Description
- In a minimum of 2 pages, prepare an essay that includes a breakdown of charges and costs that MovieFlix will incur as a result of trying to solve their problem.
- Include a balance sheet for MovieFlix so that they can see a snapshot of their current financial condition so that they will know if they have enough resources to fix their problem right now. Click on the link below to download the template for the balance sheet.
Unformatted Attachment Preview
Balance Sheet
Assets
Current Assets
Cash in Bank
Cash Value of Inventory
Prepaid Expenses (insurance)
Total Current Assets
Fixed Assets
Machinery & Equipment
Furniture & Fixtures
Real Estate / Buildings
Total Fixed Assets
Total Assets
Liabilities & Net Worth
Current Liabilities
Accounts Payable
Taxes Payable
Notes Payable (due within 12 months)
Total Current Liabilities
Long-Term Liabilities
Bank Loans Payable (greater than 12 months)
Less: Short-Term Portion
Total Long-Term Liabilities
Total Liabilities
Owners' Equity (Net Worth)
Total Liabilities & Net Worth
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For this Assignment, you will assume the role of the special education leader responsible for designing and implementing a professional development plan for the district to support the development of social-emotional skills for students with varying exceptionalities. To prepare: Review the module’s Learning Resources, as well as the Appendix B Checklist and CEC evidence-based practice standards from Module 1’s Learning Resources. Conduct a search to identify at least five current (published within the last 3 years), peer-reviewed articles relating to social skills specifically for students with exceptionalities.Conduct a search to identify at least 10 evidence-based social skills interventions. Consider how you would incorporate both the peer-reviewed articles and evidence-based interventions to create a professional development session overview, presentation, and brochure on social-emotional interventions. Note: You will create a brochure incorporating these intervention Create a professional development overview, a 10- to 12-slide PowerPoint presentation identifying your professional development plan to implement social skills interventions for students with exceptionalities at your school, and a brochure on evidence-based social skills interventions. The following for this Assignment: A 2-page explanation of your professional development sessionA 10- to 12-slide multimedia professional development presentation on social skills interventions for students with exceptionalities. Your target audience should be the same group for whom you developed the social skills brochure.The final version of your social skills interventions brochure to distribute to stakeholders at your professional development session. For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete your assignments. Learning Resources Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Fitzpatrick, M., & Knowlton, E. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53(4), 253–266. Gresham, F. (2015). Evidence-Based Social Skills Interventions for Students at Risk for EBD. Remedial and Special Education, 36(2), 100-104. January, A. M., Casey, R. J., & Paulson, D. (2011). A meta-analysis of classroom-wide interventions to build social skills: Do they work? School Psychology Review, 40(2), 242–256. Miller, M., Fenty, N., Scott, T. M., & Park, K. L. (2011). An examination of social skills instruction in the context of small-group reading. Remedial and Special Education, 32(5), 371–381. Sansosti, F. J. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257–281. Required Media Laureate Education (Producer). (2012c). Social and emotional learning [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 13 minutes. This video is an interview with Jennifer B. G. Symon, PhD, Associate Professor, California State University. Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDDD/8073/05/WAL_EDDD8073_05_A_EN.pdf Module 1 Learning Resources Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf Council for Exceptional Children. (2014). CEC releases evidence-based practice standards [Press release]. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/CEC%20Evidence%20Based%20Practice%20News%20Release.pdf U.S. Department of Education. (2003, December). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Retrieved from http://www2.ed.gov/rschstat/research/pubs/rigorousevid/guide.html#title Note: Look for the PDF download link.
