The Discipline Project: Rhetorical Analysis and Discipline Awareness
This assignment is designed to help you understand the purpose of writing in your chosen field. Who is an acceptable source of authority in your field? What counts as evidence? What key concepts or specialized terminology is used? How are scholars in the field “in conversation” with one another?
For this assignment, please choose one current scholarly text relating to an issue or controversy in your field. It may be useful to choose a text relating to an issue you plan to investigate for a research project or an area of research you are currently interested in. You must USE THE scholarly source PROVIDED.
Scholarly sources have a very specific purpose and are written by experts in the specific field. The purpose is usually to share original research findings or to analyze and reflect on others’ findings. Scholarly sources are also peer reviewed, which means that, prior to publication, scholars leading the conversation review the research within the publication and offer additional feedback and insight. As a result, scholarly publications are often filled with jargon, statistics, visual data, and the reader of these publications typically will have a similar scholarly background.
Popular sources, such as The New York Times, The Washington Post, Sports Illustrated, The New Yorker, TIME Magazine, NationalGeographic, The Huffington Post, etc. are designed to inform and to entertain. The readability of these popular sources are meant to appeal to a wider audience base, making the scholarly findings more reader-friendly. The word choice tends to be less academic, and research is conveyed in a more entertaining manner. These are credible sources, but for this assignment, we are focusing only on scholarly source material.
For this assignment, you will apply critical thinking skills to revise a scholarly article of your choice to a popular source. Translating research can be a complicated process. You will need to identify your audience and apply an appropriate rhetoric as you effectively communicate the scholarly research for the general public. What kind of language will you need to use, and what information will you select to include/leave out? You will probably not use the traditional citation methods either (no need for footnotes, for instance), but you will need to give some guidance on where your source material stems from. Organization and formatting will be an important modification, and your translation should follow both the written and visual conventions for a popular source.
It will be necessary to select a specific popular source as your model. Thus, you will need to identify what popular source model you are going to follow. Examples of models would be similar to the examples I provided above for popular sources.
Assignment Requirements:
Select and identify a scholarly source for your translation.
The translation should be the approximate length of your model (NOT your scholarly source). Thus, if you select the Washington Post as your model, what is the typical length of an article found here? If you select The New Yorker as a model, what is the typical length of an article here?
Your use of rhetoric (tone, word choice, organization, style, etc.) must be targeted for the appropriate audience.
Your translated paper will not necessarily adhere to MLA or APA formatting. You will likely include images, fun fonts, and a variety of font sizing, and colors.
Usually, you will adhere to a third-person voice, but please use the appropriate voice for your translated piece.
· Develop a critical awareness and understanding of strategy and its relevance and application to different contexts.
The learning outcomes assessed in this assignment include the student’s ability to:
· Demonstrate a critical understanding of fundamental, contemporary strategic theories and concepts.
· Critically evaluate and apply appropriate concepts of strategy to practice, across a range of organisational contexts
· Assess alternative approaches to strategy and justify particular courses of action
· Evaluate the implications of strategic decisions within different organisational and cultural contexts.
Assessment Specification:
Word Limit: 3,500 words
Weighting: 100%
Assignment Instrument: Report
Anonymous Marking: Yes
Submission Date:
Assignment Question:
Diet One:
Create a strategic profile of a company of your choice, and then evaluate that company’s current strategy in action. Finally identify and develop a strategic recommendation that you believe would significantly enhance the company’s performance in the market place.
Your assignment must be written as a business report format and should specifically address the following four sections.
· Section 1: Introduction. Introduce your report, the subject, the company and outline the structure to your answer. Within this, you are expected to outline the company’s market position, their recent performance, their competitive and the strategic direction they are moving in. (20%)
· Section 2: Evaluation. Develop a comprehensive strategic analysis of your chosen company. You are required to apply a variety of complimentary strategic frameworks (minimum of 5) in developing your analysis of the company, and its internal and external business environments. (40%)
· Section 3: Strategic Option. Develop a critical discussion around a viable and relevant strategic option for your organisation, that you feel can improve business performance. This discussion must draw from the profile and analysis (developed in sections 1 & 2) and should clearly demonstrate the merits, impact implications and risks of your proposed option is likely to have. (30%)
· Section 4: Conclusions. Draw specific conclusions about the strength of the organisation and your report. (10%)
Indicative Answer, Advice and Structure
An effective answer should consider the following:
In selecting the company students should consider choosing one that will have extensive information relating to it freely and readily available, for example, in the business/financial press, company reports, industry/market surveys and other such sources.
