rather than the view of reality, using any tools available to understand the problem. After reviewing the Reading for this module and considering the four philosophical worldviews (i.e., positivism, post-positivism, constructionism, and pragmatic) discussed in the text, address the following questions: 1. Which philosophical worldview most closely aligns with your perspective and how you view problems in the world? How so? 2. How does understanding the connection between philosophical worldview and research methodology assist your research approach? 3). Biblical Worldview. Philosophical worldviews reflect our desire for knowledge. A Biblical worldview is based on the infallible Word of God. It provides an understanding of existence, morals, and knowledge. How does your Biblical Worldview relate to your research philosophy?

1. How can scripture be used as a lens through which you view research?

2. Compare/contrast research philosophical worldviews with that of a Christian worldview. Are there any problem areas, or do most philosophical worldviews appear congruent with a Christian worldview?

3. How does your knowledge of the Bible keep pace with the growing sophistication of the knowledge required by your studies?

4. What scripture verses do you use as a foundation for your Biblical Worldview? Incorporate a minimum of three specific scripture verses into the discussion. Explain how they set the foundation or speak to the standards for your research viewpoint.

Please see my results to quiz

**## TendenciesQuiz.docx**

BUSI 710

**Tendencies Quiz**

| | | | | | | |
| — | — | — | — | — | — | — |
| **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
| I often doubt my view of things | | X | | | | My view of things is always correct |
| I do not mind being wrong | | X | | | | I hate to be wrong |
| I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
| I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
| If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
| If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
| It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
| I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
| The real truth is more important than my view | | X | | | | My view is the real truth |

_Adapted from_
_**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

**Key:**

9 = no egocentric tendencies

27 = a mixture. Room for growth

45 = very egocentric. Please work hard on practicing fair-minded thinking

November 5, 2026
[Solved] edwards

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment – 2 years ago **files (1)** – ## SedwardsDQ.docx **## SedwardsDQ.docx** 1 10 **Case Study Arrest and Domestic Violence** In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abuser…

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Assignment Prompt & Instructions

Please see attachment

– 2 years ago

**files (1)**

– ## SedwardsDQ.docx

**## SedwardsDQ.docx**

1

10

**Case Study Arrest and Domestic Violence**

In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abusers who were arrested were less likely to commit future assaults than offenders who were not arrested. Conducted by researchers from the Police Foundation, the study used rigorous experimental methods adapted from the natural sciences. Criminal justice scholars generally agreed that the research was well designed and executed. Public officials were quick to embrace the study’s findings that arresting domestic violence offenders deterred them from future violence.

Here, at last, was empirical evidence to support an effective policy in combating domestic assaults. Results of the Minneapolis Domestic Violence Experiment were widely disseminated, in part due to aggressive efforts by the researchers to publicize their findings (Sherman and Cohn, 1989). The attorney general of the United States recommended that police departments make arrests in all cases of misdemeanor domestic violence. Within five years, more than 80 percent of law enforcement agencies in U.S. cities adopted arrest as the preferred way of responding to domestic assaults (Sherman, 1992:2).

Several things contributed to the rapid adoption of arrest policies to deter domestic violence. First, the experimental study was conducted carefully by highly respected researchers. Second, results were widely publicized in newspapers, in professional journals, and on television programs. Third, officials could understand the study, and most believed that its findings made sense. Finally, mandating arrest in less serious cases of domestic violence was a straightforward and politically attractive approach to a growing problem.

Sherman and Berk (1984), however, urged caution in uncritically embracing the results of their study. Others advised that similar research be conducted in other cities to check the Minneapolis findings (Lempert, 1984). Recognizing this, the U.S. National Institute of Justice sponsored more experiments—known as replications—in six other cities. Not everyone was happy about the new studies. For example, an advocacy group in Milwaukee opposed the replication in that city because it believed that the effectiveness of arrest had already been proved (Sherman and Cohn, 1989:138).

Results from the replication studies brought into question the effectiveness of arrest policies. In three cities, no deterrent effect was found in police records of domestic violence. In other cities, there was no evidence of deterrence for longer periods (6–12 months), and in three cities, researchers found that violence actually escalated when offenders were arrested (Sherman, 1992:30). For example, Sherman and associates (1992:167) report that in Milwaukee “the initial deterrent effects observed for up to thirty days quickly disappear. By one year later [arrests] produce an escalation effect.” Arrest works in some cases but not in others. As in many other cases, in responding to domestic assaults, it’s important to carefully consider the characteristics of offenders and the nature of the relationship between offender and victim.

After police departments throughout the country embraced arrest policies following the Minneapolis study, researchers were faced with the difficult task of explaining why initial results must be qualified. Arrest seemed to make sense; officials and the general public believed what they read in the papers and saw on television. Changing their minds by reporting complex findings was more difficult but continues to be important. Long-term follow-up studies have found that arrested offenders were more likely to be victims of homicide (Sherman and Harris, 2013). Even more sobering, domestic violence victims of arrested offenders were more likely than victims of nonarrested offenders to have died within 23 years of the experiment (Sherman and Harris, 2015).

Critical Thinking

1. What was your first reaction to reading this case study? Did you know about the contradictory findings regarding the use of arrest in incidences of domestic violence?

2. Can you think of other topics or claims that you think criminal justice researchers should revisit? What other common practices that are seen as absolutely true should researchers reevaluate?

**## SedwardsDQ.docx**

1

10

**Case Study Arrest and Domestic Violence**

In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abusers who were arrested were less likely to commit future assaults than offenders who were not arrested. Conducted by researchers from the Police Foundation, the study used rigorous experimental methods adapted from the natural sciences. Criminal justice scholars generally agreed that the research was well designed and executed. Public officials were quick to embrace the study’s findings that arresting domestic violence offenders deterred them from future violence.

Here, at last, was empirical evidence to support an effective policy in combating domestic assaults. Results of the Minneapolis Domestic Violence Experiment were widely disseminated, in part due to aggressive efforts by the researchers to publicize their findings (Sherman and Cohn, 1989). The attorney general of the United States recommended that police departments make arrests in all cases of misdemeanor domestic violence. Within five years, more than 80 percent of law enforcement agencies in U.S. cities adopted arrest as the preferred way of responding to domestic assaults (Sherman, 1992:2).

