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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Accounting **Performance Evaluation** **Instructions:** Write a 1–2 page executive summary, along with an appendix of supporting information, in which you analyze an organization's financ…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Accounting

    **Performance Evaluation**

    **Instructions:**

    Write a 1–2 page executive summary, along with an appendix of supporting information, in which you analyze an organization's financial performance as well as its level of risk for lending and make and present a recommendation to help leadership make a loan decision.

    – 2 years ago

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Large not-for-profit organizations are usually led by governing boards. Smaller organizations are often led by volunteers. A governing board may be elected or appointed. Its role may be t…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Large not-for-profit organizations are usually led by governing boards. Smaller organizations are often led by volunteers. A governing board may be elected or appointed. Its role may be to advise or manage. Or the board might perform both functions.

    – Provide the name of the not-for-profit organization.
    – Describe its board structure. You may have limited information to work with, so explain why you chose this structure.

    Explain why you believe this type of structure is effective

    Submission- APA, 2 paragraphs

    – 2 years ago

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  • [Solved] can anybody help me with this assessment here?

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    – 2 years ago **files (1)** – ## MGT601_Assessment2_Brief_FINAL.pdf **## MGT601_Assessment2_Brief_FINAL.pdf** MGT601_Assessment 2_Brief Page 1 of 8 ASSESSMENT 2 BRIEF Subject Code and Title MGT601 Dynamic Leadership Assessment Assessment 2: Poster/Infographic (A3 print ready) Individual/Grou…

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    – 2 years ago

    **files (1)**

    – ## MGT601_Assessment2_Brief_FINAL.pdf

    **## MGT601_Assessment2_Brief_FINAL.pdf**

    MGT601_Assessment 2_Brief Page 1 of 8

    ASSESSMENT 2 BRIEF

    Subject Code and Title MGT601 Dynamic Leadership

    Assessment Assessment 2: Poster/Infographic (A3 print ready)

    Individual/Group Individual

    Length ONE Poster/Infographic. As required

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

    b) Through critical reflection on key leadership theories
    develop a personal leadership development
    strategy.

    c) Analyse and develop the capacity to influence,
    motivate and inspire others in your workplace
    and/or community organisations.

    Submission 12-week duration:

    Due by 11:55 pm AEST/AEDT Sunday, end of Week 7

    6-week duration:

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

    Weighting 35%

    Total Marks 35 marks

    Task

    In this assessment you will identify three key ‘Moments of Truth’ that have affected your sense of

    leadership (either positively or negatively) and create one A3 sized poster/infographic.

    You are required to link the ‘Moments of Truth’ to the theoretical perspectives contained in the

    topics covered in this subject as a minimum. You may also explore other relevant associations.

    Refer to the Instructions for details on how to complete this task.

    Context
    Leadership is a journey of self-discovery and raised self-awareness. In this assessment you will reflect upon

    moments in your leadership journey that have shaped your sense of yourself as a leader. Moments of

    Truth are the various points throughout your leadership journey where you discovered or learned

    something about yourself and your self-image as a leader. These Moments of Truth may be positive or

    negative. The Moments of Truth may be an event, an experience, and/or a person who influenced your

    sense of yourself and who you are and how you behave as a leader.

    MGT601_Assessment 2_Brief Page 2 of 8

    A ‘moment of truth’ is a decisive moment in your life when an important realisation is made or a

    critical choice is taken. It is a time when, responding to circumstances, you make a decision that

    defines your character and gives you insights about your authentic values. These Moments of Truth in

    your leadership journey may have formed or changed your impression of how you see yourself as a

    leader.

    A ‘moment of truth’ represents a turning point that helps to define who you are and shapes the path you

    take. Awareness of these times gives you important insights into who you are and the values that guide

    your actions.

    An infographic is a way of representing information in a graphic format. It provides a means by which the

    relationship between context, events, theoretical perspectives and critical insights can be explored and

    mapped. There are a number of different approaches that can be adopted in developing your infographic.

    For example, a mind map is a visual tool used to organise and structure information with the main idea or

    topic at the centre of the diagram and subtopics radiating out from it. When constructing a mind map,

    colours, images and other visual elements can be used to represent different types of information.

    Note: The Dynamic Leadership philosophy of this subject is you do not have to be in a position of

    authority to be a leader. Therefore, it is important for you reflect upon earlier ‘Moments of Truth’ in

    your leadership journey before your first work experiences.

    Instructions
    You will create one (1) A3-sized infographic to reflect on your leadership past and demonstrate your

    understanding of how key events have contributed to the leadership behaviours you demonstrate today.