The assignment might be focused at the corporate organisational level (e.g. Diageo, Tesco, BT, Ag Barr or the IAG Group), or at a division/strategic business unit (SBU) level of the organisation (e.g. IAG’s British Airways Division). If a SME business is selected, be aware that information relating to it may not be as extensive or publicly available. You must ensure that a comparable range of data is accessible, which can be utilised and referenced within the report.
It is strongly advised that you agree the organisation that you are going to focus on, with your seminar tutor, well in advance.
The structure and indicative content of the report should be based upon the following main sections:
· Title Page – Matriculation number, title of the report, date and word count.
· Table of Contents – List of main section headings, sub-headings and page numbers.
· Introduction – Give an outline profile of your (chosen) organisation and the competitive business environment they operate within. Cover position, performance data, who the direct competitors are and the current strategy. This section should also provide an intended study path for your report, it’s purpose and the direction you intend to take and what structure you will adopt to deliver an effective answer to the question.
· Strategic Evaluation – A detailed profile of the organisation outlining the nature, scale and scope of the business and its core activities. Consider the competitive market it operates within clearly explaining the central elements of its competitive advantage.
· Develop a detailed profile and then analysis of the organisation’s internal and external contexts, by applying and analysing theoretical strategic frameworks used within the module (such as VRIO, Resources and Capabilities, the Strategic Clock, SWOT, PESTEL, Value Chain, Life Cycles, Porters 5 Forces, industry KFS and the Boston Matrix). Emphasis should be put upon understanding the practicalities and reality of the market conditions your organisation operates within.
· Strategic Option – From your strategic analysis (section 2) identify a strategic option, that your organisation could consider for the future. This may be in areas such as; Innovation, International development, C.S.R, Sustainability, Divestments or Integration.
· Choose a strategic option that you firmly believe will make a real difference to the organisation’s future performance. Explore and discuss the impact and implications of this option on the organisation, its key stakeholders, its market, and competitors. Use similar analysis and evaluation techniques (as employed in section 2) to generate substance and credence for your position.
· Conclusion – Extract the core outcomes from your report that relate significantly to the organisation’s strategic position and future competitiveness. Ensure that you include your key recommendation for the company and remind the reader of the key points regarding its strategic impact, specific benefits, implications and risks.
· References – A full listing of all academic citations and other sources of information, presented in the Harvard system of referencing.
· Appendices – Additional pages in support of information detailed within the main text of the report.
Your report MUST make extensive use and application of a variety of different appropriate strategic management frameworks used within the module (not just confined to those suggested within the indicative content above) and from associated reading of the subject (both textbooks and academic journals). There must also be demonstrable evidence of secondary based research in relation to the organisation and its strategic context.
Full reference details must be included in respect to the academic literature and all other sources of information used (reference to and use of material from such sites as Wikipedia are NOT acceptable).
This business management report should be presented in an appropriate and professional style with a coherent structure, logic and connected line of analysis, evaluation and reasoning.
NOTES WHICH APPLY TO DIETS 1, 2 and 3:
Plagiarism and the use of ‘Turnitin’
Plagiarism occurs when someone copies or reproduces another person’s words or ideas and presents them as their own with no proper acknowledgement via citation and referencing. In various universities students have been heavily penalised where plagiarism has been found. To ensure that you are not at risk of being accused of plagiarism you must always declare all the sources from which you have obtained material or ideas. Students should consult their student handbook for details of the manner in which plagiarism cases are dealt with at QMU. The appropriate section is to be found in the student handbook in Regulations, Section 24. http://www.qmu/quality/documents/Regulations-2010.pdf
QMU provides ‘Turnitin’ as an academic resource to allow students to consider how they use secondary literature – this includes material from the internet, journals magazines, books and any other form of printed material. This enables you to check your own work to see if it is faulty. Students are advised that it is their responsibility to engage with Turnitin. Students must make a final Turnitin report via that module’s WebCT site. Reference will be made to this report if staff marking your work suspect there is plagiarism. In addition, students should be aware that where staff suspect plagiarism or the purchase of assignments, Turnitin and a wide variety of other resources will be used to check work.