Several things contributed to the rapid adoption of arrest policies to deter domestic violence. First, the experimental study was conducted carefully by highly respected researchers. Second, results were widely publicized in newspapers, in professional journals, and on television programs. Third, officials could understand the study, and most believed that its findings made sense. Finally, mandating arrest in less serious cases of domestic violence was a straightforward and politically attractive approach to a growing problem.

Sherman and Berk (1984), however, urged caution in uncritically embracing the results of their study. Others advised that similar research be conducted in other cities to check the Minneapolis findings (Lempert, 1984). Recognizing this, the U.S. National Institute of Justice sponsored more experiments—known as replications—in six other cities. Not everyone was happy about the new studies. For example, an advocacy group in Milwaukee opposed the replication in that city because it believed that the effectiveness of arrest had already been proved (Sherman and Cohn, 1989:138).

Results from the replication studies brought into question the effectiveness of arrest policies. In three cities, no deterrent effect was found in police records of domestic violence. In other cities, there was no evidence of deterrence for longer periods (6–12 months), and in three cities, researchers found that violence actually escalated when offenders were arrested (Sherman, 1992:30). For example, Sherman and associates (1992:167) report that in Milwaukee “the initial deterrent effects observed for up to thirty days quickly disappear. By one year later [arrests] produce an escalation effect.” Arrest works in some cases but not in others. As in many other cases, in responding to domestic assaults, it’s important to carefully consider the characteristics of offenders and the nature of the relationship between offender and victim.

After police departments throughout the country embraced arrest policies following the Minneapolis study, researchers were faced with the difficult task of explaining why initial results must be qualified. Arrest seemed to make sense; officials and the general public believed what they read in the papers and saw on television. Changing their minds by reporting complex findings was more difficult but continues to be important. Long-term follow-up studies have found that arrested offenders were more likely to be victims of homicide (Sherman and Harris, 2013). Even more sobering, domestic violence victims of arrested offenders were more likely than victims of nonarrested offenders to have died within 23 years of the experiment (Sherman and Harris, 2015).

Critical Thinking

1. What was your first reaction to reading this case study? Did you know about the contradictory findings regarding the use of arrest in incidences of domestic violence?

2. Can you think of other topics or claims that you think criminal justice researchers should revisit? What other common practices that are seen as absolutely true should researchers reevaluate?

November 5, 2026
[Solved] dddo

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In-depth study guidance and analytical solution covering dddo.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Coaching Process

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C – 2 years ago **files (1)** – ## Coachingprocess.pdf **## Coachingprocess.pdf** Now that you have identified the initiative, the related student outcome that needs improvement, and the best population of teachers to support the effort; next steps are how to begin the Instructional Coaching process…

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Assignment Prompt & Instructions

C

– 2 years ago

**files (1)**

– ## Coachingprocess.pdf

**## Coachingprocess.pdf**

Now that you have identified the initiative, the related student outcome that needs
improvement, and the best population of teachers to support the effort; next steps are
how to begin the Instructional Coaching process. As you read, the best way to start
coaching is to start coaching (Knight, 2022, p. ). Before you can start, you will need to
identify what is already in place, what is not in place that you would need to create, and
potential speed bumps that could slow your implementation. Reflecting on these areas
will help prepare you to begin coaching.

Now that you have identified the initiative, the related student outcome that needs
improvement, and the best population of teachers to support the effort; next steps are
how to begin the Instructional Coaching process. As you read, the best way to start
coaching is to start coaching (Knight, 2022, p. ). Before you can start, you will need to
identify what is already in place, what is not in place that you would need to create, and
potential speed bumps that could slow your implementation. Reflecting on these areas
will help prepare you to begin coaching.

Areas critical to this deliverable are:

● detailed description of the components of the Impact Cycle that are already in place
within the organization

● analysis of components that would need to be developed

● evaluation of the potential barriers to implementation of Instructional Coaching
overall

APA style and formatting should be used for all aspects of the submission.

**## Coachingprocess.pdf**

Now that you have identified the initiative, the related student outcome that needs
improvement, and the best population of teachers to support the effort; next steps are
how to begin the Instructional Coaching process. As you read, the best way to start
coaching is to start coaching (Knight, 2022, p. ). Before you can start, you will need to
identify what is already in place, what is not in place that you would need to create, and
potential speed bumps that could slow your implementation. Reflecting on these areas
will help prepare you to begin coaching.

Now that you have identified the initiative, the related student outcome that needs
improvement, and the best population of teachers to support the effort; next steps are
how to begin the Instructional Coaching process. As you read, the best way to start
coaching is to start coaching (Knight, 2022, p. ). Before you can start, you will need to
identify what is already in place, what is not in place that you would need to create, and
potential speed bumps that could slow your implementation. Reflecting on these areas
will help prepare you to begin coaching.

Areas critical to this deliverable are:

● detailed description of the components of the Impact Cycle that are already in place
within the organization

● analysis of components that would need to be developed

● evaluation of the potential barriers to implementation of Instructional Coaching
overall

APA style and formatting should be used for all aspects of the submission.

November 5, 2026
[Solved] can anybody help me with this assessment here?

✓ Verified Academic Solution Available

Executive Solution Overview

need 1500 words assessment help by tomorrow ..anybody here? – 2 years ago **files (1)** – ## MGT601_Assessment1_Brief_FINAL.pdf **## MGT601_Assessment1_Brief_FINAL.pdf** MGT601_Assessment_1_Brief Page 1 of 6 ASSESSMENT 1 BRIEF Subject Code and Title MGT601 Dynamic Leadership Assessment Case…

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Assignment Prompt & Instructions

need 1500 words assessment help by tomorrow ..anybody here?

