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  • you are asked to reflect on your leadership and follower ship experiences in relation to the…

    Overview of the reflective essay.For Part A of this assessment piece, you are asked to reflect on your leadership andfollowership experiences in relation to the planning of your group presentation. This willrequire you to take a step back from the experience and ponder the meaning relating toleadership and followership you elicited from undertaking the group project (i.e., your keylearnings). This will also require you to think critically about your leadership and/orfollowership role within the group as you prepared for your group presentation.In addition to identifying your key learnings in the essay, you will need to link your keylearnings to the concepts, theories, frameworks, and research introduced in this course. Tosupport your analysis, you will need to utilise at least10refereed journal articles and/oracademic book chapters (not text books).Internet references are optional but in additionto the foregoing requirement. Integrating literature throughout your essay provides thenecessary depth to prevent your essay from being overly descriptive, allowing you tocritically analyse your leadership/followership experience and plan strategies formoreeffective leadership/followership interactions in the future. In your analysis you couldconsider whether academic literature supports, contradicts, explains, or extends your keylearnings, and why (or why not) that might be the case. Be sure to conclude each analysiswith a clear summary statement about the integration between your key learnings and theliterature (i.e., creating summary statements of learning based on your integration ofexperience and evidence). You should also reflect on the impactof these learnings for yourfuture leadership/followership practice.How to write your reflective essay.Your essay should be 2,000 words (excluding references) and typed in 12-point font with 1.5or double line spacing. It is recommended that the following structure be followed:•Introduction:In the introduction, you will need to (a) briefly explain what the essay isabout (i.e., set the scene); (b) provide an overview of your key learnings, the theories orconcepts that you will be using, and whether your experiences are supported in theliterature (i.e., your argument); and (c) a brief outline of the essay. Please note that theintroduction should not just repeat the assessment question. It should also not be asimple outline of the marking criteria. To get full marks, this section has to have acentral theme stated that your essay will follow.Group Processes:In thegroup processes section you are asked to describe and analysethe interpersonal dynamics/group processes that occurred within the group leading upto your presentation, and how these dynamics/processes impacted upon leadershipand followership within yourgroup. In this section, it is appropriate to discuss whetherthese dynamics had a positive and/or negative influence on leadership andfollowershipwithin the group. Be sure to link your reflections to the research literature onleadership andfollowership.Individual Experience:In the individual experience section you are asked to describeand analyse your own experience and your own contribution to the group as a followerand/or leader. Be sure to link your reflections to the research literature on leadershipand followership.Group Outcome:In the group outcome section, you should reflect on the successes orfailures of the processes followed by the group and what factors contributed to thegroup’s successes or failures. Outline what you would do differently or the same in thefuture, from a leadership and/or followership perspective. This section should alsocontain a self-development plan that suggests how your leadership and/or followershipcould be improved in the future. Again, link your observations to research literature onleadership and followership.Conclusion:Include a brief conclusion, reinforcing your key learnings and how they aresituated in relation to research literature on leadership and followership.••••Writing Style (Technical) Issues:•In reflective essays, it is appropriate to use the first person (e.g., “I”, “my” etc.).•Correct APA referencing for citations and reference list is expected. Normal academicconventions are to be followed by all such references being properly cited and a list ofreferences included at the end of the paper.The reference list and appendices are not included in the word count.