Attendance Policy
Undergraduate students in the School of Business, Enterprise and Management must attend a minimum of 75% of interactive classes (i.e. all classes except lectures)
Extensions
Extensions are only granted for extenuating circumstances that are beyond a student’s control. In general, though not exclusively, extenuating circumstances will be of a medical or personal nature affecting the student for a period of time and/or during assessment. Examples include, but are not limited to, a serious illness, accident or bereavement. Independent documented evidence is required in advance of the exam/submission date. Students who consider they have suffered from circumstances beyond their control; who wish to apply for an extension on the grounds of extenuating circumstances should refer to the Extenuating Circumstances Guidelines available on the internet at www.qmu.ac.uk/quality, or from the School Office.
Word limits
The word limit for an assignment is part of the assessment criteria. There is a tolerance of 10% in excess of the word limit (e.g. 4000 word limit = + 400 words). Under QMU regulations, any excess over the word limit beyond the 10% will result in a maximum mark of 40%. You should state the number of words on the front of your assessment.
Late submission of assignment
If assignments are submitted after the due date but within one calendar week (i.e. up to 6 days after the submission date) a maximum mark of 40% can be achieved. If submitted after one calendar week (i.e. 7 days or more) a mark of 0% will be awarded.
ASSESSMENT FEEDBACK PRO-FORMA
Student Matriculation No: 00000000
Module Title & Code: Exploring Strategy – B3132
Assignment 1: Report – Weighting 100%
Criteria
Comments/Feedback
Introduction (20%)Sets Context and Profile. – Clearly identifies the task, develops subject and question context, develops a coherent, critical and connected line of argument and sticks to the point.
Knowledge & Content (70%)Use of frameworks, examples, theories, facts and research evidence are relevant and back-up and illustrate what is being said.Strategic Analysis 40%Strategic Option 30%
Conclusions & Style (10%)Provides specific conclusions about the strength of the organisations position and future.Presentation and Academic Style
Action point(s)Summary, to include guidance for improving practice
Marker: Date:
Moderator: Date:
Mark / Grade:
Students are reminded that the grade indicated is PROVISIONAL only. It must be confirmed by the External Examiner and ratified by the Board of Examiners. Please contact the internal examiner if you wish to discuss your feedback
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The IRP you created inWeek 2was well received. In fact, the CEO reviewed it and was quite impressed. In reviewing the IRP, the CEO asked the IT manager why there is no formal Security Education, Training, and Awareness (SETA) program in place at the company. For this project, you are going to create a SETA strategy and present it to the CEO.
You will create a narrated PowerPoint presentation with at least 10 slides covering the following:
Describe the framework of a SETA program, including at least one image or figure.
Describe the benefits of implementing a SETA program and describe at least three negatives effects that could arise without a SETA program.
Describe the approach you would take for creating security education for the company, including any outside sources and costs.
Describe the approach you would take for creating security training for the company, including any outside sources and costs.
Describe the approach you would take for creating security awareness for the company to include at least three low costs components of it.
Create a prototype of one of the security awareness components you chose.
Submission Details:
Use Microsoft PowerPoint with a professional theme.