– 2 years ago

**files (1)**

– ## MGT601_Assessment1_Brief_FINAL.pdf

**## MGT601_Assessment1_Brief_FINAL.pdf**

MGT601_Assessment_1_Brief Page 1 of 6

ASSESSMENT 1 BRIEF

Subject Code and Title MGT601 Dynamic Leadership

Assessment Case Study Analysis

Individual/Group Individual

Length Up to 1,500 words

Learning Outcomes a) Explore and reflect on self-development as a leader to

build self-awareness

e) Demonstrate the technique of reflective and reflexive

practice as a means of continuous learning and self-

development.

Submission 12-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 4

6-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 2

Weighting 25%

Total Marks 25 marks

Task

Emotional intelligence (EI) is a critical skill in the workplace. In this assessment students will have the

opportunity to demonstrate their understanding of the impact of their own personal EI competencies

using the Genos Model in leadership and decision making by analysing a real-life scenario and providing

recommendations for how these are best handled.

Case Study

You are a manager at a software development company. Your friend Sarah, a project manager, has been

tasked with launching a new product line. She faces an issue with Steven, a middle-aged senior software

engineer who has been struggling with a personal issue that has been affecting his work. He has been

coming in late, missing deadlines, and seems generally disengaged. Sarah has tried to talk to him about it,

but he has been evasive and defensive.

Sarah is ambitious and has an enviable reputation for getting results. She’s never missed a deadline, and

while some find her ruthless, most admire her strength.

MGT601_Assessment_1_Brief Page 2 of 6

Steven has been with the company for a very long time. He was the second employee ever hired by the
company and has been through all the highs and lows that a successful start-up experiences. He has
foregone opportunities to work for other companies (for a much higher salary) because he really
appreciates the culture of the workplace that he has played a significant role in creating.

Sarah has turned to you for guidance and advice.

Specifically, you should:

1. Summarise the advice you would give to Sarah to enable her to engage with Steven in an emotionally

intelligent style with direct alignment with, and reference to the Genos Emotional Intelligence Model,

the appropriate Genos Competencies and specific behaviours identified within the Genos

competency.

2. Provide an analysis of your own Genos results. Identify behaviours within Genos competencies that

are strengths and weaknesses using the Genos 'traffic light method'. Identify and discuss the

specific behaviours within your own competencies that would support (strengths) or hinder

(weaknesses) your approach if you were in Sarah’s situation.

3. Using the resources and readings provided in this subject, what do you most need to learn or develop

to enhance your strengths and weaknesses identified in your Genos Emotional Intelligence Survey for

effective leadership, and how you might go about developing these.

You must submit a copy of your Genos report (PDF) when you upload your completed assignment

submission to MyLearn.

Reflexive Writing – First Person

This is a reflexive writing task. You must write in the first person, because this is about YOU, your

reflections and your interpretations. (e.g.“I considered this result to be….. because it had a big impact

on my… and it helped me to understand").

It is important that you be as specific as possible, referring to the Genos Model, Genos Competencies

and specific behaviours identified within each Genos competency. Reference the page number from

your Genos Survey results. Include brief

All other principles of academic writing apply, including strict referencing, acknowledgement of the

work of others and avoidance of plagiarism.

A brief guide to Reflective Writing is available at:

Torrens University Australia Academic Skills. (03.11.2021). Reflective writing.

https://library.torrens.edu.au/academicskills_ap/reflective

examples to illustrate your points and try to select examples that enable you to demonstrate
learning against the attributes in the rubric.

MGT601_Assessment_1_Brief Page 3 of 6

Referencing

You must include a list of specific references that you have actually used in researching your report. For

this assessment, a minimum of three journal articles, academic papers or textbooks is expected.

References to any secondary sources or web sites are additional. Your references must demonstrate

meaningful engagement with the readings and resources from the subject modules and topics. The

reference list is not included in the word count.

The sources included in your reference list need to have actually been consulted in the drafting of

the assignment and must contain the information attributed to them.

It is essential that you use APA7 style for citing and referencing research. Failure to do so may

impact on the grade you receive for your assessment. Please see more information on referencing in the

Academic Skills Web Site. (n.d.) https://library.torrens.edu.au/academicskills/home

Assessment Support

For a range of additional resources and support to help you complete your assessment, please consult the
Study Support page on the Student Hub.

Academic Integrity

All students are responsible for ensuring that their submitted work is original, adheres to academic

writing standards outlined in the Torrens University Academic Writing Guide, and is appropriately

referenced according to the guidelines provided in the Torrens University APA Referencing Guide.

Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy,

Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information,

please refer to the Academic Integrity guidelines and the Torrens University Library.

Students must also keep all required evidence in making an assessment; a copy of all submitted material

and any assessment drafts.

Generative AI

Please refer to the Torrens University Library for guidance on the use of Generative AI. Please speak to

your learning facilitator regarding the use of GenAI tools in your assessments.

Submission Instructions

Please read carefully. If you do not comply with all these requirements, your report will not

assessed.

1. Your report must be in Microsoft WORD.

2. You must upload a copy of your Genos Emotional Intelligence Report (in PDF format) with

your report.

[https://library.torrens.edu.au/academicskills/home](https://library.torrens.edu.au/academicskills/home)

[https://studenthub.torrens.edu.au/Hub/Study-Support](https://studenthub.torrens.edu.au/Hub/Study-Support)

[https://library.torrens.edu.au/ld.php?content_id=51100693](https://library.torrens.edu.au/ld.php?content_id=51100693)

[https://library.torrens.edu.au/ld.php?content_id=49180373](https://library.torrens.edu.au/ld.php?content_id=49180373)

[https://torrens.blackboard.com/bbcswebdav/xid-4650242_1](https://torrens.blackboard.com/bbcswebdav/xid-4650242_1)

[https://torrens.blackboard.com/bbcswebdav/xid-6153208_1](https://torrens.blackboard.com/bbcswebdav/xid-6153208_1)

[https://library.torrens.edu.au/academic_integrity](https://library.torrens.edu.au/academic_integrity)

[https://library.torrens.edu.au/academic_integrity/students/home](https://library.torrens.edu.au/academic_integrity/students/home)

[https://library.torrens.edu.au/genai/introduction](https://library.torrens.edu.au/genai/introduction)

MGT601_Assessment_1_Brief Page 4 of 6

Submit this task via Assessments > Briefs & Submissions in the main navigation menu in SUBJECT CODE:
Subject name. Please name your file using the following format:

o SubjectCode_Surname_FirstNameInitial_AssessmentNumber

e.g. MGT601_Jones_S_Assessment 2.docx

Your marked assessment can be viewed in MyLearn.