    Often, you find your leadership orientation is formed well before you enter the workplace, so reflect back

    to your early, formative years and identify circumstances and situations that resulted in you making a

    decision that you may have later come to realise is indicative of your true character and values. You will

    likely discover many times when you encounter ‘Moments of Truth’.

    To complete this assessment task, you should:

    1) Reflect upon Moments of Truth in your leadership journey. Identify 3 Moments of Truth to be

    included in this assessment task.

    2) Briefly describe what was happening in that moment.

    3) Further reflection and critical thinking to consider and link the Moments of Truth to what you

    have learned about leaders and leadership in this subject.

    4) Explore other conceptual links and relationships between the 3 Moments of Truth.

    MGT601_Assessment 2_Brief Page 3 of 8

    5) Communicate your three (3) ‘moments of truth’ in an A3-sized poster/ infographic* – this can be a
    mind map, rich picture or any other visual representation.

    Ensure your Poster/ Infographic clearly conveys the connection of these Moments of Truth and to

    relevant theories, frameworks and concept covered in this subject.

    6) Ensure you include in-text references on your Poster/infographic to acknowledge the source of

    your information in your infographic.

    7) Create a reference list using APA7 to provide the full bibliographical information for your in-text

    references.

    8) Submit ONE A3 poster/ infographic complete with intext references as PDF. Submit a reference

    list using APA7 as a separate WORD document.

    *Creating a poster/ infographic. There are a number of tools and templates you may use to create

    your infographic. Or you can draw your poster/ infographic freehand. Choose the best one for you.

    Whichever tool you use, your A3 poster/ infographic must be visually engaging, easy to read and

    include less words, more pictures.

    Referencing

    It is essential that you use current APA style for citing and referencing the sources that you use. Please see
    more information on citing and referencing guidelines on the Academic Success webpage.

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

    assessment, the minimum number of references is not specified. However, the number and quality of your

    references must reflect meaningful engagement with, and understanding of, the theories, concepts and

    frameworks covered in this modules and topics of this subject.

    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.

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

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

    MGT601_Assessment 2_Brief Page 4 of 8

    MGT601_Assessment 2_Brief Page 5 of 8

    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) Submit ONE A3 poster/ infographic as a PDF in the Assessment 2 submission link in the

    Assessment section, found in the navigation menu of the subject MyLearn Dashboard.

    2) Submit a reference list using APA7 as a Microsoft WORD document with your poster/

    infographic.

    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.

    [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)

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    [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)

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

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    [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)

    MGT601_Assessment 2_Brief Page 6 of 8

    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://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)

    Page 7 of 8 MGT601_Assessment 2_Brief

    Assessment Rubric – Assessment 2

    Assessment Criteria

    High Distinction

    (Exceptional)
    85-100%

    Distinction
    (Advanced)

    75 -84%

    Credit

    (Proficient)
    65-74%

    Pass

    (Functional)
    50-64%

    Fail

    (Unacceptable)
    0-9%

    Creates ONE poster / infographic

    30%

    Student creates a

    visually engaging and

    informative

    poster/infographic that

    effectively utilizes rich

    picture and/or mind

    map tools to clearly

    convey the 'moments of

    truth' and their

    connections to relevant

    theoretical perspectives

    Student creates a

    visually engaging

    poster/infographic that

    effectively utilizes rich

    picture and/or mind

    map tools to convey the

    'moments of truth' and

    their connections to

    relevant theoretical

    perspectives

    Student creates a

    poster/infographic that

    utilizes rich picture

    and/or mind map tools

    to convey the 'moments

    of truth' and their

    connections to relevant

    theoretical perspectives,

    but may lack clarity or

    cohesiveness

    Student's

    poster/infographic may

    lack effective use of rich

    picture and/or mind map

    tools or may be difficult

    to read or understand.

    Connections to relevant

    theoretical perspective is

    minimal.

    Student does not create

    a poster/infographic

    Identification of 'Moments of Truth'

