Assignment Prompt & Instructions
– 2 years ago
**files (1)**
– ## MGT601_Assessment1_Brief_FINAL1.pdf
**## MGT601_Assessment1_Brief_FINAL1.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)
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[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_FINAL1.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.