Assessment Due Dates and Late Penalties

Assessments may be submitted on or before the due date. Late penalties apply for assessments that are

submitted after the due date.

Refer to:

• Assessment Policy for Higher Education Coursework (HE) and ELICOS

Torrens University | Think Education

• Assessment Special Consideration Guidelines for Students (HE Coursework)

Torrens University | Think Education

• Student Hub for Assessment Extension Information.

Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or

extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and

ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special

Consideration Form to your learning facilitator.

[https://torrens.blackboard.com/bbcswebdav/xid-4650246_1](https://torrens.blackboard.com/bbcswebdav/xid-4650246_1)

[https://torrens.blackboard.com/bbcswebdav/xid-3816348_1](https://torrens.blackboard.com/bbcswebdav/xid-3816348_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025609_1](https://torrens.blackboard.com/bbcswebdav/xid-84025609_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025611_1](https://torrens.blackboard.com/bbcswebdav/xid-84025611_1)

[https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info](https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

MGT601_Assessment_1_Brief Page 5 of 6

Assessment Rubric – Assessment 1

Assessment Criteria

High Distinction

(Exceptional)
85-100%

Distinction
(Advanced)

75 -84%

Credit

(Proficient)
65-74%

Pass
(Functional)

50-64%

Fail

(Unacceptable)
0 – 49%

Understanding of Genos Emotional

Intelligence Model and Genos

emotional intelligence competencies.

Recommendations and advice to

Sarah based on the Genos Model.

30%

Provides exceptional

recommendations

demonstrating a highly

nuanced and

sophisticated

understanding of the

Genos Emotional

Intelligence Model and

its application in

leadership, with original

insights.

Brief comparison with

other, similar,

psychometric tests.

Includes supporting

references.

Provides comprehensive

recommendations firmly

grounded in the Genos

Model, demonstrating a

deep understanding of

Genos emotional

intelligence in leadership.

Includes brief links with

similar concepts /

models. Includes

supporting references.

Clear understanding

of the Genos Model

and competencies

and behaviours.

Provides well-defined

recommendations and

advise based on key

components of the Genos

model. Includes

supporting references.

Basic understanding of

the Genos Model /

competencies and

behaviours. Provides

some recommendations

and / or advice loosely

aligned with some

elements of the Genos

Model. Includes

supporting references.

Limited or no

understanding of the

Genos Model. Provides

limited or no

recommendations or

advice to Sarah based on

the Genos Model.

Does not include

supporting references.

Interpretation and analysis of own

Genos results using the Traffic Light

method and the implication for

Genos Emotional Intelligence in

leadership

50%

Provides exceptional

and insightful analysis

of own results.

Demonstrates a

highly nuanced and

sophisticated

application of Genos

Emotional

Intelligence in

leadership and own

Provides a well-developed

and insightful analysis of

own results demonstrating

a deep understanding of

the Genos Emotional

Intelligence Model in

leadership. Identifies own

key strengths and

weakness.

Identifies own specific

Provides well-defined

analysis of own results

applying the Genos

Model and traffic light

method. Includes brief

examples grounded in

the Genos Model to

illustrate key behaviours

within specific Genos

competencies. Identifies

own specific behaviours

Provide some analysis

loosely aligned with

some elements of the

Genos Model and traffic

light method. Discusses

some own specific

behaviours that might

help or hinder Sarah.

Provides little or no

analysis or own Genos

results based on the

Genos Model using the

traffic light method.

MGT601_Assessment_1_Brief Page 6 of 6

capacity to influence.

Demonstrates high level

of critical thinking with

new insights and deep

learning from own

Genos results.

Genos behaviours to

help or hinder Sarah.

Demonstrates openness

in reflection on learning

from the results.

that might help or

hinder Sarah.

Written presentation and

integration of theories and

frameworks from the subject

modules

Accurate referencing

20%

Communicates

eloquently, coherently

and concisely.

Meaning is always easy

to follow. Insightful,

persuasive with

professional

presentation. Engages

and sustains the

audience’s interest.

Flawless grammar,

spelling and

punctuation.

Insightful and

perceptive.

Discerningly integrates

theories and

frameworks from the

subject.

Accurate, relevant

referencing.

Communicates coherently

and concisely.

Meaning is mostly

easy to follow. Clear,

logical and

persuasive.

Accurately captures

and integrates some

new key insights and

learnings with

theories and

framework from the

subject.

Occasional minor errors

present in spelling,

grammar and/or

punctuation.

Accurate, relevant

referencing.

Communicates in a

coherent and readable

manner. Adheres to the

given format. Mostly

easy to follow,

structured and

sequenced in a logical

way.

Occasional errors present

in spelling, grammar

and/or punctuation.

Discussion integrated

with the subject content

supported with mostly

accurate references.

Communicates

in a mostly

readable

manner.

Meaning is sometimes

difficult to follow.

Some errors in spelling,

grammar and/or

punctuation Begins to

integrate theories and

frameworks from the

subject. Min 3 scholarly

source in the reference

list

Little clear logic flow or

structure.

Difficult to follow.

Many errors in spelling,

grammar, and/or

punctuation.

No integration of

theories and

frameworks from the

subject.

Less than 3 scholarly

sources in the reference

list.

**## MGT601_Assessment1_Brief_FINAL.pdf**

MGT601_Assessment_1_Brief Page 1 of 6

ASSESSMENT 1 BRIEF

Subject Code and Title MGT601 Dynamic Leadership

Assessment Case Study Analysis

Individual/Group Individual

Length Up to 1,500 words

Learning Outcomes a) Explore and reflect on self-development as a leader to

build self-awareness

e) Demonstrate the technique of reflective and reflexive

practice as a means of continuous learning and self-

development.