    20%

    Student clearly identifies

    three key 'Moments of

    truth' that have affected

    their sense of

    leadership,

    demonstrating a deep

    understanding of how

    these events have

    influenced their

    leadership style

    Student identifies three

    'moments of truth' that

    have affected their

    sense of leadership,

    demonstrating an

    understanding of how

    these events have

    influenced their

    leadership style

    Student identifies three

    'moments of truth' that

    have affected their

    sense of leadership, but

    may lack depth in their

    analysis of how these

    events have influenced

    their leadership style

    Student identifies fewer

    than three 'moments of

    truth' that have affected

    their sense of

    leadership, or their

    analysis of these events

    is superficial

    Student does not

    identify any 'moments of

    truth' that have affected

    their sense of leadership

    Page 8 of 8 MGT601_Assessment 2_Brief

    Exploration of Relevant Association

    25%

    Student explores a wide

    range of relevant

    associations beyond the

    minimum requirements,

    demonstrating a strong

    ability to critically reflect

    on their personal

    experience and connect

    it to broader ideas and

    concepts

    Student explores some

    relevant associations

    beyond the minimum

    requirements,

    demonstrating an ability

    to critically reflect on

    their personal

    experience and connect

    it to broader ideas and

    concepts

    Student explores a few

    relevant associations

    beyond the minimum

    requirements, but may

    lack depth or originality

    in their analysis

    Student's exploration of

    relevant associations

    may be limited or

    tangential to the topic

    Student does not

    explore any relevant

    associations.

    Linkage to Theoretical Perspectives from

    the subject

    25%

    Student links each

    'moment of truth' to

    relevant theoretical

    perspectives covered in

    the subject,

    demonstrating a deep

    understanding of how

    these perspectives

    apply to their personal

    experience

    Student links each

    'moment of truth' to

    relevant theoretical

    perspectives covered in

    the subject,

    demonstrating an

    understanding of how

    these perspectives

    apply to their personal

    experience

    Student links some but

    not all 'moments of

    truth' to relevant

    theoretical perspectives

    covered in the subject

    Student attempts to link

    'moments of truth' to

    theoretical perspectives

    but the connections are

    unclear or inaccurate

    Student does not link

    'moments of truth' to

    any theoretical

    perspectives covered in

    the subject

    **## MGT601_Assessment2_Brief_FINAL.pdf**

    MGT601_Assessment 2_Brief Page 1 of 8

    ASSESSMENT 2 BRIEF

    Subject Code and Title MGT601 Dynamic Leadership

    Assessment Assessment 2: Poster/Infographic (A3 print ready)

    Individual/Group Individual

    Length ONE Poster/Infographic. As required

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

    b) Through critical reflection on key leadership theories
    develop a personal leadership development
    strategy.

    c) Analyse and develop the capacity to influence,
    motivate and inspire others in your workplace
    and/or community organisations.

    Submission 12-week duration:

    Due by 11:55 pm AEST/AEDT Sunday, end of Week 7

    6-week duration:

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

    Weighting 35%

    Total Marks 35 marks

    Task

    In this assessment you will identify three key ‘Moments of Truth’ that have affected your sense of

    leadership (either positively or negatively) and create one A3 sized poster/infographic.

    You are required to link the ‘Moments of Truth’ to the theoretical perspectives contained in the

    topics covered in this subject as a minimum. You may also explore other relevant associations.

    Refer to the Instructions for details on how to complete this task.

    Context
    Leadership is a journey of self-discovery and raised self-awareness. In this assessment you will reflect upon

    moments in your leadership journey that have shaped your sense of yourself as a leader. Moments of

    Truth are the various points throughout your leadership journey where you discovered or learned

    something about yourself and your self-image as a leader. These Moments of Truth may be positive or

    negative. The Moments of Truth may be an event, an experience, and/or a person who influenced your

    sense of yourself and who you are and how you behave as a leader.

    MGT601_Assessment 2_Brief Page 2 of 8

    A ‘moment of truth’ is a decisive moment in your life when an important realisation is made or a

    critical choice is taken. It is a time when, responding to circumstances, you make a decision that

    defines your character and gives you insights about your authentic values. These Moments of Truth in

    your leadership journey may have formed or changed your impression of how you see yourself as a

    leader.

    A ‘moment of truth’ represents a turning point that helps to define who you are and shapes the path you

    take. Awareness of these times gives you important insights into who you are and the values that guide

    your actions.

    An infographic is a way of representing information in a graphic format. It provides a means by which the

    relationship between context, events, theoretical perspectives and critical insights can be explored and

    mapped. There are a number of different approaches that can be adopted in developing your infographic.

    For example, a mind map is a visual tool used to organise and structure information with the main idea or

    topic at the centre of the diagram and subtopics radiating out from it. When constructing a mind map,

    colours, images and other visual elements can be used to represent different types of information.

    Note: The Dynamic Leadership philosophy of this subject is you do not have to be in a position of

    authority to be a leader. Therefore, it is important for you reflect upon earlier ‘Moments of Truth’ in

    your leadership journey before your first work experiences.

    Instructions
    You will create one (1) A3-sized infographic to reflect on your leadership past and demonstrate your

    understanding of how key events have contributed to the leadership behaviours you demonstrate today.

