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Sports
Case Study 1
Calculations: Calculate the client’s target heart rate using the Karvonen formula.
Training Program: Design a full 12-week periodized training program for the client described in the Client Profile. Be very specific as you design the

training program. This is an opportunity for you to demonstrate your full comprehension of the information and concepts discussed throughout the course.

List the types of exercise, duration, sets, reps, rest intervals, and so on.
Include the following in your case study submission:
A description of your professional responsibilities as discussed in the stages of the drawing-in process (Unit 12)
Discussion of any fitness tests, methods of evaluation, and data collection used to assess and evaluate the client’s needs
Specific conditions that you have identified in the client profile
A fully detailed 12-week comprehensive and periodized training program including specific exercises, sets, repetitions, suggested rest times, etc. Use an

integrated approach in your program recommendations.
Specific and detailed nutritional strategies and an explanation as to how the strategies will assist the client in meeting energy needs
Explanation for your chosen assessment, programming, and nutritional recommendations. (Be sure to reference course concepts when discussing rationale for

your recommendations.
Keep in mind that a client should be able to take your program and put it into practice without having to contact you to clarify what you intended by your

recommendations or to explain parts of your program.
Don’t forget your explanation for WHY you listed and recommended what you did. Reference the concepts and theories covered in the course. Be sure to

address why the program and exercises recommended are appropriate for the specific client given the client’s history, current abilities, and intended goal

(s). For example: if you are developing a program for a beginner client without any resistance training experience, explain how your program addresses the

lack of experience, initial need for foundational development, process by which you would safely progress the client, etc. Tying your program to course

concepts is a critical component of your case study.

Review the Client Profile below.
Client Profile: Jamie Summers
Age: 53
Gender: Female
Resting Heart Rate: 90 bpm
Height: 5’5″
Weight: 165 lb
Body Fat Percentage: 35%
Background and Goals: Jamie is a working mother of three teenagers. She has not been consistently active for many years. She was recently diagnosed with

high blood pressure, which is likely caused by her high-stress corporate job and physical inactivity. She also has an affinity for processed and sugary

foods. Jamie was recently told by her doctor that she needs to start exercising, eating better, and just simply taking better care of herself or else she

is on her way to additional health problems. Jamie will be attending her oldest daughter’s high school graduation in three months and wants to use the

event as a goal date in which to make significant progress in her health.

Health care CIOs need to be keenly aware of HIPAA and JCAHO? In four to five pages, describe what each one is and how CIOs are impacted by them.

Provide two current examples of HCOs that have violated a HIPAA Privacy Rule. Summarize how the violation occurred and how it could have been avoided. Look for case studies, or you can also cover an example that you may know of in your work history. To conduct your research, you are free to use textbooks, journals and/or personal experiences. You need a cover page, table of contents, and a reference page formatted in APA Style 6th ed. You will need at least four references.