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Create PowerPoint or Prezi Presentation to define the following terms, using graphs or equations to illustrate your answers where feasible.Risk in general; stand-alone risk; probability distribution and its relation to riskExpected rate of return, ^rContinuous probability distributionStandard deviation, σ; variance, σ2Risk aversion; realized rate of return, rRisk premium for Stock i, RPi; market risk premium, RPMCapital Asset Pricing Model (CAPM)Expected return on a portfolio, r^p; market portfolioCorrelation as a concept; correlation coefficient, ρMarket risk; diversifiable risk; relevant riskBeta coefficient, b; average stock's betaSecurity Market Line (SML); SML equationSlope of SML and its relationship to risk aversionEquilibrium; Efficient Markets Hypothesis (EMH); three forms of EMHFama-French three-factor modelBehavioral finance; herding; anchoringBusiness School Assignment InstructionsThe requirements below must be met for your paper to be accepted and graded:Write between 750 - twelve hundred and fifty (approximately 3 - 5 sheets) using Microsoft Word in APA , see example below.Use font size 12 and 1" margins.Include cover page and reference page.At least 80% of your paper must be original content/writing.No more than 20% of your content/information may come from references.Use at least three references from outside the course material; one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA sheet.References must come from sources such as scholarly journals found in EBSCOhost or on Google Scholar, government websites and publications, reputable news media (e.g. CNN , The Wall Street Journal, The New York Times) websites and publications, etc. Sources such as Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
Capella University Leadership Management Paper
Assessment 3 Instructions: Leadership: Concept Generation
Use a template to write a 3-4 page paper that outlines a project ...
Capella University Leadership Management Paper
Assessment 3 Instructions: Leadership: Concept Generation
Use a template to write a 3-4 page paper that outlines a project topic to address a business problem or opportunity related to change leadership and that includes a topic, a problem of practice, a gap in practice, a purpose statement, project questions, and a justification for a chosen project technique. In addition, add content to a Project Technique Article Log to provide information about the sources you used for the assessment.
Introduction
DBA practitioners will be called upon to make decisions in difficult or ambiguous situations, when time is critical. Leaders must not only react to change; in many cases, they must initiate it and see it through. In our fast-evolving world, standing still is not an option. As leaders in a complex organization, DBA practitioners will facilitate change initiatives by inspiring, informing, empowering, and engaging employees. This will require a strategic vision and the ability to develop and communicate goals in support of a company’s strategic mission.
In this assessment, you will develop a leadership topic relevant to business practitioners in leadership that is of interest to you, one that addresses a business problem or opportunity—a worthy topic on which to design and conduct a DBA capstone project.
Overview
This assessment has two parts.
The purpose of this assessment is for you to begin considering a topic for your actual capstone project. If you look forward to the next two assessments, you will recognize that the objective of this assessment and the next two assessments is to build to the completion of a concept paper based on your chosen topic for your capstone project. The focus of the concept paper in this course is Leadership: Catalysts for Change. Because your specialization may not be focused on leadership, you might need to revise your content to your actual specialization in future courses as you work toward your capstone project.
For this assessment, you will provide a topic, a problem of practice, a gap in practice, a purpose statement, and project questions, as well as a justification for your chosen project technique. DBA practitioners require a high-level understanding of change management. Leaders need to know how to bring knowledge into existence, transfer this new knowledge to others, and then act on this knowledge to solve business problems. This assessment will help you develop skills for these tasks.
Instructions
Part 1
To complete this assessment, use the Assessment 3 Template [DOCX], which contains detailed instructions. Write your assessment content in the template. Retain all the headings from the template but delete the assessment instructions. Make sure you carefully read the instructions within the template and address each specific element as directed. Refer to the DBA Capstone Template/Rubric Guide [PDF] for information about your chosen technique.
A DBA Capstone Self-Assessment Checklist [DOCX] is provided to use as a quick guide to identify areas to address as you write your sections in the three concept paper assessments. This document does not replace assessment instructions and scoring guides, which you must refer to when developing your assessments.
Submission Requirements
As you complete your assessment, be sure your submission meets the following guidelines:
Before you submit: Before submitting your assessment, you are required to use Recite to check that your in-text citations match the reference list at the end of your assessment. Recite also checks for stylistic errors related to referencing. Make any corrections to your assessment based on the Recite report.