    Often, you find your leadership orientation is formed well before you enter the workplace, so reflect back

    to your early, formative years and identify circumstances and situations that resulted in you making a

    decision that you may have later come to realise is indicative of your true character and values. You will

    likely discover many times when you encounter ‘Moments of Truth’.

    To complete this assessment task, you should:

    1) Reflect upon Moments of Truth in your leadership journey. Identify 3 Moments of Truth to be

    included in this assessment task.

    2) Briefly describe what was happening in that moment.

    3) Further reflection and critical thinking to consider and link the Moments of Truth to what you

    have learned about leaders and leadership in this subject.

    4) Explore other conceptual links and relationships between the 3 Moments of Truth.

    MGT601_Assessment 2_Brief Page 3 of 8

    5) Communicate your three (3) ‘moments of truth’ in an A3-sized poster/ infographic* – this can be a
    mind map, rich picture or any other visual representation.

    Ensure your Poster/ Infographic clearly conveys the connection of these Moments of Truth and to

    relevant theories, frameworks and concept covered in this subject.

    6) Ensure you include in-text references on your Poster/infographic to acknowledge the source of

    your information in your infographic.

    7) Create a reference list using APA7 to provide the full bibliographical information for your in-text

    references.

    8) Submit ONE A3 poster/ infographic complete with intext references as PDF. Submit a reference

    list using APA7 as a separate WORD document.

    *Creating a poster/ infographic. There are a number of tools and templates you may use to create

    your infographic. Or you can draw your poster/ infographic freehand. Choose the best one for you.

    Whichever tool you use, your A3 poster/ infographic must be visually engaging, easy to read and

    include less words, more pictures.

    Referencing

    It is essential that you use current APA style for citing and referencing the sources that you use. Please see
    more information on citing and referencing guidelines on the Academic Success webpage.

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

    assessment, the minimum number of references is not specified. However, the number and quality of your

    references must reflect meaningful engagement with, and understanding of, the theories, concepts and

    frameworks covered in this modules and topics of this subject.

    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.

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

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

    MGT601_Assessment 2_Brief Page 4 of 8

    MGT601_Assessment 2_Brief Page 5 of 8

    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) Submit ONE A3 poster/ infographic as a PDF in the Assessment 2 submission link in the

    Assessment section, found in the navigation menu of the subject MyLearn Dashboard.

    2) Submit a reference list using APA7 as a Microsoft WORD document with your poster/

    infographic.

    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.

    [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)

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    [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)

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    [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)

    MGT601_Assessment 2_Brief Page 6 of 8

    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://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)

    Page 7 of 8 MGT601_Assessment 2_Brief

    Assessment Rubric – Assessment 2

    Assessment Criteria

    High Distinction

    (Exceptional)
    85-100%

    Distinction
    (Advanced)

    75 -84%

    Credit

    (Proficient)
    65-74%

    Pass

    (Functional)
    50-64%

    Fail

    (Unacceptable)
    0-9%

    Creates ONE poster / infographic

    30%

    Student creates a

    visually engaging and

    informative

    poster/infographic that

    effectively utilizes rich

    picture and/or mind

    map tools to clearly

    convey the 'moments of

    truth' and their

    connections to relevant

    theoretical perspectives

    Student creates a

    visually engaging

    poster/infographic that

    effectively utilizes rich

    picture and/or mind

    map tools to convey the

    'moments of truth' and

    their connections to

    relevant theoretical

    perspectives

    Student creates a

    poster/infographic that

    utilizes rich picture

    and/or mind map tools

    to convey the 'moments

    of truth' and their

    connections to relevant

    theoretical perspectives,

    but may lack clarity or

    cohesiveness

    Student's

    poster/infographic may

    lack effective use of rich

    picture and/or mind map

    tools or may be difficult

    to read or understand.

    Connections to relevant

    theoretical perspective is

    minimal.

    Student does not create

    a poster/infographic

    Identification of 'Moments of Truth'