BIO 315 Final Project Guidelines and Rubric
Overview
The final project for this course is a paper that will use information regarding vegetation and bird communities to inform a conservation organization as to which
of four sites to target for acquisition and preservation. That is, you will evaluate these four properties according to pre-established criteria that reflect the
biodiversity found at each site. This is the sort of work that conservation groups such as the Nature Conservancy or other land trusts regularly pursue—if we have
finite financial resources, how do we judge which area is most important to protect? This project will prepare you to do the kind of work that is often expected of
a professional in the field of environmental science: collecting, analyzing, and synthesizing field data; interpreting and communicating the results; and relating
your findings to the extant scientific literature. It will also prepare you for subsequent courses in Southern New Hampshire University’s Environmental Science
degree program, including Environmental Science Research Methods.
The project is supported by three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Six. The instructor will provide input and possible revisions to each of these three
milestones when they are submitted; these edits should be included in the final submission, which will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
 Demonstrate the ability to apply scientific methods to solving problems and using the proper methods of observation and recording of scientific data
 Describe ecological relationships at the level of the organism, population, community, andecosystem
 Integrate their knowledge and understanding of how their environment works, especially in regard to understanding the role of humans in a biological
context
Prompt
You are working for an international bird conservation organization that is considering purchase of one of four parcels of land in the Central American country of
Belize. You will use field data concerning bird species occurrence and abundance, as well as descriptions of plant communities found at each site to make a
recommendation to the organization as to which of these land parcels to acquire. Field data will be provided for each of the four parcels at two different scales:
1. Local, meaning the specific parcels being considered for purchase. Each specific parcel being considered is defined by a particular land parcel boundary.
2. Regional, meaning the broader area surrounding each specific parcel being considered for acquisition (15-mile-diameter circles centered at Belmopan
(17.146 °N, 88.729 °W), Cockscomb Basin (16.797 °N, 88.379 °W), Gallon Jug (17.561 °N, 89.044 °W), and Punta Gorda (16.165 °N, 88.883 °W)
Since all students in this class may not be able to physically engage in actual field research for a variety of reasons, in this project you will be given field data and
GIS-analyzed remote sensing information that is similar to what might actually be collected during weeks of real field work and subsequent analysis. Methods
used to obtain this data will be briefly described in this document; your final paper should describe these methods and present results as though you hadactually been responsible for collecting and analyzing the data. Your final project should follow the format of a standard scientific paper (Introduction, Methods,
Results, Discussion, Literature Cited).
Because of the priorities of the organization you are working for, your analysis will emphasize birds, but it should also include reference to major vegetation
communities that may reasonably be expected to influence bird distribution and abundance. The primary information you will be given to work with includes:
1. Species diversity indices based on single-day bird surveys conducted by teams of observers within 15-mile-diameter circles that include the four sites
being considered for conservationpurchase
2. Graphical analyses summarizing the major vegetation communities present within each of the 15-mile-diameter circles
3. Graphical analyses summarizing the major vegetation communities present within each of the actual parcels being considered for acquisition
4. Bird survey data collected using the rapid assessment MacKinnon approach (see O’Dea et al. 2004) from each of the specific parcels being considered for
acquisition. In other words, your data sets will reflect information collected at two different scales—one regional (the 15-mile diameter circles) and one
local (the specific parcels).
Critical Elements
 Include an Introduction section.
 Include a Methods section based on information provided in diversity_indices.pdf and veg_analyses.pdf.
 Create species detection line graphs for each study region based on MacKinnon data from bird_data.xls.
 Incorporate results provided in diversity_indices.pdf, veg_analyses.pdf, and the graph produced in Milestone Two into a brief (three-page
maximum, double-spaced, 12-point font) Results section.
 Prepare a brief Discussion section that reviews the findings mentioned in Results and explains your recommendation as to which property would be
best to acquire for conservation purposes.
 Prepare a Literature Cited section that includes all references that you have mentioned in your Introduction, Methods, and Discussion sections
following the style requirements of Frontiers in Ecology and the Environment.
Background and Descriptions of Data Sets
This following provides information and instructions to support you in completing each milestone and element of the final project.
1. Maps: The following map will help you visualize the project areas:
Map showing approximate elevations of Belize, locations of major rivers, study region boundaries (15-mile-diameter circles), and local parcels being
considered for conservation acquisition (solid black polygons)