For this assessment:
You are required to follow the Standard Naming Convention requirements for any files you upload. You will find the requirements in the DBA Submissions Requirements page.
You are required to follow the Track Changes requirements. You will find the requirements in the DBA Submissions Requirements page. Track changes are also required for each re-submission of an assessment based on the previous review.
Written communication: Written communication is free of errors that detract from the overall message.
Scholarship: Use at least six scholarly or reputable practitioner sources to support your main points and analysis. Be sure to include scholarly sources. Course readings may be included among the six required sources.
Part 2
Provide information about your sources for this assessment in the Project Technique Article Log [XLSX]. Fill in column A with your project technique/methodology, and column B with the APA citation. In column C, Justification of Project Technique, include paraphrased excerpts from each article regarding evidencing the problem, gap, and project technique. Add your notes in column J. Your notes should include strengths and limitations of the technique, as noted in the article. You must include a minimum of five sources in your Project Technique Article Log.
Waiting for Feedback
You must wait for feedback on this assessment before you begin work on Assessment 4 - Leadership: Data. In that assessment, you will be expected to make revisions based on the feedback you receive on this assessment, following the Track Changes requirements.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment scoring guide criteria:
Competency 1: Write clear and concise abbreviated project technique sections, which are valid and meaningful to leadership professionals.
Provide a description of a project topic within the leadership specialization.
Provide a general and specific problem of practice within the leadership specialization.
Provide a gap in practice within the leadership specialization.
Provide a purpose statement and project question within the leadership specialization and aligned with the technique.
Write a clear and concise abbreviated project technique section, which is valid and meaningful to leadership professionals.
Adhere to the rules of grammar, usage, and mechanics.
Apply APA formatting to in-text citations and references.
Competency 2: Locate and analyze scholarly literature regarding appropriate application of research techniques for conducting projects in the field of leadership.
Locate and analyze scholarly literature regarding the project technique for conducting the project in the field of leadership.
Complete a Project Technique Article Log evidencing the problem and gap.
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Reflective Journal And Assignment
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Take the time to assess your long-term, mid-term and short term goals; please be detailed when stating those goals. How wo ...
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Take the time to assess your long-term, mid-term and short term goals; please be detailed when stating those goals. How would you define success in your career? What is it going to take to achieve your goals prior to and after graduation? Conclude with a defined professional mission statement that includes components of your professional values and intentions.
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EDSD 7073 Walden University Social Skills Professional Development Plan Presentation
For this Assignment, you will assume the role of the special education leader responsible for designing and implementing a ...
EDSD 7073 Walden University Social Skills Professional Development Plan Presentation
For this Assignment, you will assume the role of the special education leader responsible for designing and implementing a professional development plan for the district to support the development of social-emotional skills for students with varying exceptionalities. To prepare: Review the module’s Learning Resources, as well as the Appendix B Checklist and CEC evidence-based practice standards from Module 1’s Learning Resources. Conduct a search to identify at least five current (published within the last 3 years), peer-reviewed articles relating to social skills specifically for students with exceptionalities.Conduct a search to identify at least 10 evidence-based social skills interventions. Consider how you would incorporate both the peer-reviewed articles and evidence-based interventions to create a professional development session overview, presentation, and brochure on social-emotional interventions. Note: You will create a brochure incorporating these intervention Create a professional development overview, a 10- to 12-slide PowerPoint presentation identifying your professional development plan to implement social skills interventions for students with exceptionalities at your school, and a brochure on evidence-based social skills interventions. The following for this Assignment: A 2-page explanation of your professional development sessionA 10- to 12-slide multimedia professional development presentation on social skills interventions for students with exceptionalities. Your target audience should be the same group for whom you developed the social skills brochure.The final version of your social skills interventions brochure to distribute to stakeholders at your professional development session. For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete your assignments. Learning Resources Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Fitzpatrick, M., & Knowlton, E. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53(4), 253–266. Gresham, F. (2015). Evidence-Based Social Skills Interventions for Students at Risk for EBD. Remedial and Special Education, 36(2), 100-104. January, A. M., Casey, R. J., & Paulson, D. (2011). A meta-analysis of classroom-wide interventions to build social skills: Do they work? School Psychology Review, 40(2), 242–256. Miller, M., Fenty, N., Scott, T. M., & Park, K. L. (2011). An examination of social skills instruction in the context of small-group reading. Remedial and Special Education, 32(5), 371–381. Sansosti, F. J. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257–281. Required Media Laureate Education (Producer). (2012c). Social and emotional learning [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 13 minutes. This video is an interview with Jennifer B. G. Symon, PhD, Associate Professor, California State University. Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDDD/8073/05/WAL_EDDD8073_05_A_EN.pdf Module 1 Learning Resources Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf Council for Exceptional Children. (2014). CEC releases evidence-based practice standards [Press release]. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/CEC%20Evidence%20Based%20Practice%20News%20Release.pdf U.S. Department of Education. (2003, December). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Retrieved from http://www2.ed.gov/rschstat/research/pubs/rigorousevid/guide.html#title Note: Look for the PDF download link.
Risk in general stand alone risk probability distribution and its relation to risk
Create PowerPoint or Prezi Presentation to define the following terms, using graphs or equations to illustrate your answer ...
Risk in general stand alone risk probability distribution and its relation to risk
Create PowerPoint or Prezi Presentation to define the following terms, using graphs or equations to illustrate your answers where feasible.Risk in general; stand-alone risk; probability distribution and its relation to riskExpected rate of return, ^rContinuous probability distributionStandard deviation, σ; variance, σ2Risk aversion; realized rate of return, rRisk premium for Stock i, RPi; market risk premium, RPMCapital Asset Pricing Model (CAPM)Expected return on a portfolio, r^p; market portfolioCorrelation as a concept; correlation coefficient, ρMarket risk; diversifiable risk; relevant riskBeta coefficient, b; average stock's betaSecurity Market Line (SML); SML equationSlope of SML and its relationship to risk aversionEquilibrium; Efficient Markets Hypothesis (EMH); three forms of EMHFama-French three-factor modelBehavioral finance; herding; anchoringBusiness School Assignment InstructionsThe requirements below must be met for your paper to be accepted and graded:Write between 750 - twelve hundred and fifty (approximately 3 - 5 sheets) using Microsoft Word in APA , see example below.Use font size 12 and 1" margins.Include cover page and reference page.At least 80% of your paper must be original content/writing.No more than 20% of your content/information may come from references.Use at least three references from outside the course material; one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA sheet.References must come from sources such as scholarly journals found in EBSCOhost or on Google Scholar, government websites and publications, reputable news media (e.g. CNN , The Wall Street Journal, The New York Times) websites and publications, etc. Sources such as Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
Capella University Leadership Management Paper
Assessment 3 Instructions: Leadership: Concept Generation
Use a template to write a 3-4 page paper that outlines a project ...
Capella University Leadership Management Paper
Assessment 3 Instructions: Leadership: Concept Generation
Use a template to write a 3-4 page paper that outlines a project topic to address a business problem or opportunity related to change leadership and that includes a topic, a problem of practice, a gap in practice, a purpose statement, project questions, and a justification for a chosen project technique. In addition, add content to a Project Technique Article Log to provide information about the sources you used for the assessment.
Introduction
DBA practitioners will be called upon to make decisions in difficult or ambiguous situations, when time is critical. Leaders must not only react to change; in many cases, they must initiate it and see it through. In our fast-evolving world, standing still is not an option. As leaders in a complex organization, DBA practitioners will facilitate change initiatives by inspiring, informing, empowering, and engaging employees. This will require a strategic vision and the ability to develop and communicate goals in support of a company’s strategic mission.