    20%

    Student clearly identifies

    three key 'Moments of

    truth' that have affected

    their sense of

    leadership,

    demonstrating a deep

    understanding of how

    these events have

    influenced their

    leadership style

    Student identifies three

    'moments of truth' that

    have affected their

    sense of leadership,

    demonstrating an

    understanding of how

    these events have

    influenced their

    leadership style

    Student identifies three

    'moments of truth' that

    have affected their

    sense of leadership, but

    may lack depth in their

    analysis of how these

    events have influenced

    their leadership style

    Student identifies fewer

    than three 'moments of

    truth' that have affected

    their sense of

    leadership, or their

    analysis of these events

    is superficial

    Student does not

    identify any 'moments of

    truth' that have affected

    their sense of leadership

    Page 8 of 8 MGT601_Assessment 2_Brief

    Exploration of Relevant Association

    25%

    Student explores a wide

    range of relevant

    associations beyond the

    minimum requirements,

    demonstrating a strong

    ability to critically reflect

    on their personal

    experience and connect

    it to broader ideas and

    concepts

    Student explores some

    relevant associations

    beyond the minimum

    requirements,

    demonstrating an ability

    to critically reflect on

    their personal

    experience and connect

    it to broader ideas and

    concepts

    Student explores a few

    relevant associations

    beyond the minimum

    requirements, but may

    lack depth or originality

    in their analysis

    Student's exploration of

    relevant associations

    may be limited or

    tangential to the topic

    Student does not

    explore any relevant

    associations.

    Linkage to Theoretical Perspectives from

    the subject

    25%

    Student links each

    'moment of truth' to

    relevant theoretical

    perspectives covered in

    the subject,

    demonstrating a deep

    understanding of how

    these perspectives

    apply to their personal

    experience

    Student links each

    'moment of truth' to

    relevant theoretical

    perspectives covered in

    the subject,

    demonstrating an

    understanding of how

    these perspectives

    apply to their personal

    experience

    Student links some but

    not all 'moments of

    truth' to relevant

    theoretical perspectives

    covered in the subject

    Student attempts to link

    'moments of truth' to

    theoretical perspectives

    but the connections are

    unclear or inaccurate

    Student does not link

    'moments of truth' to

    any theoretical

    perspectives covered in

    the subject

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) _**(Initial post due by Thursday of Week-3 @ 11:59 PM USCT, replies due by Sunday of Week-3 @ 11:59 PM USCT)**_ For this assignment, you will participate in a class discussion about Project Performance – Manag…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    _**(Initial post due by Thursday of Week-3 @ 11:59 PM USCT, replies due by Sunday of Week-3 @ 11:59 PM USCT)**_

    For this assignment, you will participate in a class discussion about Project Performance – Managing Project Execution.   The assignment consists of an initial post and at least two replies to others'.

    **Initial Post**

    Directing and managing project execution is an important process that involves performing multiple actions to execute the project management plan, ensuring that the project's objectives are met and the desired expectations of the stakeholders are fulfilled. It executes the individual work components required to advance the project's development and get it across the finish line.

    For this assignment, discuss some key challenges that project managers may face when directing and managing project execution and provide some strategies for overcoming these challenges. How might these strategies vary depending on the project's size, complexity, and nature? Provide specific examples to support your discussion.

    Your initial submission should be a substantive post (~400+ words). Your response should include APA-compliant in-text citations and references. (Please see the [Amberton Library APA 7 Guide to APA Style 7th Edition page](https://library.amberton.edu/apastyle/landing) if you are new to APA style.)  **Your initial post is due by Thursday of Week 3.**

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    – 2 years ago

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    prep for assignment – 2 years ago **files (1)** – ## Plasticpollutionessay.pdf **## Plasticpollutionessay.pdf** The world around us is full of issues that spark debate–from what to do about climate change to who we should elect for president. For this essay, you’ll get familiar with a controversial…

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    prep for assignment

    – 2 years ago

    **files (1)**

    – ## Plasticpollutionessay.pdf

    **## Plasticpollutionessay.pdf**

    The world around us is full of issues that spark debate–from what to do about climate
    change to who we should elect for president. For this essay, you’ll get familiar with a
    controversial issue by reading two essays from a CQ Researcher report. Those essays
    will serve as a starting point for your own essay by giving you two different perspectives
    on the controversial issue. After reading those essays, you'll craft a policy claim
    argument of your own on the same topic; the argument will be informed by your
    opinion and supported by additional research.

    Your essay must be at least 1000 words in length, although it can be longer (a
    maximum of 2000 words :-). The essay must have an introduction that gets readers
    interested, provides context on your topic through brief summaries of the two opposing
    essays from CQ Researcher that gave you some perspective on the topic question, and
    ends with a thesis statement that states your position (a policy claim) in response to
    your topic question and suggests at least two supporting points you’ll argue for your
    policy claim and at least one opposing view you’ll address through concession and/or
    refutation. Body paragraphs should follow the order of ideas in your thesis and should
    include quotations from your sources which will be introduced, cited using MLA format,
    and explained (ICE). Your conclusion should summarize your main points, restate your
    thesis in different words and/or phrasing, and give some sense of the significance of
    your argument, its future implications, and any recommended course of action you want
    readers to take. Your essay should be written in an authentic voice. Since this essay is
    a research paper, you will need to use at least 3 credible sources (in addition to the two
    CQ Researcher essays that you'll summarize in your introduction) to support your ideas
    and observations in body paragraphs. Sources may be texts or videos and can range
    from reputable news sources and industry reports to academic articles and books;
    sources should be current and reliable. All sources must be appropriately cited in your
    paper using MLA format. Your sources will also be listed in a Works Cited page.