2. Diversity Indices: Ecologists have devised many different indices that are used to quantitatively measure levels of biodiversity. It is important to recognize
that none of these indices, by themselves, tell the “full story.” For instance, at one level it would be completely accurate to measure biodiversity simply
by counting up the number of species (or genera or families) present at a particular study site; a site where S (the number of taxa) = 150 is more diversethan a site where S = 20. But this is only one way we might describe diversity. How might we compare diversity in a way that considers not only the
number of species, but also the relative abundances of the different species? For example, a community composed of 50 species, each of which is equal
in abundance, would be a very different community from one in which those same 50 species occurred but where one of those species was 5,000 times
more abundant than each of the other 49 species.
Following are some of the more common diversity indices that you will find mentioned in the ecological literature. Remember that none of them are
“perfect”; instead, each provides a slightly different perspective on the same basic question. Probably the most common indices are:
A. Simple counting of the total number of taxa present (S)
B. Dominance (D), with values that range from 0 (all taxa are equally present) to 1 (one taxon dominates the community completely).
Dominance
(D) is directly related to Simpson’s index, which = 1-D).
C. The Shannon index (H), with values ranging from 0 (communities with only a single taxon) to high numbers (communities with many taxa,
each with a few individuals)
D. Equitability (J): This measures the evenness with which individuals are divided among the taxa present.
3. Analysis: The equations used to calculate these varied diversity indices are typically fairly simple and can be created easily within Excel spreadsheets,
found online as add-on macros within Excel (e.g., Diversity.xla), or calculated via free statistical software such as PAST or R (The R Project for Statistical
Computing). These links are provided as optional resources for you to explore and learn more about the indices; they are not required for this project.
Instead, to save you some time, for this exercise the four indices mentioned in the Diversity Indices section above have been calculated for you, using
PAST; these results are provided in the document diversity_indices.pdf. Similarly, GIS was used to estimate the extent of major vegetation communities
present within each of the actual parcels being considered for acquisition, and within the 15-mile-diameter regional circles; these results are provided in
the documentveg_analyses.pdf.
4. Data Sets: In this assignment, you are provided with four data sets that reflect the types of information you might collect if you were actually doing field
work aimed at assessing bird diversity at four different sites. These data sets are based on real data collected by real people in real field settings, but in
each case, the actual information has been modified for the sake of this learningexperience.
Data set contained in the Excel workbook bird_data.xls. Separate worksheets named as Belmopan – 15 mi circle, Belmopan – MacKinnon, Gallon Jug – 15
mi circle, Gallon Jug – MacKinnon, Cockscomb Basin – 15 mi circle, Cockscomb Basin – MacKinnon, Punta Gorda – 15 mi circle, Punta Gorda – MacKinnon,
and Graph. See O’Dea et al. (pp. 55–56) for a description of how MacKinnon list data is collected. Basically, the idea is simple—you explore an area of
interest and record the first 10 (or however many you decide; in this example the number is 10) species that you encounter. Then you do the same thing
again, recording observations until you reach a total of 10 species. Then you do it again, and again, and again—in this example, on 15 different surveys.
Eventually you are able to produce a data set that shows the number of new (never-before-encountered during your survey efforts) species for each of
the 15 survey dates and use this to produce a table showing the cumulative number of species detected by date. For this exercise, you are provided with
MacKinnon data collected on 15 dates within each of the parcels being considered for conservation purchase. See MacKinnon_data_instructions.pdf foran explanation of how to calculate and fill in the data required in the worksheet Graphs.
Milestones
As noted above, you will complete three milestones during the course. The work you produce for the milestones will serve as first drafts of the critical elements
of your final project. Following are descriptions of the three milestones, including the critical elements associated with each milestone. The critical elements will
serve as the basis for the rubric that will be used to assess your final project.
Milestone One: Data Exploration and Preparation for Analysis
In this milestone, due as part of Module Two, you will submit drafts of two critical elements of your final project:
1. A brief (two-page maximum, double-spaced, 12-point font) Introduction
2. A brief (two-page maximum, double-spaced, 12-point font) Methods section based on information provided in diversity_indices.pdf and MacKinnon data
in bird_data.xls and veg_analyses.pdf
In order to complete those critical elements, you will need to first:
 Familiarize yourself with the data provided in the Excel workbooks bird_data.xls and the documents diversity indices.pdf and veg_analyses.pdf
 Read and understand O’Dea et al. (2004), especially pages55–56
This milestone will be graded using the Milestone One Rubric.
Milestone Two: Quantitative and Graphical Analysis
In this milestone, due as part of Module Four, you will submit a draft of one critical element of your final project: Create species detection line graphs for each
