Two historical leaders: Ronald Reagan and Idi Amin

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timer Asked: Apr 25th, 2019
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Question Description

This is for a leadership class.

Here are the instructions: The leaders I chose are Ronald Reagan for a positive contribution as a leader and Idi Amin for a negative contribution as a leader.

Select two historical leaders. One who was known for making a positive contribution in a leadership role, and the other who made a negative contribution in a leadership role (one good leader and one bad leader).

  1. Each leader must be, or have been a business or world leader (each leader) from 1960 to the present.
  2. Provide three separate reasons (with referenced examples) to justify the reason they were a good, or bad leader.
  3. Identify, compare, and contrast the two different leadership styles of each one. Be sure to add applicable leadership theories and concepts.
  4. The research paper must be 6-8 pages of written text (not including the cover page and reference page), roughly 1500-2000 words.
  5. You must include at least three outside references for each leader, for a total of six references (minimum) for the research paper. The text may be used as a reference but it will not count toward the six required sources.

Rubric

MGMT 371 8.4 UG Research Paper Exercise Rubric

MGMT 371 8.4 UG Research Paper Exercise Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identification and Analysis of the Main Issues/Problem

25.0 pts (Excellent - A) Identifies and understands all of the main issues in the question. Insightful, and thorough analysis of all the issues.

23.0 pts (Above-Average - B) Identifies and understands most of the main issues in the question. Thorough analysis of most of the issues.

21.0 pts (Average - C) Identifies and understands some of the issues in the question. Superficial analysis of some of the issues in the case.

19.0 pts (Near-Failing - D) Identifies and understands few of the issues in question. Incomplete analysis of the issues.

17.0 pts (Failing - F) Identifies and understands very little of the issues in the question. No analysis of the issues.

25.0 pts

This criterion is linked to a Learning Outcome Answers to Research Questions

20.0 pts (Excellent - A) Answers to research questions are clear throughout. Connection with class and study material goes well beyond the obvious connections among ideas; demonstrates insight and original thinking.

18.0 pts (Above-Average - B) Answers to research questions present some irrelevant information on topic etc., but very little; treatment goes beyond obvious connections with class and study material.

16.0 pts (Average - C) Answers to research questions are vague in places; some irrelevant or distracting information.

14.0 pts (Near-Failing - D) Answers to research questions are unclear and/or confusing. Treatment is very superficial; paper may be well written but says nothing.

12.0 pts (Failing - F) Does not address the research questions. Treatment is very superficial and says very little.

20.0 pts

This criterion is linked to a Learning Outcome Organization and Coherence

20.0 pts (Excellent - A) Uses a logical structure appropriate to paper's subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas.

18.0 pts (Above-Average - B) Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from a least to a more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper's central idea.

16.0 pts (Average - C) May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence.

14.0 pts (Near-Failing - D) May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not all relate to paper's thesis.

12.0 pts (Failing - F) Absent of any kind of organization. Lacks paragraph topic sentence and transitions between paragraphs. Paragraphs do not relate to the paper's thesis.

20.0 pts

This criterion is linked to a Learning Outcome Links to Course Readings and Additional Research

20.0 pts (Excellent - A) Excellent research into the issues with clearly documented links to class (and/or outside) readings. Much more than the minimum required; effort to explore topic exceeds expectations; use of primary and secondary sources; all information meets quality criteria. Sources interspersed with writer's own analysis or synthesis; quotes are less than 10% of paper; good use of summary and paraphrase; all sources are documented; 1- 3 minor errors (such as incorrect punctuation).

18.0 pts (Above-Average - B) Good research and documented links to the material read. Slightly more than the minimum required; effort to ensure breadth and depth; possibly no primary sources; all information meets quality criteria. Sources interspersed with writer's own work; quotes are less than 20% of paper; good use of summary and paraphrase; all sources are documented; 4- 6 minor errors (such as incorrect punctuation).

16.0 pts (Average - C) Limited research and documented links to any readings. At least the minimum required; reasonable breadth and depth of exploration; 1-2 sources lack quality criteria (i.e., Wikipedia). 1-2 instances of stringing source references together with little of the writer's own work; quotes are 25% or more of paper; 1-2 citations missing or with major errors (ex: authors missing or incorrect).