    TOPIC YOU WILL WRITE ABOUT

    Introduction by Robert Kiener

    ; the report is also available

    Links to an external site.

    Plastic waste is everywhere. Researchers have discovered plastic particles
    throughout the world's oceans and atop Mount Everest. Today, the world is
    producing 353 million metric tons of plastic waste annually — twice as much as it

    [https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1](https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    did two decades ago. Plastic waste is known to harm the environment, wildlife
    and human health. Currently, less than 10 percent of all plastics manufactured
    around the world is recycled. Industry officials have acknowledged the need to
    improve recycling rates and infrastructure, and new approaches and
    technologies are being developed in response. However, critics say the industry
    is not doing enough and needs to be held more responsible for the plastics they
    produce. Several local, national and international entities, including the United
    Nations, are acting to curb plastic pollution by passing or considering laws that
    could ban certain plastics, increase regulations and add fees. Meanwhile, experts
    say the production of plastic is expected to double by 2040.

    Kuta Beach on the island of Bali in Indonesia is seen here dotted with litter in
    2020. About 353 million metric tons of plastic waste is generated annually around
    the globe, with at least 14 million metric tons ending up in the ocean. (Getty
    Images/SOPA Images/LightRocket/Dicky Bisinglasi)

    Should single-use plastics be banned?

    “Pro” by John Hocevar, Oceans Campaign Director, Greenpeace USA
    Written for CQ Researcher, June 2022

    Plastic comes at a cost that people and our planet simply cannot afford. The
    trillions of plastic throwaway items produced each year continue to accumulate.
    They break down into microplastics that are in the water we drink, the food we
    eat, the air we breathe and even our blood and lungs. Furthermore, plastic is
    made from fossil fuels, and the industry's plan to triple its production within the
    next few years is driving new oil and gas extraction and pushing our planet closer
    to climate chaos.

    Despite the plastic industry's long and well-funded efforts to persuade Americans
    that recycling is the answer, recycling is not an option for most types of plastic.
    In fact, less than 6 percent of the more than 40 million tons of plastic waste
    America produces each year is recycled. The rest is dumped, burned or
    discarded. Unlike paper, glass or aluminum, which can be repeatedly recycled,
    the rare plastic items that are recycled are typically downcycled, or reused at a
    lower quality, only once before being landfilled or incinerated.

    From its production to its incineration, single-use plastic is a threat to our health,
    our communities and our climate. Communities of color bear the disproportionate
    health impacts of the toxic carcinogenic chemicals released during these
    processes from facilities that are overwhelmingly located in their neighborhoods.

    Bottom line: We can't recycle our way out of this crisis. Bans, phaseouts and
    reduction targets are a fundamental part of any real solution — and they're
    realistic. Bans are already being successfully implemented in communities all
    around the world, starting with straws and bags and now moving to cutlery,
    takeout containers and particularly dangerous materials such as polystyrene and
    polyvinyl chloride.

    Congress has an important role to play. It must create incentives, build
    infrastructure and assist businesses and workers in transitioning away from
    plastic. This year, the United Nations will begin discussing measures to limit
    plastic production via a new global plastics treaty, to be adopted as early as 2024.
    To properly address the substantial plastic and climate change crises we are
    facing, governments such as the United States must set bold and ambitious
    targets to reduce plastic production. And to ensure that we don't simply replace
    single-use plastic with other types of throwaway packaging, we need to invest in
    reuse, refill and package-free approaches.

    We cannot continue to flood our planet and communities with plastic, and we
    cannot stop the flood unless we stop producing so much throwaway plastic.

    “Con” by Joshua Baca, Vice President of Plastics, American Chemistry Council
    Written for CQ Researcher, June 2022

    For every action, there is a reaction. Banning “single-use” plastics will not stop
    people from using food packaging, bags, cups or cutlery; it will result in a switch
    to a different material, likely paper, metal or glass. Such a switch is expected to
    cause three outcomes: a greater environmental footprint, increased costs for
    businesses and consumers and worse performance of the product's function.

    Research shows that alternative packaging materials result in, on average, 2.5
    times more greenhouse gas (GHG) emissions over their lifecycles compared to
    plastics. They also usually weigh more, adding to transportation emissions, and
    require more material to perform the same function. And that just speaks to the
    material itself.