study region based on MacKinnon data from bird_data.xls. See the instructions in MacKinnon_data_instructions.pdf.
This milestone will be graded using the Milestone Two Rubric.
Milestone Three: Results, Discussion, and Literature Cited Sections
In this milestone, due as part of Module Six, you will submit drafts of three critical elements of your final project:
1. Incorporate results provided in diversity_indices.pdf, veg_analyses.pdf, and the graph produced in Milestone Two into a brief (three-page maximum,
double-spaced, 12-point font) Results section.
2. Prepare a brief (two-page maximum, double-spaced, 12-point font) Discussion section that reviews the findings mentioned in Results and explains your
recommendation as to which property would be best to acquire for conservation purposes.
3. Prepare a Literature Cited (References) section that includes all references that you have mentioned in your Introduction, Methods, and Discussion
sections following the style requirements of Frontiers in Ecology and the Environment.This milestone will be graded using the Milestone Three Rubric.
Final Project Submission: Final Report
Due as part of Module Seven, your final project consists of combining the elements produced for Milestones One, Two, and Three (with any revisions suggested
after submission of those milestones) into a final document. This combination of sections will probably involve some final editing, clean-up, and cross-checking.
The final project will be graded using the Final Project Rubric (below).
Deliverables
Milestone Deliverables Module Due Grading
One Data Exploration and Preparation
for Analysis
Two Graded separately; Milestone One Rubric
Two Quantitative and Graphical
Analysis
Four Graded separately; Milestone Two Rubric
Three Results, Discussion, and Literature
Cited Sections
Six Graded separately; Milestone Three Rubric
Final Submission: Final Paper Seven Graded separately; Final Project Rubric
Final Project Rubric
Guidelines for Submission: Written components of this project will follow the professionally appropriate formatting referred to in Milestone Three (Module Six).
The final report (Introduction, Methods, Results, Discussion, and Literature Cited) should total 10–15 pages in length (including figures, tables, and Literature
Cited).
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Introduction Meets all of the “Proficient”
criteria and is concise
Includes a descriptive title and
clear description of the
question being addressed
Lacks a descriptive title and/or
description of the question
being addressed is present but
awkwardly phrased
No description of the question
being addressed
10Methods Section Meets all of the “Proficient”
criteria; no need for additional
editing
Clear, complete, and accurate
descriptions are provided of
locations, methods of data
collection, and basic analysis
techniques (including
software). Wording appropriate
for technical writing (past
tense, not wordy), could use
some additional editing to
improve clarity
Some or all descriptions of
locations, methods of data
collection, and/or basic analysis
techniques (including software)
are unclear, incomplete, or
inaccurate
No descriptions of the location
and methods used to collect
the data and/or identification
of the software used to analyze
the data are provided
15
Species Detection
Line Graphs
All 4 of the line graphs (all
locations) are accurate
2-3 of the line graphs are
accurate
Only 1 of the line graphs is
accurate
No line graphs are provided 15
Results Section Meets all of the “Proficient”
criteria. Conforms to Frontiers
in Ecology guidelines. Does not
slide into discussion or
interpretation
Results section includes all of
the major elements (species
detection line graphs, mention
of diversity indices, mention of
vegetation/land use
characteristics), and
presentation of these elements
is clear and logical. Mostly
conforms to Frontiers in
Ecology guidelines
Results section omits some of
the major elements (species
detection line graphs, mention
of diversity indices, mention of
vegetation/land use
characteristics), and/or logical
presentation of these elements
needs improvement (or
includes evaluations and/or
recommendations)
Results section missing all of
the major elements (species
detection line graphs, mention
of diversity indices, mention of
vegetation/land use
characteristics)
20
Discussion Section Meets all of the “Proficient”
criteria and suggests logical
areas for additional
investigation or research that
would better inform the
rankings and recommendations
Criteria used to evaluate the
parcels, the evaluations
themselves, and associated
recommendations are logical
and well-supported by the
results. Demonstrates ability to
synthesize information from
different sources
Criteria to evaluate the parcels,
the evaluations themselves,
and/or associated
recommendations are
incomplete or not wellsupported by the results
Discussion section not provided 20
Literature Cited
(References)
More than two scholarly
articles that are clearly related
to the research project are
referenced, and all references
and citations conform to
Frontiers in Ecology guidelines
The paper references at least
two scholarly articles that are
clearly related to the research
project. Most references and
citations conform to Frontiers
in Ecology guidelines
Fewer than two scholarly
articles that are clearly related
to the research project are
referenced and/or few
references and citations
conform to Frontiers in Ecology
guidelines
No relevant scholarly articles
are referenced
10
Writing (Mechanics/
Citations)
No errors related to
organization, grammar and
style, and citations
Minor errors related to
organization, grammar and
style, and citations
Some errors related to
organization, grammar and
style, and citations
Major errors related to
organization, grammar and
style, and citations
10Total 100%