Submission 12-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 4

6-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 2

Weighting 25%

Total Marks 25 marks

Task

Emotional intelligence (EI) is a critical skill in the workplace. In this assessment students will have the

opportunity to demonstrate their understanding of the impact of their own personal EI competencies

using the Genos Model in leadership and decision making by analysing a real-life scenario and providing

recommendations for how these are best handled.

Case Study

You are a manager at a software development company. Your friend Sarah, a project manager, has been

tasked with launching a new product line. She faces an issue with Steven, a middle-aged senior software

engineer who has been struggling with a personal issue that has been affecting his work. He has been

coming in late, missing deadlines, and seems generally disengaged. Sarah has tried to talk to him about it,

but he has been evasive and defensive.

Sarah is ambitious and has an enviable reputation for getting results. She’s never missed a deadline, and

while some find her ruthless, most admire her strength.

MGT601_Assessment_1_Brief Page 2 of 6

Steven has been with the company for a very long time. He was the second employee ever hired by the
company and has been through all the highs and lows that a successful start-up experiences. He has
foregone opportunities to work for other companies (for a much higher salary) because he really
appreciates the culture of the workplace that he has played a significant role in creating.

Sarah has turned to you for guidance and advice.

Specifically, you should:

1. Summarise the advice you would give to Sarah to enable her to engage with Steven in an emotionally

intelligent style with direct alignment with, and reference to the Genos Emotional Intelligence Model,

the appropriate Genos Competencies and specific behaviours identified within the Genos

competency.

2. Provide an analysis of your own Genos results. Identify behaviours within Genos competencies that

are strengths and weaknesses using the Genos 'traffic light method'. Identify and discuss the

specific behaviours within your own competencies that would support (strengths) or hinder

(weaknesses) your approach if you were in Sarah’s situation.

3. Using the resources and readings provided in this subject, what do you most need to learn or develop

to enhance your strengths and weaknesses identified in your Genos Emotional Intelligence Survey for

effective leadership, and how you might go about developing these.

You must submit a copy of your Genos report (PDF) when you upload your completed assignment

submission to MyLearn.

Reflexive Writing – First Person

This is a reflexive writing task. You must write in the first person, because this is about YOU, your

reflections and your interpretations. (e.g.“I considered this result to be….. because it had a big impact

on my… and it helped me to understand").

It is important that you be as specific as possible, referring to the Genos Model, Genos Competencies

and specific behaviours identified within each Genos competency. Reference the page number from

your Genos Survey results. Include brief

All other principles of academic writing apply, including strict referencing, acknowledgement of the

work of others and avoidance of plagiarism.

A brief guide to Reflective Writing is available at:

Torrens University Australia Academic Skills. (03.11.2021). Reflective writing.

https://library.torrens.edu.au/academicskills_ap/reflective

examples to illustrate your points and try to select examples that enable you to demonstrate
learning against the attributes in the rubric.

MGT601_Assessment_1_Brief Page 3 of 6

Referencing

You must include a list of specific references that you have actually used in researching your report. For

this assessment, a minimum of three journal articles, academic papers or textbooks is expected.

References to any secondary sources or web sites are additional. Your references must demonstrate

meaningful engagement with the readings and resources from the subject modules and topics. The

reference list is not included in the word count.

The sources included in your reference list need to have actually been consulted in the drafting of

the assignment and must contain the information attributed to them.

It is essential that you use APA7 style for citing and referencing research. Failure to do so may

impact on the grade you receive for your assessment. Please see more information on referencing in the

Academic Skills Web Site. (n.d.) https://library.torrens.edu.au/academicskills/home

Assessment Support

For a range of additional resources and support to help you complete your assessment, please consult the
Study Support page on the Student Hub.

Academic Integrity

All students are responsible for ensuring that their submitted work is original, adheres to academic

writing standards outlined in the Torrens University Academic Writing Guide, and is appropriately

referenced according to the guidelines provided in the Torrens University APA Referencing Guide.

Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy,

Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information,

please refer to the Academic Integrity guidelines and the Torrens University Library.

Students must also keep all required evidence in making an assessment; a copy of all submitted material

and any assessment drafts.

Generative AI

Please refer to the Torrens University Library for guidance on the use of Generative AI. Please speak to

your learning facilitator regarding the use of GenAI tools in your assessments.

Submission Instructions

Please read carefully. If you do not comply with all these requirements, your report will not

assessed.

1. Your report must be in Microsoft WORD.

2. You must upload a copy of your Genos Emotional Intelligence Report (in PDF format) with

your report.

[https://library.torrens.edu.au/academicskills/home](https://library.torrens.edu.au/academicskills/home)

[https://studenthub.torrens.edu.au/Hub/Study-Support](https://studenthub.torrens.edu.au/Hub/Study-Support)

[https://library.torrens.edu.au/ld.php?content_id=51100693](https://library.torrens.edu.au/ld.php?content_id=51100693)

[https://library.torrens.edu.au/ld.php?content_id=49180373](https://library.torrens.edu.au/ld.php?content_id=49180373)

[https://torrens.blackboard.com/bbcswebdav/xid-4650242_1](https://torrens.blackboard.com/bbcswebdav/xid-4650242_1)

[https://torrens.blackboard.com/bbcswebdav/xid-6153208_1](https://torrens.blackboard.com/bbcswebdav/xid-6153208_1)

[https://library.torrens.edu.au/academic_integrity](https://library.torrens.edu.au/academic_integrity)

[https://library.torrens.edu.au/academic_integrity/students/home](https://library.torrens.edu.au/academic_integrity/students/home)

[https://library.torrens.edu.au/genai/introduction](https://library.torrens.edu.au/genai/introduction)

MGT601_Assessment_1_Brief Page 4 of 6

Submit this task via Assessments > Briefs & Submissions in the main navigation menu in SUBJECT CODE:
Subject name. Please name your file using the following format:

o SubjectCode_Surname_FirstNameInitial_AssessmentNumber

e.g. MGT601_Jones_S_Assessment 2.docx

Your marked assessment can be viewed in MyLearn.