•Tips for Success for Part A:•It might be useful for you to begin writing weekly reflective notes on your own andothers’ interactions to serve as source notes in the drafting of your assignment. This willhelp you capture and record communication experiences for your essay.Integrating reflections from your experience of leadership and followership in yourgroup with academic literature is a key component of this assessment. For instance,when explaining models, concepts, and findings from the broader academic literature,you could demonstrate your understanding by usingspecific examplesfrom yourmeetings and interactions with the other people in your group. Analyse your keylearnings at a deeper level by explaining whether literature supports or contradicts yourlearning or experiences. If you feel something worked well, explain why it worked,integrating literature to support your arguments. If you would do something differentlyin the future, integrate literature to provide justification for why you would do thingsdifferently. Youcould alsocritically analysethe usefulness or relevance of models,concepts, or findings in relation to your experience of leadership and followershipwithin your group. In thinking about a theory, model or concept, you may find that itthrows new lighton your understanding of certain aspects of leadership andfollowership, whilst leaving other aspects unexplained. Write about these points in yourevaluation. Theory necessarily simplifies a phenomenon in order to explain it, but youmay find that this simplification helps you to understand certain aspects but not others.Write about this. You may even find that in relating the theory to your observations, orin reading more widely on a topic, you actually discover that the theory has ‘got itwrong’ in some way. Write about this too.Importantly,avoid only writing descriptively about your group experience.There arekey differences between descriptive writing and critical analysis:oDescriptive writing involves documenting the situation as it stands, without furtheranalysis or discussion. Rather than developing an argument, it sets the backgroundwithin which an argument can then be developed. It presents information, withouttransforming that information or moving the ideas forward in any way to createnew meaning. In contrast, critical analysis involves engaging in an academic debate,in which ideas and evidence from multiple sources are integrated, the merits andlimitations of the different sources are considered, and new knowledge andmeaning is created.A certain amount of description in your reflective essay is required to ‘set the scene’and explain examples from your experience. However, it is important that you avoidspending too much of your word count describing what happened in your group.Instead, focus on the meaning of your experiences and key learnings, and how theserelate to the literature.••Criteria for Part A: Reflective Essay (out of 40 marks)Part B: Learning JournalInstructions:In addition to the reflective essay (Part A) you will also be asked to include your LearningJournal as an appendix to this assessment.This Learning Journal is not included in the2,000 word limit for the reflective essay.You will be provided with the Learning Journalquestions for Seminars 2 to 11 on Learning@Griffith and be asked to complete yourresponses to these questions in the space provided in the template. These questions willrelate to the weekly course readings,assessment, and peer coaching sessions. You will needto keep a copy of every week’s Learning Journal responses and submit it as part of thisassessment piece. Failure to submit the completed Learning Journal will result in zeromarksfor Part B of this assessment piece.Please note:The Learning Journals are intended tosupport your ongoing engagement with the course and, as such, are not all made availableat the beginning of the trimester. They will be released on an ongoing basis throughout thedurationof thecourse.Criteria and Marking for Learning Journal:Each week’s Learning Journal response is worth a possible 1.0 mark and there are LearningJournal entries for 10 Weeks (Seminars 2 to 11). The total of 10 marks reflects your ongoingengagementwith the course. Up to one mark will be allocated for each Learning Journalentry. To receive this mark, the Learning Journal entry needs to be clearly written/presentedand correctly answering the questions.Introduction (out of 4 marks)oExplains the situation and establishes a topic for the essay that links toleadership/ followershipoArgument-whether your experiences are supported in theliteratureoOutline of what will be presented in theessayGroup Processes (out of 10 marks)oDescribes and analyses the interpersonal dynamics within thegroupoLinks reflections to the research literature on leadership andfollowershipIndividual Experience (out of 12 marks)oDescribes and analyses the performance of you as a follower and or leader inthegroupoLinks reflections about your experiences in the group to the researchliteratureon leadership andfollowership.Group outcomes (out of 8 marks)oReflects on success / failure of the processes used thegroupoIdentifywhatcontributedtotheteam’ssuccess/failureandoutlinewhatyouwould do different or what you would do the same in thefuture.Technical issues (out of 6 marks)oComplete and correct referencelistoConsistent and accurate use ofcitationsoClear and accurate English expression (spelling, grammar,syntax)