ASSESSMENT 1 PART B BRIEF Subject Code and Title MGT 601 Dynamic Leadership Assessment Assessment 1, Part B: Reflexive Report Individual/Group Individual Length Up to 2,000 words 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 By 11:55pm AEST/AEDT Friday at end of Module 3.2 (Week 6) Weighting 30% Total Marks 100 marks Context: The learning design of this subject is to focus on your own leadership journey and not to study leadership as some remote, theoretical concept that applies to other people. This assessment enables you to build self-awareness and a clear sense of how you came to be the person and emerging leader that you are today. It encourages deep reflection on your life and leadership journey to your present position. It helps you to increase your understanding of your current leadership capabilities and potential. The assessment requires you to establish a mentoring relationship with another student in the class so that you can provide mutual learning support and exchange constructive feedback with each other. Your Task: Your task in Assessment 1 Part B is to reflect on you own leadership journey up until now, your current role or position, how you influence others, how you lead, contribute to or react to organisational and cultural changes and your current level of self-awareness and selfconfidence to lead others in your organisation and/or community. Assessment 2, which is due at the end of the subject, builds on the first and asks you to prepare a plan for the next stage of your leadership journey. The assessments are integrated pieces of work and you should bear in mind the final part as you work on this part. All assessments need to be strongly based on the established theories and models of leadership to help you interpret and explain your leadership challenges. Working with Your Partner: Partners will be allocated by your Learning Facilitator after you post your personal introduction on the “Welcome and Introductions” Discussion Forum. Partners will be allocated on the basis of maximum diversity of backgrounds to enrich your learning experience. Where possible, partners will be in similar time zones. More detailed guidelines for working with your partner are provided at the end of this section. • You should include a summary of the feedback you receive from your partner and others, combined with your reflection and interpretation of this feedback in the context of your leadership journey. • You may wish to also include a summary of the feedback that you gave your partner and reflect on it. Feedback often says as much about the person who gives as the person who receives it. The feedback summaries can be included as appendices, where they will not be included in the word count. While the assessment includes feedback from the interaction with your partner, each person is to submit his or her own, individual report. More detailed guidelines for working with your partner are shown at the end of this brief. Possible Structure: A possible structure for your report is shown below. This is a suggestion only and is not mandatory. Other structures would be appropriate, provided that they enable you to demonstrate your learning according to the rubric shown in the brief for the first assessment.
A clear logic flow, using a “Contents” page and section headings, will help your readers to follow your thinking.
The use of an “Executive Summary” as a précis or abstract of your report.
An “Introduction” to set the context
The body of your report should address the following issues. The percentages in brackets indicate a suggested proportional length of each section. • Who has recognised your leadership in the past? This is not about jobs you have held, this is about recognising the people you have influenced. (10%) • Key “moments of truth” in your background to date. This should not be a chronology or a CV. It is a reflection on a small number of the most influential aspects or turning points in the establishment of your natural leadership behaviours. This is not to be fictional or invented – please reflect deeply on the nature of your interactions with others around you over time and consider the moments when you felt empowered or aligned with the moment. (15%) • Summarise the results of two other personality or leadership style inventories that you have completed, and your interpretation of the results. Are they basically aligned with the results from Gallup? Identify and explain any variances you identify. (15%) • Explain the process of giving and receiving constructive feedback with a peer, and the outcomes and the of that activity. (15%) • The implications of the feedback and your reflection on its significance. It could include your preliminary thinking on how you might use these insights in future, to be expanded in your second submission. (25%) • Links to theory and conceptual frameworks discussed specifically in the topics in this subject that relate to your experiences and feedback. This is to happen throughout the report and be consistent with the topic areas of this subject. The important point is that you anchor your submission with appropriate models or theories that have been presented in this subject as a minimum. (20%)
A “Conclusion” to capture your key learnings is desirable in a business subject. Detailed, supporting information such as psychometric results and planning templates should be placed in an appendix, where they will not be included in the word count. Reflexive Writing – First Person: You should write in the first person, because this is about YOU, your reflections and your interpretations. (eg “I considered this advice to be….. because it had a big impact on my……..and it helped me to understand my………..”). Try to be as specific as possible, use brief examples to illustrate your points and try to select examples that enable you to demonstrate learning against the attributes in the rubric. All other principles of academic writing apply, including strict referencing, acknowledgement of the work of others and avoidance of plagiarism. Referencing: You should include a list of specific references that you have actually used in 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. The reference list and Executive Summary (if you choose to use one) and any appendices will not be included in the word count. It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions: Submit your Self-Reflective Analysis in Assessment 1 Part B submission link in the Assessment section found in the main navigation menu of the subject Blackboard site. A rubric will be attached to the assessment. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Rubric: Your reports will be marked against the rubric which is show on the next pages. Please ensure that your submission addresses all five of the Assessment Attributes in the rubric. Guidelines for Working with Your Partner The following information should help you to start to build a mentoring relationship with your partner. In commencing the relationship, it will be helpful to work through the following steps:
Make initial contact through the “Group” facility on the home screen. Your Learning Facilitator will advise you of your Group number after you have posted a personal introduction on the “Welcome and Introductions” Discussion Forum.