Assessment Due Dates and Late Penalties

Assessments may be submitted on or before the due date. Late penalties apply for assessments that are

submitted after the due date.

Refer to:

• Assessment Policy for Higher Education Coursework (HE) and ELICOS

Torrens University | Think Education

• Assessment Special Consideration Guidelines for Students (HE Coursework)

Torrens University | Think Education

• Student Hub for Assessment Extension Information.

Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or

extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and

ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special

Consideration Form to your learning facilitator.

[https://torrens.blackboard.com/bbcswebdav/xid-4650246_1](https://torrens.blackboard.com/bbcswebdav/xid-4650246_1)

[https://torrens.blackboard.com/bbcswebdav/xid-3816348_1](https://torrens.blackboard.com/bbcswebdav/xid-3816348_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025609_1](https://torrens.blackboard.com/bbcswebdav/xid-84025609_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025611_1](https://torrens.blackboard.com/bbcswebdav/xid-84025611_1)

[https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info](https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

MGT601_Assessment_1_Brief Page 5 of 6

Assessment Rubric – Assessment 1

Assessment Criteria

High Distinction

(Exceptional)
85-100%

Distinction
(Advanced)

75 -84%

Credit

(Proficient)
65-74%

Pass
(Functional)

50-64%

Fail

(Unacceptable)
0 – 49%

Understanding of Genos Emotional

Intelligence Model and Genos

emotional intelligence competencies.

Recommendations and advice to

Sarah based on the Genos Model.

30%

Provides exceptional

recommendations

demonstrating a highly

nuanced and

sophisticated

understanding of the

Genos Emotional

Intelligence Model and

its application in

leadership, with original

insights.

Brief comparison with

other, similar,

psychometric tests.

Includes supporting

references.

Provides comprehensive

recommendations firmly

grounded in the Genos

Model, demonstrating a

deep understanding of

Genos emotional

intelligence in leadership.

Includes brief links with

similar concepts /

models. Includes

supporting references.

Clear understanding

of the Genos Model

and competencies

and behaviours.

Provides well-defined

recommendations and

advise based on key

components of the Genos

model. Includes

supporting references.

Basic understanding of

the Genos Model /

competencies and

behaviours. Provides

some recommendations

and / or advice loosely

aligned with some

elements of the Genos

Model. Includes

supporting references.

Limited or no

understanding of the

Genos Model. Provides

limited or no

recommendations or

advice to Sarah based on

the Genos Model.

Does not include

supporting references.

Interpretation and analysis of own

Genos results using the Traffic Light

method and the implication for

Genos Emotional Intelligence in

leadership

50%

Provides exceptional

and insightful analysis

of own results.

Demonstrates a

highly nuanced and

sophisticated

application of Genos

Emotional

Intelligence in

leadership and own

Provides a well-developed

and insightful analysis of

own results demonstrating

a deep understanding of

the Genos Emotional

Intelligence Model in

leadership. Identifies own

key strengths and

weakness.

Identifies own specific

Provides well-defined

analysis of own results

applying the Genos

Model and traffic light

method. Includes brief

examples grounded in

the Genos Model to

illustrate key behaviours

within specific Genos

competencies. Identifies

own specific behaviours

Provide some analysis

loosely aligned with

some elements of the

Genos Model and traffic

light method. Discusses

some own specific

behaviours that might

help or hinder Sarah.

Provides little or no

analysis or own Genos

results based on the

Genos Model using the

traffic light method.

MGT601_Assessment_1_Brief Page 6 of 6

capacity to influence.

Demonstrates high level

of critical thinking with

new insights and deep

learning from own

Genos results.

Genos behaviours to

help or hinder Sarah.

Demonstrates openness

in reflection on learning

from the results.

that might help or

hinder Sarah.

Written presentation and

integration of theories and

frameworks from the subject

modules

Accurate referencing

20%

Communicates

eloquently, coherently

and concisely.

Meaning is always easy

to follow. Insightful,

persuasive with

professional

presentation. Engages

and sustains the

audience’s interest.

Flawless grammar,

spelling and

punctuation.

Insightful and

perceptive.

Discerningly integrates

theories and

frameworks from the

subject.

Accurate, relevant

referencing.

Communicates coherently

and concisely.

Meaning is mostly

easy to follow. Clear,

logical and

persuasive.

Accurately captures

and integrates some

new key insights and

learnings with

theories and

framework from the

subject.

Occasional minor errors

present in spelling,

grammar and/or

punctuation.

Accurate, relevant

referencing.

Communicates in a

coherent and readable

manner. Adheres to the

given format. Mostly

easy to follow,

structured and

sequenced in a logical

way.

Occasional errors present

in spelling, grammar

and/or punctuation.

Discussion integrated

with the subject content

supported with mostly

accurate references.

Communicates

in a mostly

readable

manner.

Meaning is sometimes

difficult to follow.

Some errors in spelling,

grammar and/or

punctuation Begins to

integrate theories and

frameworks from the

subject. Min 3 scholarly

source in the reference

list

Little clear logic flow or

structure.

Difficult to follow.

Many errors in spelling,

grammar, and/or

punctuation.

No integration of

theories and

frameworks from the

subject.

Less than 3 scholarly

sources in the reference

list.

November 5, 2026
[Solved] ICL 7503: Week 8 Reading Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

Read Brahier pp. 258-270 Respond to the following questions: 1. Which of the Geometry activities on pp. 265-269 would you use in instruction? Why? 2. Consider the role of proof in the teaching and learning of geometry. While many schools emphasize the use of two-column proofs, other formats may be m…

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Assignment Prompt & Instructions

Read Brahier pp. 258-270

Respond to the following questions:

1. Which of the Geometry activities on pp. 265-269 would you use in instruction? Why?
2. Consider the role of proof in the teaching and learning of geometry. While many schools emphasize the use of two-column proofs, other formats may be more helpful to students, such as paragraphs proofs, proofs by contradiction, or visual proofs. Which types of proof is it important for a high school student to encounter? How much emphasis should be placed on writing proofs?