    Use of plastics can also help avoid GHG emissions, particularly when it comes to
    reducing food waste by keeping food fresh longer and protecting food from
    physical destruction (e.g., berries in a clamshell). If GHG emissions from food
    waste were ranked against countries' emissions, they would be the third-largest
    emitter, behind China and the United States. Reducing food waste is a critical
    step toward a lower carbon future, and plastics are needed to help us get there.

    Now more than ever, plastics are valued for affordability, especially for
    “single-use” applications and packaging. A recent polystyrene ban in Hawaii had
    small-business restaurant owners lamenting that the paper alternatives cost
    seven times more than the polystyrene packaging. Single-use plastic bans hurt
    the smallest of businesses, families and those least able to afford it.

    Sometimes plastics are just the best material for the job. Many consumers value
    the performance of plastic products compared to things like a paper straw that
    begins dissolving the moment it hits liquid, and nobody wants to buy their raw
    meat or seafood in a soaked paper package. If another material can't do its job,
    more waste, emissions and frustration are the result.

    America's plastic makers have a plan to reuse and remake much more plastic. We
    believe that soon the term “single use” will be a relic of the past, as more
    advanced recycling comes online. Advanced recycling leverages innovative
    technologies to take mixed-used plastics that mechanical recycling can't recycle
    and make it into new plastics, even plastics approved for food and medical use.
    Plastic bags, cups, cutlery and food packaging can be remade again and again
    via advanced recycling, and they will no longer be single use, but part of a
    circular economy and lower carbon future.

    **## Plasticpollutionessay.pdf**

    The world around us is full of issues that spark debate–from what to do about climate
    change to who we should elect for president. For this essay, you’ll get familiar with a
    controversial issue by reading two essays from a CQ Researcher report. Those essays
    will serve as a starting point for your own essay by giving you two different perspectives
    on the controversial issue. After reading those essays, you'll craft a policy claim
    argument of your own on the same topic; the argument will be informed by your
    opinion and supported by additional research.

    Your essay must be at least 1000 words in length, although it can be longer (a
    maximum of 2000 words :-). The essay must have an introduction that gets readers
    interested, provides context on your topic through brief summaries of the two opposing
    essays from CQ Researcher that gave you some perspective on the topic question, and
    ends with a thesis statement that states your position (a policy claim) in response to
    your topic question and suggests at least two supporting points you’ll argue for your
    policy claim and at least one opposing view you’ll address through concession and/or
    refutation. Body paragraphs should follow the order of ideas in your thesis and should
    include quotations from your sources which will be introduced, cited using MLA format,
    and explained (ICE). Your conclusion should summarize your main points, restate your
    thesis in different words and/or phrasing, and give some sense of the significance of
    your argument, its future implications, and any recommended course of action you want
    readers to take. Your essay should be written in an authentic voice. Since this essay is
    a research paper, you will need to use at least 3 credible sources (in addition to the two
    CQ Researcher essays that you'll summarize in your introduction) to support your ideas
    and observations in body paragraphs. Sources may be texts or videos and can range
    from reputable news sources and industry reports to academic articles and books;
    sources should be current and reliable. All sources must be appropriately cited in your
    paper using MLA format. Your sources will also be listed in a Works Cited page.

    TOPIC YOU WILL WRITE ABOUT

    Introduction by Robert Kiener

    ; the report is also available

    Links to an external site.

    Plastic waste is everywhere. Researchers have discovered plastic particles
    throughout the world's oceans and atop Mount Everest. Today, the world is
    producing 353 million metric tons of plastic waste annually — twice as much as it

    [https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1](https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    did two decades ago. Plastic waste is known to harm the environment, wildlife
    and human health. Currently, less than 10 percent of all plastics manufactured
    around the world is recycled. Industry officials have acknowledged the need to
    improve recycling rates and infrastructure, and new approaches and
    technologies are being developed in response. However, critics say the industry
    is not doing enough and needs to be held more responsible for the plastics they
    produce. Several local, national and international entities, including the United
    Nations, are acting to curb plastic pollution by passing or considering laws that
    could ban certain plastics, increase regulations and add fees. Meanwhile, experts
    say the production of plastic is expected to double by 2040.

    Kuta Beach on the island of Bali in Indonesia is seen here dotted with litter in
    2020. About 353 million metric tons of plastic waste is generated annually around
    the globe, with at least 14 million metric tons ending up in the ocean. (Getty
    Images/SOPA Images/LightRocket/Dicky Bisinglasi)

    Should single-use plastics be banned?