 

Class-EMS 4303. Legal. Political, and Regulatory Environment in EMS 4 Review the following side Bar
scenarios in your textbook and choose one for the basis of your assignment EMT Response and
Motor Vehicle Law (p. 13). NOTE: You will continue to use this same scenario in Unit Ill and IV as the
basis for a course project that concludes in Unit Vll. For this assignment; pretend you are the aide
for a defense attorney representing the EMS agency in the selected case. You will need to analyze
the scenario and prepare a brief for the attorney on your findings. (If you choose the second case.
the subject in the scenario should not be taken in the first-person context but rather just as an EMT
provider.) Consider the scenario as 6 the organization you are representing were in your own state.
and focus on the relevance of your state’s laws to the scenario. You may consider locating a past
similar case to help guide your briefing. Paper at a minimum should address the following
questions: ls this a case that would most likely be tried in a civil or criminal court? Why? What are
three questions that you feel must be answered by the personnel involved before you can begin to
prepare a defense? ldentlfir the difierence in scope and responsibility of any federal. state. or local
laws and regulations that would impact the outcome of the case. How would you demonstrate that
the personnel involved were aware of these laws or regulations? APA style/format at least three
pages with three references, may include peer-reviewed articles. professional organization websites.

 

 

1. IHR Revision Worksheet

Revision period 1

Revision period 2

Use the archival documents and the Fidler and Gostin reading to answer yes or no to the following questions and note which document(s) you used to get to that answer. I have split the IHR revision into two periods: one pre- SARS 1995-2002 and one post-SARS 2003-2005. Answer the questions for each of these periods.

1995-2002

2003-2005

Did IHR revision occur?

Were there disease outbreaks going on that caused fear among states?

Did states think that the IHR needed to be revised?

Did the US think that the IHR needed to be revised?

Did states agree on the way in which the IHR should be revised? In other words, did they generally agree on the means ?

Did WHO leadership favor a major IHR revision?

Did the lower level WHO staff who were in charge of the IHR revision favor a major revision?

2. Other questions

1. How does the 2005 IHR differ from the previous version?

2. Did the revision process in the first period (1995-2002) look different from the second (2003-2005)? For instance, how closely were states consulted about the revision in the first period compared to the second?

3. In the first period (1995-2002), which parts of the IHR did staff focus on changing?
4. In the second period (2002-2005), which parts of the IHR did staff focus on changing?

 

Have to be 4 Paragraphs:
1) First paragraph: Title, author, publication and date.
2) Second paragraph: Express what you think was the goal of the author.
3) Third paragraph: Discuss in 2 or 3 points from the article and explain if the author archives the goal.
4) Fourth paragraph: If you like the article.
Title: Don’t be fooled by lower-than-expected August jobs grow.
https://www.cnbc.com/2017/09/01/august-jobs-growth-still-strong-economist-commentary.html

 

 

Communications

Demonstrate your comprehension of the reading (Foss Ch. 1 and Ch. 2) by applying some of the lessons in your response.

Chapter 1:
https://drive.google.com/file/d/0BzocKtIVT2KrSlpRaG1FZzBNaFE/view

Chapter 2:
https://drive.google.com/file/d/0BzocKtIVT2KreENkazVMYkRDNFE/view

Choose one of the three videos below and describe why rhetorical and communication criticism is necessary in order to understand or explain the phenomena

therein. Focus on specific concepts, such as rhetoric, medium, symbols, signs, reality, acts, artifacts, and theory (among many others). You can also hint

at 1. the type of research questions that you would ask about this artifact if you were going to engage in a longer project of criticism and 2. the type of

method(s) that you would use in order to analyze this artifact.