  • The Three Little Boys: Hans, Albert, and Peter A Study on Anxiety Hans, Albert, and Peter are all…

    The Three Little Boys: Hans, Albert, and Peter A Study on Anxiety
    Hans, Albert, and Peter are all young boys who became famous in the mid-1920s as a result of being experimental-clinical subjects of Sigmund Freud, John Watson, and Mary Cover Jones, respectively. Freud published his theory of the origin and cure of anxiety based on information learned from Little Hans, whereas Little Albert and Little Peter were used to demonstrate the origins and cure for anxiety according to learning theory. Freud’s study of Hans (Fernald, 1984), a 5-year-old boy born in 1903, was the first published case analysis of a child. Freud used the case of Hans published in 1909 to illustrate his theory of childhood sexuality, the Oedipal complex, and the origins of neuroses. Freud only later postulated an aggressive drive (Larson et al., 2007), so he used this case of Hans to demonstrate that “the motive force” of all neurotic symptoms of later life is based on conflicts around the sexual drive. Also, before Hans, Freud’s theory was applied only to adults. By studying a child, Freud strengthened his conviction that people are born with universal conflicting urges that form the basis of neuroses. Just as Freud’s theory explained the origin of Hans’s phobia, Freud believed the phobia was cured when Hans was presented with and understood the reasons for his fears. Thus, Freud’s theory both explained and cured Hans of his phobia (in theory).
    The Case of Little Hans
    Even though Hans was one of Freud’s most significant case studies, he saw the boy in person once. Responding to Freud’s encouragement to provide information about those who have neuroses, Hans’s father wrote Freud numerous letters detailing the boy’s behavior and statements. The more salient facts will be recounted here.
    At age 3, when Hans showed an interest in his “widdler” (penis), his mother told him if he touched it she would have it cut off. Later, responding to his unclothed mother who asked him why he was staring at her, Hans said he wanted to see if she had a penis, which he thought would be as big as a horse. His mother indicated that she did have a penis.
    Still at age 3, Hans witnessed the circumstances surrounding the birth of his little sister. Hans heard his mother groaning and saw bedpans full of blood. He said, “But blood doesn’t come out of my widdler” (Fernald, 1984).
    Numerous accounts described Hans’s preoccupation with the penis. He commented that his baby sister had an extremely small one, which Freud construed as meaning it had possibly been cut off. When Hans was 4, he asked his mother why she did not touch his penis when powdering him, to which she responded that it was not proper. He answered, “But it’s great fun.” Finally, at age 5, Hans had developed “a nervous disorder.” He protested having to walk on the streets because he feared that a horse would bite him. Freud responded to this report that what Hans really wanted was to go to bed with his mother, where he occasionally slept. Hans’s father told Hans that horses do not bite, to which Hans responded that he overheard his friend’s father warning his friend not to touch the white horse or it will bite. Eventually, Hans was afraid of all large animals. He told his father that his fear was so great that he touched his penis every night. His father told him to stop touching his penis and his fear would disappear. When Hans said he stopped touching his penis, his father retorted, “But you still want to.” Hans agreed.
    Freud referred to the information that Hans’s father shared with his son about his penis and wishing to sleep with his mother as “enlightenment,” which Hans just needed to accept in order to recover. As the facts about Hans’s case unfolded, it became apparent that his father planted Freud’s notions into Hans’s mind and then reinforced his son for reporting facts that concurred with the theory. When Hans said he was afraid of the horse’s black bridle, Freud interpreted this as being afraid of the father’s black moustache. An ensuing conversation from father to son was as follows:
    “You’d like to be Daddy and married to Mummy; you’d like to be as big as me and have a moustache; and you’d like Mummy to have a baby. . . . Would you like to be married to Mummy?” Hans replied, “Oh, yes.”
    Freud and Hans’s father, who was one of Freud’s most devoted followers, paid attention to information from Hans that supported the psychoanalytic theory. An extreme example of this was when Hans told his father that his younger sister was white and lovely.
    In order to fit this statement into Freud’s concept of sibling rivalry, his father construed Hans’s statement as hypocritical and insincere. Even though Freud was aware of the contrived nature of the information, he interpreted Hans’s phobia as an Oedipal conflict that came out when Hans did not touch his penis. The more intense sexual arousal that followed is the genesis of Hans’s phobia. The libidinal longing is transformed into anxiety.
    In summary, Freud interpreted Hans’s story as originating in a sexual desire for his mother, and when his father prevented this, Hans hated, feared, and wished to murder his father. Because there was no way to express it, Hans’s sexual desire for his mother turned into anxiety. The anxiety also served the purpose of keeping Hans near his mother. Afraid that his father would cut off Hans’s penis if his desires were known, Hans transferred his fear of his father to a fear of horses. Finally, and most remarkably, Hans’s anxiety finally disappeared because he became aware of and understood his Oedipus complex.
    Using cognitive-behavioral therapy and psychotherapy, what would be done and who would be involved for helping little Hans (see attached case study). Need about 300-400 words