14.0 pts (Near-Failing - D) Incomplete research and links to any readings. Less than the minimum required; or providing only surface coverage; most sources lack quality criteria. More than 2 instances of stringing source references; quotes are 40% or more of paper; OR paper includes few references to sources; 3-4 citations missing or with major errors.

12.0 pts (Failing - F) Provided no references or support of analysis. Very few sources; no attempt to explore various points of view; all sources lack quality criteria total. No references to sources; OR there is evidence of plagiarism; 5 or more citations missing or with major errors.

20.0 pts

This criterion is linked to a Learning Outcome Style, Mechanics, and Format

15.0 pts (Excellent - A) Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits audience and purpose. Sentences clearly structured and carefully focused. Almost entirely free of spelling, punctuation, and grammatical errors. Accurately use required formatting style and proper referencing.

12.0 pts (Above-Average - B) Generally uses words accurately and effectively, but may be too general. Sentences generally clear, structured, and focused, though some may be awkward or ineffective. May contain a few errors, which may annoy the reader but not impede understanding. Accurately use required formatting style and proper referencing.

10.0 pts (Average - C) Uses relatively vague and general words, may use some inappropriate language. Sentence’s structure generally correct, but sentences may be wordy, unfocused, repetitive, or confusing. Usually contains several mechanical errors, which may temporarily confuse the reader but not impede the overall understanding. Accurately use required formatting style and proper referencing with few exceptions.

8.0 pts (Near-Failing - D) Tends to being vague and abstract, or very personal and specific. Usually contains several awkward or ungrammatical sentences; sentence structure is simple or monotonous. Usually contains either many mechanical errors or a few important errors that block the reader's understanding and ability to see connections between thoughts. Accurately use required formatting style and proper referencing with several exceptions.

6.0 pts (Failing - F) Misuse of words throughout. Awkward sentences throughout. Difficult to attach a thought process. Poorly punctuated, misspelled words, grammatically abusive. Fail to use required formatting style and proper referencing.

15.0 pts

Total Points: 100.0

Tutor Answer

Chancellor_Ivy
School: UT Austin

Attached.

Running head : HISTORICAL LEADERS

1

Historical Leaders
Institutional Affiliation
Date

HISTORICAL LEADERS

2

Martin Luther King Jr and Saddam Hussein
Martin Luther King was an American activist who became the most common
spokesman and a leader in the civil rights movement from 1955 to 1968 when he was
assassinated. Martin Luther travelled a lot to all places that injustices and protests were
happening and wrote so many books and articles about crimes to help people learn more
about their human rights. One of the things that caught the attention of the whole world was
when he led big protests in Alabama where he planned a coalition of and inspired people
toward the registration of the negro voters. Martin Luther was the youngest person to ever
receive a Nobel peace prize at the age of 35 years and the money given to him he said that he
would put it towards the fight for human rights. In 1968, there as a protest of striking garbage
workers in Memphis, Martin Luther King was assassinated (King, 1992)
Saddam Hussein was the president of Iraq from 1979 to 2003. He rose to leadership
from his position I the armed forces of Iraq. From there Saddam quickly rose to leadership
until he was finally at the government position. Saddam is a known dictator as he forced his
way to leadership and was a rude person. He forced a war with Kuwait over claiming that he
needed assistance over Kuwait revolutionaries. His argument on why he invaded Kuwait,
Saddam argued that Kuwait was part of Iraq’s province. Saddam then became the most
wanted person on America's list, and the Us government got in a gunfight with his two sons
in the year 2003 leading to the death of his sons. He underwent trials under the United States
government due to his terrorist attacks, and in 2006 Saddam was executed by the Us
government.

HISTORICAL LEADERS

3

Martin Luther King was a good leader who remains in the history of humankind and
is celebrated worldwide for his excellent leadership and fight for injustices and civil rights.
Martin is well remembered for his leadership in fighting against racial segregation. During
the years between 1950and 1960, he led a movement fighting against the racial
discrimination that was happening. There was a lot of separation between the whites and the
blacks and advocated for this to change. Another reason why Martin Luther is well
remembered is how he led protests and demonstrations and fought for the civil rights ...

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Review

Anonymous
Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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