1) Beyonce Formation:

2) Obey:

3) Dumbfoundead Safe:

 

In class presentation of autobiography of person on the spectrum (Due 10/2 10%):
You should read an autobiography by someone on the autism spectrum and prepare a brief (5 minute long) presentation for the class on the individual.

The presentation should include quotes from the individual, interpretation of the quotes, and an attempt on your part to enter into the lived

experience of the individual by reading or acting out an interpretation of how you think the individual’s experience of a specific situation might be

similar to or different from yours. This presentation will help you develop your ideas about your final paper in which you will compare this

autobiography of someone on the spectrum to an autobiography of a family member of someone on the spectrum.

1. Set up who individual is-blog author, age, gender, “level of functioning”, and cultural context: 2%
2. Explain why individual is interesting to you: 1%
3. Identify three quotes from the individual that could help others understand autism and how the quotes could help: 3%
4. Identify one language atypicality that occurs in autism that the individual exhibits and one language atypicality that occurs in autism that

the individual does not exhibit (with examples of why you think the individual does and does not struggle with specific aspects of language): 3%
5. Quality of presentation: Eye contact with audience, voice loud enough, engaging gestures: 1%

 

 

 

Interview Pitch – Instructions

Overview:

Prepare to interview two organization leaders, and write an assessment in which you outline the intended purpose and focus of your interviews,

along with the interview questions.

Over the course of your career, you will develop your own theories of leadership that will inform your attitudes and actions. Interviewing

leaders after having done some research about leadership allows you to see effective leadership in action through the lens of scholarly

research.

• Competency: Create an effective theory of leadership.
o Describe the purpose and rationale for leadership interviews.
o Describe the level of leadership selected for interviews.
o Prepare relevant interview questions for an interview protocol.

Context:

The resources provided focus on two larger leadership topics: interpersonal and presence leadership and resilience and action leadership.

Interpersonal leadership and leading through presence focus on a leader’s ability to develop relationships and synergy and contribute to and

spring out of his or her own personal power. There is a connection between knowing oneself and being able to listen to and learn from

interpersonal feedback. A leader must examine whether he or she is open to other points of view or ways of working or, out of fear, shuts them

down. Expressing yourself authentically, listening and appreciating others, allowing others to participate, and serving others are important

leadership skills. Very possibly, good leaders develop these skills out of a comfort with their own inner self or being. Most great leaders

have the capacity for deep reflection. Many use nature, music, meditation, or prayer to find inspiration and are able to quiet their thoughts

and silence their own anxiety.

Resilience and action also play a part in leadership effectiveness. In the past most leaders believed that keeping their work and their life in

balance lead to better health; however, shifting our attention from time management to energy leadership allows for creating a personalized

formula for sustained energy and resilience. Signs of lack of resilience include fatigue, dullness, depression, and/or life threatening habits

around coffee, cigarettes, alcohol, and obsessive or manic work behavior. Healthy leaders tend to include abundant energy, optimism, vitality,

and close intimate and fulfilling relationships as a having resilience. Many experienced leaders manage energy in their lives over time. They

loosen up and are happier, more involved, and resilient. Taking action is important to ensure growth as a leader. Many leaders pursue

reflection by self-coaching—building awareness, commitment, and practice. Coaching others provides awareness to avoid curves in the road.

Mature leaders feel a responsibility not only to earn a living through authentic self-expression but also to create value by their service to

the community.

Suggested Resources:
Thinking Habits of Mind, Heart, and Imagination
1. Complementary Thinking – The habit of thinking that weaves multiple perspectives into an integrated fabric of understanding.
2. Connected Seeing – The habit of seeing reality as a whole system, which is a seamlessly connected, interactive, and dynamic web-of-

life.
3. Collaborative Teamwork – The habit of collaborating and using teamwork to accomplish common purpose, by integrating personal initiative

and group cooperation.
4. Constructing Meaning – The habit of constructing meaning by acquiring and synthesizing diverse sources of knowledge to enrich

understanding.
5. Conceptual Clarity – The habit of clear conceptual thinking from first principles, to make sense of and to distinguish among the known,

the unknown and the unknowable.
6. Communicating Effectively – The habit of communicating effectively in a teamwork style to collaboratively create new understandings,

new possibilities, and new realities.
7. Courageous Action – The habit of courageously taking action and making meaning in the face of ambiguous experience and uncertainty.
8. Caring Empathy – The habit of caring for, identifying with, and honoring others, as well as understanding how others see the world.
9. Conversational Reflection – The habit of reflecting on the experience of professional practice through learning conversations.
10. Continuous Learning – The habit of seeing every experience as an opportunity for continuous lifetime learning.