  • 2. Which of the following activities require real-time processing?a. Printing mailing labelsb…

    2. Which of the following activities require real-time processing?a. Printing mailing labelsb. Playing a computer gamec. Displaying numbers on a smartphone screen as they are dialedd. Executing a program that predicts the state of next year’s economye. Playing an MP3 recording

  • 1. What are some of the most powerful dangers or risks to good development for individuals? Support.

    1. What are some of the most powerful dangers or risks to good development for individuals? Support your answer by citing a particular theory or set of theories.
    2. If you want to improve the chances of good development for children today, what societal changes or cultural changes would you recommend?

  • Identify something from this week’s lesson that contradicts something you knew or thought you…

    Identify something from this week’s lesson that contradicts something you knew or thought you knew. This could be a simple fact or complex process/line of reasoning. I want you to really think about this, and pick the one that you had the strongest reaction to, seemed to challenge your thinking/worldview the most, and/or you find most controversial in regards to your own thinking. It is okay if your previous belief was an assumption, instead of what you thought was “fact.” Please write your answer using bullet points or a numbered list that matches the items below. Refer to the rubric to see how I will score your answer.
    Please do all you can to address something in this lesson, but if you did not encounter anything in this lesson that challenged your thinking, then please address something in the lesson that you remember learning at some point in your life prior to this class, and it challenged your thinking at that time. For example, if this week’s lesson detailed ecological footprint, and you learned about ecological footprint last year and it really challenged the way you thought, then address that by answering the questions below.
    For full credit, submit all of the following:
    1. Describe the item that challenged your thinking and how it contradicts what you had previously thought or known. 2. Identify why you thought the way you did before. Was it something you learned in school, a friend, the internet, etc.? 3. Do you think that your previously held position was influenced by bias in any way? Was the position based on un-i nvestigated assumptions? 4. Are you rethinking your previously held position or not, and why? What evidence changed your mind, or reinforced your previously held position?
    Attachments:
    3878393_1_Rubric-.docx
    3878393_2_Screen-Shot-2019-09-18-at-7.08.54-PM.png

  • Communicating With Diverse Populations In order to work with diverse populations, police…