3. FEEDBACK FOR TWO STUDENTS

– 2 years ago

November 5, 2026
[Solved] ICL 7503: Week 8 Curriculum Materials

✓ Verified Academic Solution Available

Executive Solution Overview

1. Complete the Polygun Sum Worksheet For your **INITIAL POST**, respond to the following questions: 1. What are the potential benefits of using a dynamic software application such as this one for the teaching of geometry? 2. What are the potential drawbacks of using a dynamic software application …

Instant Solution Download
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Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

1. Complete the Polygun Sum Worksheet

For your **INITIAL POST**, respond to the following questions:

1. What are the potential benefits of using a dynamic software application such as this one for the teaching of geometry?
2. What are the potential drawbacks of using a dynamic software application such as this one for the teaching of geometry?
3. If you were teaching the formula for finding the sum of the interior angles of a polygon, would you use this applet? Why or why not?

2. FEEDBACK FOR TWO STUDENTS

– [\
\
PolygonSumWorksheet.docx](https://www.sweetstudy.com/files/polygonsumworksheet-docx "PolygonSumWorksheet.docx")

– 2 years ago

November 5, 2026
[Solved] ICL 7059: Integrative Model

✓ Verified Academic Solution Available

Executive Solution Overview

Reading link: [The Big List of Class Discussion Strategies | Cult of Pedagogy](https://www.cultofpedagogy.com/speaking-listening-techniques/) ## Activity: Integrative Model or Socratic Seminar **Discussion Topic: Activity: Integrative Model or Socratic Seminar** – Create a lesson cycle using the **…

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Assignment Prompt & Instructions

Reading link: [The Big List of Class Discussion Strategies | Cult of Pedagogy](https://www.cultofpedagogy.com/speaking-listening-techniques/)

## Activity: Integrative Model or Socratic Seminar

**Discussion Topic: Activity: Integrative Model or Socratic Seminar**

– Create a lesson cycle using the **Integrative Model** **OR Socratic Seminar Model** that aligns with one or more of your learning objectives that you created in Module 1.

– **Chapter 8: Integrative Model (Template "steps" pages 143-148)**
– **Chapter 9: Socratic Seminar (Template "steps" pages 165-170)**
– Lesson Plan must include:
– Content Area and Grade Level
– Learning Objective(s)
– Instructional Strategy(ies)
– Answer: How was culturally responsive teaching addressed in this lesson? (Be specific in your response. Refer to the CRT reading in Module 1)
– How can/will technology enhance student learning?
– Discuss the following prompts in an assessment reflection:
– What assessment(s) will measure student learning and progress of learning objectives? Consider the following:
– Through what authentic performance task(s) will students demonstrate the desired understandings?
– By what criteria will performances of understanding be judged?
– Through what other evidence will students demonstrate achievement of learning objectives?
– How will students reflect upon and self-assess their learning

CFDG 7 Feedback:

– You will provide feedback to one of your peers on their lesson plan using the following:

– Praise – what did your peer do well?
– Question – are there any parts of the lesson plan that are unclear? Are there any disconnects between the learning objective(s) and instruction? Are there places where students may get confused or disengage? Are instructional strategies clearly identifiable?
– Suggest – make suggestions for improvement

– 2 years ago

November 5, 2026
[Solved] edwards2

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachments – 2 years ago **files (2)** – ## ResearchPaperAssignmentInstructions3.docx – AppliedDissertationTemplate.docx **## ResearchPaperAssignmentInstructions3.docx** CJUS 740 **Research Paper Assignment Instructions** **Overview** In this course, you will build the outline for your d…

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Assignment Prompt & Instructions

Please see attachments

– 2 years ago

**files (2)**

– ## ResearchPaperAssignmentInstructions3.docx

– AppliedDissertationTemplate.docx

**## ResearchPaperAssignmentInstructions3.docx**

CJUS 740

**Research Paper Assignment Instructions**

**Overview**

In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

**Instructions**

Research Topic Submission Instructions

This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

Problem Statement / Research Questions Instructions

The next section of the paper involves an expansion of the first paragraph on why the student’s chosen dissertation issue is a problem related to criminal justice. This section will be titled “Problem Statement,” will be at least 4 paragraphs, and include at least 4 additional peer-reviewed references. At the conclusion of the problem statement, a new section, titled “Research Question(s)” will be added. In this brief section, the student will post his or her 1–3 central research question(s), which the student will seek to answer in his or her dissertation.

Draft Purpose Statement Instructions

The next section of the paper gives the purpose of the study. It explains what the student wants to accomplish and what his/her motivation for this study. The statement also includes the significance of the research. This section will be about 1–2 paragraphs on the purpose of the research. This entire section will be at least 4 paragraphs and include at least 4 additional peer-reviewed references.

Conceptual Draft of Chapter 1 Instructions

Now that the above is completed, the student must reread the chapter thoroughly and make corrections. Only 11 references have been required so far, but at least 9 more must be added at this point. Chapter 1 should be 8-10 pages, with at least twenty (20) peer-reviewed references dated within 5 years. You also should include the following additional sections:

· Operational Definitions: A section where important terms for your paper are defined.

· Scope and limitations: This area gives what you will be measuring and what your paper encompasses. The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text.

· Summary: This section is a one (1) paragraph summary of everything in chapter 1, with a transition statement to chapter 2.

Chapter 1 should be at least 8-10 double-spaced pages of content, with at least 20 peer-reviewed references.

Conceptual Draft of Chapter 2 (Literature Review) Instructions

This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources. After those two sections, the literature review is written. This literature review must be at least 30 pages. At the end of this section, you should have at least twenty (20) additional references though in this class (for a total of at least 50 pages, including chapter 1). A summary paragraph should be included at the end, with a transition to chapter 3.