• Cashman, K. (2008). Leadership from the inside out: Becoming a leader for life. San Francisco, CA: Berrett-Koehler.
o Chapters 3, 5, 6, and 7 of this e-book are particularly applicable.

• SEDL. (2012). Retrieved from http://www.sedl.org/
o You may use this Web site of the organization formerly known as the Southwest Educational Development Laboratory to examine the

comprehensive leadership history and how the theory of leadership has changed over time.
Greenleaf Center for Servant Leadership. (2011). Retrieved from http://www.greenleaf.org/
o Robert Greenleaf was the founder of the servant leadership movement, an alternate leadership approach.
Center for Creative Leadership. (2012). Retrieved from http://www.ccl.org/Leadership/
The Berkana Institute. (2012). Retrieved from http://www.berkana.org/
Margaret J. Wheatley. (2012). Retrieved from http://www.margaretwheatley.com/

Instructions:

Preparation
As part of Assignments 3 and 4, you will need to interview two leaders in organizations of your choice. To prepare for these two interviews,

complete the following at this time:
• Decide on the level of leaders you would like to interview (for example, individual contributors, middle managers, or top managers).
• Research and choose an aspect of leadership based on the topics in the Cashman text (personal mastery, purpose mastery, change mastery,

interpersonal mastery, being mastery, balance mastery, or action mastery) to use as the focus for your interviews.
• Request and schedule 45-minute interviews with two different leaders at your chosen level. You should conduct the interviews between

now and when you begin work on the Assessment 3, as you will need to complete the interviews in order to complete Assessments 3 and 4.

Interview Pitch
Submit the following components for this assessment (4 pages):
• State your intended purpose for the interviews. Provide an explanation of the aspect of leadership on which you plan to focus and why

you chose it.
• Describe the level of leadership selected for your interviews.
• Outline your schedule for both interview sessions; include the names and titles of the leaders with date and time of interview. If you

have not been able to solidify your schedule, please include a report of your progress.
• List the interview questions you plan to use for your chosen aspect of leadership. If you wish, you may use some of the questions from

the reflection exercises in the related chapter of the Cashman text. You can use any leadership theories you like to help you develop your

interview questions, including servant leadership, Kevin Cashman, Margaret Wheatley, articles from the Center for Creative Leadership,

leadership stage theory, and other sources.

Conducting Your Interviews
As you conduct your interviews, remember the following:
• At the start of each interview, explain who you are, what you are doing, what leadership mastery you will be exploring in the

interview, and how you will use the interview material.
• Clarify with your interviewees whether you have permission to use their names and organizations.
• Take thorough notes or record the interviews so you can refer back to them as you work on Assignments 3 and 4.

2.2 Evaluate the use of different research designs to test a hypothesis. 2.2 Not met – your need to evaluate research designs for this

criteria i.e. independent groups, repeated measures and matched pairs.

2.3 Identify appropriate sampling methods, independent and dependent variables and controls to test a hypothesis. 2.3 Not met – you

need to state your IV and DV, sampling technique used and controls you put in place for your research.

3.1 Identify the ethical principles that apply to the chosen research project. 3.1 Not met. You have touched on ethical principles by

describing how you dealt with working with children. Developmental Point – there are more ethical principles that need to be considered

including consent, confidentiality, right to withdraw etc.

3.2 Explain how to conduct the chosen research project to be compliant with the ethical guidelines. 3.2 Not met. Linked to the above
(Please make the above amendments/additions to your assignment in red type and resubmit with 5 days)