Establish an oral confidentiality agreement with each other so that you are both clear that you will not disclose personal information to others. It is appropriate to describe concepts, learnings and insights about the leadership journey of yourself and your partner in your assessment submission but not personal details that can be identified with an individual.
Agree on how you will communicate with each other. You can use a range of tools within the “Group” facility on Blackboard, including emails, blogs, wikis, file exchange etc. Only you and your partner will have access to your group tools. You may prefer to establish a separate text or voice channel, such as Skype, if you prefer.
Provide your partner with brief background details on your role, employment and current leadership challenge to set the context.
Provide more detailed information on your personal leadership journey and current challenges. The questions in the paper by George et al on Authentic Leadership are a good starting point for you and also to ask your partner about. You can also share the contents of your reflexive journal.
Listen carefully to your partner’s story and current challenges, probe respectfully to encourage deeper reflection and understanding and suggest alternative approaches where appropriate. Please respect each other’s boundaries and do not go beyond what each is comfortable to disclose. This is intended to be mentoring and not psychotherapy!
As you progress through the modules, record any insights about your leadership journey in your reflexive journal. You may wish to exchange journals or a summary of key points with your partner.
In asking and learning about your partner’s leadership journey, it is likely that you will develop deeper insights into your own journey.
Learning Rubric: Assessment 1B Reflexive Report Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% REFLECTION & SELF AWARENESS 30% Little or no reference to own experiences or observations on leadership. Occasional references to own experiences and learnings about leadership. Frequent references to own leadership experiences or observations, with reflection on outcomes and learning. Frequent and deep reflection on own leadership experiences, clear reflection and new insights. Multiple, deep reflections, significant new insights on own leadership and evidence of changing behaviours. FEEDBACK TO & FROM OTHERS 20% Little or no evidence of feedback either received or given. Basic description of feedback received and given but with little or no interpretation. Clear description of feedback received and given with useful interpretation and reflection in implications Comprehensive description and analysis of feedback received and given with clearly expressed interpretation of implications and impact. Very insightful presentation of feedback received and given with explicit interpretation of implications and indicators of changing behaviours. APPLICATION OF CONCEPTUAL FRAMEWORKS 20% Little or no reference to the conceptual frameworks or theoretical models of leadership. Basic coverage of at least one relevant conceptual framework for leadership development. Clear coverage and comparison of at least two models or frameworks for development, including some evaluation. Coverage of multiple models of development with clear evaluation and selection of most appropriate for own development. Clear understanding and brief evaluation of multiple modes and justification of selection of most appropriate. RESEARCH & REFERENCING 20% Reference to nominated or supplied readings only. Inadequate referencing. Evidence of some relevant reading and research beyond the core readings. Adequate referencing. Evidence of substantial, relevant, additional reading and research. Full referencing. Evidence of substantial, additional reading and research with application to own development plan. Full referencing. Evidence of comprehensive additional reading & research with insightful application to own development plan. Full and extensive referencing. MGT601_Dynamic Leadership_ Assessment 1 Part B Page 6 of 7 WRITTEN PRESENTATION 10% No clear logic flow or structure. Difficult to understand. Basic logic flow and structure. Clear expression of concepts. Mainly correct grammar and spelling. . Clear logic flow and structure, with table of contents, Introduction, Conclusion, etc Clear expression of concepts. Correct grammar and spelling. Excellent logic and structure. Accurate Executive Summary. Conclusion accurately captures key leanings. Clear expression of concepts. Correct grammar and spelling Excellent logic and structure. Concise, accurate Executive Summary. Conclusion accurately captures deep learning’s and insights. Clear expression of concepts. Correct grammar and spelling MGT601_Dynamic Leadership_ Assessment 1 Part B Page 7 of 7
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The purpose of this assignment is to promote awareness for enhanced learning of health policy and politics in nursing and healthcare. Health policy and politic issues identified can relate directly to nursing, such as the APRN Consensus Model, or to various healthcare disciplines including nursing such as the Patient Protection and Affordable Care Act. These issues can be on a local, regional, state, national, or international level