    “Pro” by John Hocevar, Oceans Campaign Director, Greenpeace USA
    Written for CQ Researcher, June 2022

    Plastic comes at a cost that people and our planet simply cannot afford. The
    trillions of plastic throwaway items produced each year continue to accumulate.
    They break down into microplastics that are in the water we drink, the food we
    eat, the air we breathe and even our blood and lungs. Furthermore, plastic is
    made from fossil fuels, and the industry's plan to triple its production within the
    next few years is driving new oil and gas extraction and pushing our planet closer
    to climate chaos.

    Despite the plastic industry's long and well-funded efforts to persuade Americans
    that recycling is the answer, recycling is not an option for most types of plastic.
    In fact, less than 6 percent of the more than 40 million tons of plastic waste
    America produces each year is recycled. The rest is dumped, burned or
    discarded. Unlike paper, glass or aluminum, which can be repeatedly recycled,
    the rare plastic items that are recycled are typically downcycled, or reused at a
    lower quality, only once before being landfilled or incinerated.

    From its production to its incineration, single-use plastic is a threat to our health,
    our communities and our climate. Communities of color bear the disproportionate
    health impacts of the toxic carcinogenic chemicals released during these
    processes from facilities that are overwhelmingly located in their neighborhoods.

    Bottom line: We can't recycle our way out of this crisis. Bans, phaseouts and
    reduction targets are a fundamental part of any real solution — and they're
    realistic. Bans are already being successfully implemented in communities all
    around the world, starting with straws and bags and now moving to cutlery,
    takeout containers and particularly dangerous materials such as polystyrene and
    polyvinyl chloride.

    Congress has an important role to play. It must create incentives, build
    infrastructure and assist businesses and workers in transitioning away from
    plastic. This year, the United Nations will begin discussing measures to limit
    plastic production via a new global plastics treaty, to be adopted as early as 2024.
    To properly address the substantial plastic and climate change crises we are
    facing, governments such as the United States must set bold and ambitious
    targets to reduce plastic production. And to ensure that we don't simply replace
    single-use plastic with other types of throwaway packaging, we need to invest in
    reuse, refill and package-free approaches.

    We cannot continue to flood our planet and communities with plastic, and we
    cannot stop the flood unless we stop producing so much throwaway plastic.

    “Con” by Joshua Baca, Vice President of Plastics, American Chemistry Council
    Written for CQ Researcher, June 2022

    For every action, there is a reaction. Banning “single-use” plastics will not stop
    people from using food packaging, bags, cups or cutlery; it will result in a switch
    to a different material, likely paper, metal or glass. Such a switch is expected to
    cause three outcomes: a greater environmental footprint, increased costs for
    businesses and consumers and worse performance of the product's function.

    Research shows that alternative packaging materials result in, on average, 2.5
    times more greenhouse gas (GHG) emissions over their lifecycles compared to
    plastics. They also usually weigh more, adding to transportation emissions, and
    require more material to perform the same function. And that just speaks to the
    material itself.

    Use of plastics can also help avoid GHG emissions, particularly when it comes to
    reducing food waste by keeping food fresh longer and protecting food from
    physical destruction (e.g., berries in a clamshell). If GHG emissions from food
    waste were ranked against countries' emissions, they would be the third-largest
    emitter, behind China and the United States. Reducing food waste is a critical
    step toward a lower carbon future, and plastics are needed to help us get there.

    Now more than ever, plastics are valued for affordability, especially for
    “single-use” applications and packaging. A recent polystyrene ban in Hawaii had
    small-business restaurant owners lamenting that the paper alternatives cost
    seven times more than the polystyrene packaging. Single-use plastic bans hurt
    the smallest of businesses, families and those least able to afford it.

    Sometimes plastics are just the best material for the job. Many consumers value
    the performance of plastic products compared to things like a paper straw that
    begins dissolving the moment it hits liquid, and nobody wants to buy their raw
    meat or seafood in a soaked paper package. If another material can't do its job,
    more waste, emissions and frustration are the result.

    America's plastic makers have a plan to reuse and remake much more plastic. We
    believe that soon the term “single use” will be a relic of the past, as more
    advanced recycling comes online. Advanced recycling leverages innovative
    technologies to take mixed-used plastics that mechanical recycling can't recycle
    and make it into new plastics, even plastics approved for food and medical use.
    Plastic bags, cups, cutlery and food packaging can be remade again and again
    via advanced recycling, and they will no longer be single use, but part of a
    circular economy and lower carbon future.

  • [Solved] Nursing Assignment

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  • [Solved] Nursing Assignment

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  • [Solved] Nursing Assignment

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