The final paper in this class should be 38-40 pages, NOT including the title page, table of contents, references, appendixes, etc.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**AppliedDissertationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applieddissertationtemplate-docx-10231223)

**AppliedDissertationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applieddissertationtemplate-docx-10231223)

**## ResearchPaperAssignmentInstructions3.docx**

CJUS 740

**Research Paper Assignment Instructions**

**Overview**

In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

**Instructions**

Research Topic Submission Instructions

This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

Problem Statement / Research Questions Instructions

The next section of the paper involves an expansion of the first paragraph on why the student’s chosen dissertation issue is a problem related to criminal justice. This section will be titled “Problem Statement,” will be at least 4 paragraphs, and include at least 4 additional peer-reviewed references. At the conclusion of the problem statement, a new section, titled “Research Question(s)” will be added. In this brief section, the student will post his or her 1–3 central research question(s), which the student will seek to answer in his or her dissertation.

Draft Purpose Statement Instructions

The next section of the paper gives the purpose of the study. It explains what the student wants to accomplish and what his/her motivation for this study. The statement also includes the significance of the research. This section will be about 1–2 paragraphs on the purpose of the research. This entire section will be at least 4 paragraphs and include at least 4 additional peer-reviewed references.

Conceptual Draft of Chapter 1 Instructions

Now that the above is completed, the student must reread the chapter thoroughly and make corrections. Only 11 references have been required so far, but at least 9 more must be added at this point. Chapter 1 should be 8-10 pages, with at least twenty (20) peer-reviewed references dated within 5 years. You also should include the following additional sections:

· Operational Definitions: A section where important terms for your paper are defined.

· Scope and limitations: This area gives what you will be measuring and what your paper encompasses. The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text.

· Summary: This section is a one (1) paragraph summary of everything in chapter 1, with a transition statement to chapter 2.

Chapter 1 should be at least 8-10 double-spaced pages of content, with at least 20 peer-reviewed references.

Conceptual Draft of Chapter 2 (Literature Review) Instructions

This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources. After those two sections, the literature review is written. This literature review must be at least 30 pages. At the end of this section, you should have at least twenty (20) additional references though in this class (for a total of at least 50 pages, including chapter 1). A summary paragraph should be included at the end, with a transition to chapter 3.

The final paper in this class should be 38-40 pages, NOT including the title page, table of contents, references, appendixes, etc.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**AppliedDissertationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applieddissertationtemplate-docx-10231223)

**## ResearchPaperAssignmentInstructions3.docx**

CJUS 740

**Research Paper Assignment Instructions**

**Overview**

In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

**Instructions**

Research Topic Submission Instructions

This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

Problem Statement / Research Questions Instructions

The next section of the paper involves an expansion of the first paragraph on why the student’s chosen dissertation issue is a problem related to criminal justice. This section will be titled “Problem Statement,” will be at least 4 paragraphs, and include at least 4 additional peer-reviewed references. At the conclusion of the problem statement, a new section, titled “Research Question(s)” will be added. In this brief section, the student will post his or her 1–3 central research question(s), which the student will seek to answer in his or her dissertation.

Draft Purpose Statement Instructions

The next section of the paper gives the purpose of the study. It explains what the student wants to accomplish and what his/her motivation for this study. The statement also includes the significance of the research. This section will be about 1–2 paragraphs on the purpose of the research. This entire section will be at least 4 paragraphs and include at least 4 additional peer-reviewed references.

Conceptual Draft of Chapter 1 Instructions

Now that the above is completed, the student must reread the chapter thoroughly and make corrections. Only 11 references have been required so far, but at least 9 more must be added at this point. Chapter 1 should be 8-10 pages, with at least twenty (20) peer-reviewed references dated within 5 years. You also should include the following additional sections:

· Operational Definitions: A section where important terms for your paper are defined.

· Scope and limitations: This area gives what you will be measuring and what your paper encompasses. The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text.

· Summary: This section is a one (1) paragraph summary of everything in chapter 1, with a transition statement to chapter 2.

Chapter 1 should be at least 8-10 double-spaced pages of content, with at least 20 peer-reviewed references.

Conceptual Draft of Chapter 2 (Literature Review) Instructions

This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources. After those two sections, the literature review is written. This literature review must be at least 30 pages. At the end of this section, you should have at least twenty (20) additional references though in this class (for a total of at least 50 pages, including chapter 1). A summary paragraph should be included at the end, with a transition to chapter 3.

The final paper in this class should be 38-40 pages, NOT including the title page, table of contents, references, appendixes, etc.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**AppliedDissertationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applieddissertationtemplate-docx-10231223)

November 5, 2026
[Solved] week 1 Journal

✓ Verified Academic Solution Available

Executive Solution Overview

Using Assessments with Young Children As you have learned this week, assessment is an integral part of the teaching and learning process. In this academic journal you will explore, from the teacher’s perspective, how educators who are knowledgeable about assessment can better support their students'…

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Assignment Prompt & Instructions

Using Assessments with Young Children

As you have learned this week, assessment is an integral part of the teaching and learning process. In this academic journal you will explore, from the teacher’s perspective, how educators who are knowledgeable about assessment can better support their students' educational development, make informed instructional decisions, support families, and contribute to the overall effectiveness of the educational system.

#### Prepare

To prepare for this journal,

– Read Chapters 1-3 of the course text.
– Review the two-minute video: [_The difference you can make: One mom’s story_Links to an external site.](https://www.youtube.com/watch?v=3jUTGSVTRJQ).
– Use the [_Using Assessments with Young Children_](https://uagc.instructure.com/courses/144088/files/22985140?wrap=1) [Download Using Assessments with Young Children](https://uagc.instructure.com/courses/144088/files/22985140/download?download_frd=1) template.

#### In Your Journal

In your journal,

– Discuss what you learned this week about the purpose of using assessment in early childhood to support diverse learners.
– Explain how the information you learned prepares you to use assessment results when designing your instructional plans.
– Describe how administrators and leaders can use classroom assessment information to inform school/program educational goals.
– Explain three strategies professionals may use to maintain relationships with families and share assessment information to support children’s development.
– Share one question you still have about assessment that you hope will get answered throughout this course.

– [\
\
UsingAssessmentswithYoungChildren.docx](https://www.sweetstudy.com/files/usingassessmentswithyoungchildren-docx "UsingAssessmentswithYoungChildren.docx")

– 2 years ago

November 5, 2026