Web Sites
Agency for Healthcare Research and Quality www.ahrq.gov
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As a social worker, you are there to help clients, not to judge them. Judging implies a right or wrong, a good or bad. Judgmentalism focuses on the person rather than the circumstance, and implies a put-down, or an attitude of “being better than” or knowing “more than” another. In a helping relationship, it implies that the social worker knows best how the client should think, feel, or behave. Remember, judgmentalism is the direct opposite of the social work values of respect for the client and the client’s right to self-determination. While it is impossible to be non-judgmental with all populations, self-awareness will help us catch yourself in time before we judge our client. The purpose of this assignment is to improve self-awareness along with professionalism by learning to recognize within ourselves any attitudes, thoughts, or feelings of judgmentalism toward clients. Directions: Find a client who is completely different from you (age, gender, ethnicity, immigration status, education, marital or economic status, ability) who may be hard for you to like. Spend as much time as you can with him/her/them. Focus on your thoughts, attitudes, and feelings regarding a particular interaction that you have had with this client at the agency. Consider your judgmental thoughts. Have you noticed any indication of judgmentalism on the part of other workers or other clients at the agency? Next, find client’s chart / file / intake form and read client’s history about all the issues that brought client to the agency. Mentally picture yourself in his/her/their shoes, re-live your client’s life from the moment she/he/they were born: Was she/he/they a wanted and planned child, loved… or hated? Did she/he/they grow up & lived in a broken home… in poverty…witnessed violence… Was she/he/they successful in school or at work? Was she/he/they teased and picked on? What kind of trauma / loss might have she/he/they experienced? (loss of family members / friends / country / mental or physical health / mobility / house / job / belongings / jailed / loss of hope for better future) Paper Structure: Section I (Introduction Case Presentation (Client age, sex, ethnicity, relevant history) Section II Identify your initial judgmental thoughts. Do you feel less judgmental now that you had a chance to “walk in his/her/their shoes”? Describe any changes in your level of self-awareness as a result of your fieldwork experience as a social work intern. Specifically, how has this incident led to an increased awareness of your own thoughts, values, and feelings, etc? Why do you think that it is important for a social worker to have a high degree of self-awareness and self-knowledge? Section III As a result of your recent experiences with agency clients, in what ways have you become more aware of the role that social injustice toward diverse groups plays in clients’ situations? Ask your Field Instructor / Task Supervisor, “What do you say to yourself when you feel that you’re judging a client?” (describe the answer). What can you do about any judgmentalism that exists? Use improve self-awareness along with professionalism
The client, William is 32 years old male of Spanish descent. Currently, William work as a supervisor in marketing department at medium size company. Williams’ work is very demanding and requires him to work longer hours to achieve the targets. He is living with his brother in two-bedroom apartment and has a very active social life when he is not working(Doweiko, 2015). William spend most of his free time clubbing or drinking in a bar. Recently, William made a lady and they started dating causally, but Joan has become infatuated with Williams’ personality. Joan has noticed William have a problem with drinking. Most of his colleagues from the company have also noticed the same problem and advised William to seek help about alcohol use.
When Joan confronted William about alcohol use, he clearly stated that he is in complete control of his life with alcohol. This is a clear indication that William is in denial of the problem current problem. Based on the information provided and initial interview with client, it was evident that William needed examination for a condition termed as an alcohol use disorder. Initial examination showed that William is physically dependent upon alcohol and he will choose to use alcohol beyond what could be described as sensible for his physical health and social standards. The source of information was from client’s personal background and responses directly from the clinical interviews.
Section II: Judgmental thoughts Value is described as norms of behavior that is influenced by certain judgmental principles of life. Like all other professionals, social workers develop ethics and values throughout their lives. However, improve self-awareness along with professionalism a…………………………………………………………………………………………………