In this assessment, you will develop a leadership topic relevant to business practitioners in leadership that is of interest to you, one that addresses a business problem or opportunity—a worthy topic on which to design and conduct a DBA capstone project.
Overview
This assessment has two parts.
The purpose of this assessment is for you to begin considering a topic for your actual capstone project. If you look forward to the next two assessments, you will recognize that the objective of this assessment and the next two assessments is to build to the completion of a concept paper based on your chosen topic for your capstone project. The focus of the concept paper in this course is Leadership: Catalysts for Change. Because your specialization may not be focused on leadership, you might need to revise your content to your actual specialization in future courses as you work toward your capstone project.
For this assessment, you will provide a topic, a problem of practice, a gap in practice, a purpose statement, and project questions, as well as a justification for your chosen project technique. DBA practitioners require a high-level understanding of change management. Leaders need to know how to bring knowledge into existence, transfer this new knowledge to others, and then act on this knowledge to solve business problems. This assessment will help you develop skills for these tasks.
Instructions
Part 1
To complete this assessment, use the Assessment 3 Template [DOCX], which contains detailed instructions. Write your assessment content in the template. Retain all the headings from the template but delete the assessment instructions. Make sure you carefully read the instructions within the template and address each specific element as directed. Refer to the DBA Capstone Template/Rubric Guide [PDF] for information about your chosen technique.
A DBA Capstone Self-Assessment Checklist [DOCX] is provided to use as a quick guide to identify areas to address as you write your sections in the three concept paper assessments. This document does not replace assessment instructions and scoring guides, which you must refer to when developing your assessments.
Submission Requirements
As you complete your assessment, be sure your submission meets the following guidelines:
Before you submit: Before submitting your assessment, you are required to use Recite to check that your in-text citations match the reference list at the end of your assessment. Recite also checks for stylistic errors related to referencing. Make any corrections to your assessment based on the Recite report.
For this assessment:
You are required to follow the Standard Naming Convention requirements for any files you upload. You will find the requirements in the DBA Submissions Requirements page.
You are required to follow the Track Changes requirements. You will find the requirements in the DBA Submissions Requirements page. Track changes are also required for each re-submission of an assessment based on the previous review.
Written communication: Written communication is free of errors that detract from the overall message.
Scholarship: Use at least six scholarly or reputable practitioner sources to support your main points and analysis. Be sure to include scholarly sources. Course readings may be included among the six required sources.
Part 2
Provide information about your sources for this assessment in the Project Technique Article Log [XLSX]. Fill in column A with your project technique/methodology, and column B with the APA citation. In column C, Justification of Project Technique, include paraphrased excerpts from each article regarding evidencing the problem, gap, and project technique. Add your notes in column J. Your notes should include strengths and limitations of the technique, as noted in the article. You must include a minimum of five sources in your Project Technique Article Log.
Waiting for Feedback
You must wait for feedback on this assessment before you begin work on Assessment 4 - Leadership: Data. In that assessment, you will be expected to make revisions based on the feedback you receive on this assessment, following the Track Changes requirements.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment scoring guide criteria:
Competency 1: Write clear and concise abbreviated project technique sections, which are valid and meaningful to leadership professionals.
Provide a description of a project topic within the leadership specialization.
Provide a general and specific problem of practice within the leadership specialization.
Provide a gap in practice within the leadership specialization.
Provide a purpose statement and project question within the leadership specialization and aligned with the technique.
Write a clear and concise abbreviated project technique section, which is valid and meaningful to leadership professionals.
Adhere to the rules of grammar, usage, and mechanics.
Apply APA formatting to in-text citations and references.
Competency 2: Locate and analyze scholarly literature regarding appropriate application of research techniques for conducting projects in the field of leadership.
Locate and analyze scholarly literature regarding the project technique for conducting the project in the field of leadership.
Complete a Project Technique Article Log evidencing the problem and gap.
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