    Communicating With Diverse Populations
    In order to work with diverse populations, police professionals must be aware of areas of concern that are specific to the populations they serve. Police professionals also must consider and adopt an appropriate style of interaction for each population. Those who do acquire the necessary skills specific to working with a particular population may find themselves more sensitive to the needs of the population, which may, as a result, improve community relationships. Forensic psychology professionals are instrumental in teaching these interactional skills to police professionals.
    An examination of Boro Park, a small community in Brooklyn, New York, illustrates this point (Heilman, 2003). A small group of Hasidic Jews lives in this community. On Saturdays, the Hasidim do not work or drive their cars. Men are not allowed to be touched in any way by women who are not their wives, and all members eat only specially prepared foods. There are other religious laws that the Hasidim adhere to as well. If the police do not respect these values, there can be unrest and law enforcement difficulties. As a result, the New York Police Department (NYPD) has sanctioned a specific group, composed of members of this Jewish community, to handle emergencies in Boro Park. This special group responds to emergency calls and assists the NYPD in addressing certain investigations. Because of police professionals’ understanding and working with this particular group, the relationship between law enforcement and the community is a good one, members of the community cooperate with police professionals, and law enforcement problems have been reduced.
    To prepare for this assignment:
    Review this week’s Learning Resources. Focus on the communication issues police professionals may have with diverse populations.
    Select a specific diverse population that is of interest to you.
    Think about the challenges that police professionals could experience when communicating with this selected population.
    Consider how forensic psychology professionals could assist police professionals with these communication challenges.
    Think about the impact that forensic psychology professionals could have on the communication effectiveness of police professionals when interacting with diverse populations.
    The assignment (1-2 pages):
    Describe the diverse population you selected for this assignment.
    Analyze the challenges police professionals experience when communicating with your selected population, and explain how a forensic psychology professional would assist police professionals with these challenges.
    Evaluate the potential impact of forensic psychology professionals on the effectiveness of police professional communication when interacting with diverse populations.
    Support your responses with references to the Learning Resources and the research literature.

  • Locate a state or national coalition advocating for your approved healthcare policy concern. Who…

    Locate a state or national coalition advocating for your approved healthcare policy concern. Who are the coalition partners and is there an identified leader? Can you identify successes indicating strong leadership? What can you add to the content for your upcoming interview from the work of this coalition?

  • What relationship exists, if any, between the presentence investigation and other aids to…

    What relationship exists, if any, between the presentence investigation and other aids to sentencing, such as sentencing guidelines and a victim impact statement?

  • Plastic pollution in the marine environment, and the negative impact on biodiversity and human…

    Plastic pollution in the marine environment, and the negative impact on biodiversity and human health via the
    food chain is of increasing concern (UNEP (2014), Standing Committee on Environment and Communications
    (2016)). Whilst the management of macro-plastics (e.g. plastic bags, bottles and straws) has seen some
    economic policy success, (e.g. through reuse and recycling of plastic waste etc.), the same cannot be said of
    micro-plastics (Dauvergne, 2018).
    A key source of micro-plastic pollution is from the wear and tear of tyres, as a result of private car travel. It is
    estimated that emissions from tyre wear alone makes-up between 5-10% of micro-plastics deposited in the
    oceans (Kole et al. 2017). However, private car travel remains the cornerstone of urban mobility globally with
    no signs of abating. Demand is expected to shift to electric and hybrid cars, oft touted greener alternatives
    (Climate Council n.d.). However, due to their greater weight, there is concern that emissions from brake wear,
    tyre wear and road wear from electric and hybrid cars may exceed exhaust emissions that they negate
    (Timmers and Achten (2016), Brueckner (2018)).
    You have been approached by a major environmental group to provide an unbiased and objective examination
    of the economics of micro-plastic pollution from tyre wear and tear.
    You are required to provide:
    1. an overview of issues related to micro-plastic pollution from tyre wear and tear, inclusive of the extent/size
    of the problem and the potential economic costs borne by both individuals and society.
    2. a description of the relevant economic theory to explain the effects of tyre wear and tear on economic
    efficiency of private car consumption (travel)
    3. a critical analysis of
    a. an economic policy solution that would result in an economic efficiency outcome
    b. a reduction in micro-plastic pollution from wear and tear of tyres as a result of an innovation
    You are required to support your economic analysis with appropriate data and economic models (partial
    equilibrium analysis) which you use to examine how the policy achieves the desired objective – reduction of
    micro-plastic pollution from car use. A brief summary of the potential economic effects (costs and benefits) of
    each of the above policies is required. However, it is appreciated that a full analysis of the dynamic effects of
    these policy solutions is beyond the scope of this work.
    Attachments:
    3837440_1_BSB113–research-summary-and-CRA-2019-sem-2-v3.pdf