Category: Communications and media

Leadership Assessments & Reactions

Leadership Traits Questionnaire

• Top traits: Empathic, Determined, Trustworthy
• I agree with these results. Empathy and determination especially feel accurate. I genuinely try to be there for others and follow through on commitments.
• A downside is that my empathy can sometimes cause me to prioritize peoples feelings over efficiency or speed.

Leadership Style Questionnaire

• Highest score: Democratic Leadership
• I agree with this result. I value collaboration, shared decision-making, and input from others.
• While I think this is a strong leadership style, it can sometimes slow decision-making, especially when confidence or quick direction is needed.

Strengths

1. Empathy and concern for others
2. Trustworthiness and responsibility
3. Commitment to shared goals

Weaknesses / Blind Spots

1. Speaking up and confidence, especially in formal or hierarchical settings
2. Prioritizing feelings over efficiency or decisiveness

Leadership Growth Goal

• I want to become more confident and decisive while still remaining empathetic.
• Specifically, I want to practice speaking up sooner and balancing collaboration with clearer direction, especially in work or group project settings.

Real Leadership Situation (Application Component)

• I was part of a nonprofit organization that taught kids how to swim. After morning lessons, we would take about 50 kids to the beach.
• In this role, I was seen as a leader because I was responsible for watching over the kids and ensuring their safety.
• I felt a strong sense of responsibility and genuinely cared about making sure every child was okay.
• This experience reflects my empathetic, trustworthy traits and shows leadership through care, responsibility, and service rather than authority.

Hi,

Below is all the personal information and context youll need to write my leadership reflection paper. Please write in first person, reflective and academic but natural. Avoid buzzwords and generic definitions.

Leadership Background & Experience

• I currently work as an Operations Specialist, but I am at the bottom of the chain of command. I have both a supervisor and a manager above me.
• I do not see myself as a traditional or formal leader. I prefer to support goals with direction rather than control others.
• In school group projects, I will sometimes step up and give direction, especially when things feel unorganized, but I always keep discussion open and encourage partner input.
• In family settings, I occasionally take a leadership role, mostly when deciding what to do or where to eat, rather than making major decisions.

Leadership Assessments & Reactions

Leadership Traits Questionnaire

• Top traits: Empathic, Determined, Trustworthy
• I agree with these results. Empathy and determination especially feel accurate. I genuinely try to be there for others and follow through on commitments.
• A downside is that my empathy can sometimes cause me to prioritize peoples feelings over efficiency or speed.

Leadership Style Questionnaire

• Highest score: Democratic Leadership
• I agree with this result. I value collaboration, shared decision-making, and input from others.
• While I think this is a strong leadership style, it can sometimes slow decision-making, especially when confidence or quick direction is needed.

Strengths

1. Empathy and concern for others
2. Trustworthiness and responsibility
3. Commitment to shared goals

Weaknesses / Blind Spots

1. Speaking up and confidence, especially in formal or hierarchical settings
2. Prioritizing feelings over efficiency or decisiveness

Leadership Growth Goal

• I want to become more confident and decisive while still remaining empathetic.
• Specifically, I want to practice speaking up sooner and balancing collaboration with clearer direction, especially in work or group project settings.

Real Leadership Situation (Application Component)

• I was part of a nonprofit organization that taught kids how to swim. After morning lessons, we would take about 50 kids to the beach.
• In this role, I was seen as a leader because I was responsible for watching over the kids and ensuring their safety.
• I felt a strong sense of responsibility and genuinely cared about making sure every child was okay.
• This experience reflects my empathetic, trustworthy traits and shows leadership through care, responsibility, and service rather than authority.

I am also attaching the third assesment.

Criteria

Due:

• 2/8 (Sun) 11:59 p.m.
• The late submission for this assignment is available until 2/15 (Sun) at 11:59 pm. This is the final cut-off date for this assignment.
• Late submissions will be graded up to 80% of the originally assigned grade.

Tasks

Step 1: Watch Metropolis (1927). Pick one or two scenes at most that you think show clear gender bias.

Step 2: Write a short PEAR paragraph on that particular scene.

• Divide your paragraph into P (point), E (evidence), A (analysis), and R (reminder) to convey your argument.
• If you are unsure about the PEAR structure, review Section 2 of A Brief and Practical Guide for Writing Critical Analysis Papers in Disciplinary and Interdisciplinary Courses, Second Edition.

Step 3: Click Submit Assignment in the upper right to choose the upload type of your assignment. Then click Submit Assignment to complete the submission.

• You need to download the document to see the annotation! These examples are not perfect.

Rewrite + Resubmit (optional)

• If you didn’t do well in this assignment (meaning you scored less than 12 points) and want to resubmit your work, please contact me through email () or Canvas message by 3/1 (Sun). Upon your request, I will open the assignment portal. Generally, I do not offer the option of resubmission for late work.

Submission Format

Please submit your assignment by uploading a Microsoft Word Document or a PDF file.

Criteria for Success:

• PEAR paragraph should be cohesive and precise but contain a concise argument. Excellent work has the following components: 1) P (point) explains clearly the author’s argument. 2) E (evidence) contains detailed information that is strongly connected to the Point, 3) A (analysis) clearly analyzes what is suggested in Evidence, and 4) R (reminder) corresponds to the Point, wrapping out the core of the argument. Please check the Common Mistakes on the Pear Paragraph below for more information.

Common Mistakes on the PEAR Paragraph:

• Point: Instead of describing the position of the author’s opinion on the primary source, she/he introduces it without stating what the actual argument will be.
• Evidence: Instead of referring to the pinpoint information that supports the analysis, the author writes about the plot of the primary source: Not enough evidence is provided.
• Analysis: Instead of analyzing the evidence, the author writes about her/his opinion. Or there is too much citation from a scholarly source, and not enough analysis is provided
• Reminder: There is no apparent connection with the Point (Remember should correspond to the Point, making your argument proper closing.)

PEAR PARAGRAPH CHECKLIST:

• Does the author properly introduce the primary source she/he will argue?
• Does the Point address the author’s argument and not just the introduction of the primary sources?
• Does Evidence have a description that depicts the primary source? Is it focused? Is it detailed?
• Does the Analysis properly analyze the Evidence?
• Does the Reminder clearly address what the author said in Point?

Rubric

PEAR Paragraph Rubric

PEAR Paragraph Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Point

5 to >3.0 pts

Excellent

Contains clear information about the topic that the author is going to analyze. Expresses the critical take that clarifies the author’s view on the topic. Has enough information on the material it is going to discuss.

3 to >2.0 pts

Meeting the criteria

Contains a few unclear or wrong information about the topic and/or the material. The overall argument is good, but the author’s take on the topic is slightly unclear or out of focus, which makes it difficult to understand what the author is trying to argue.

2 to >0 pts

Need improvement

Contains very little or no information about the topic and/or the material. The author’s take on the topic needs to be clearly stated. Or, it does not contain the author’s critical take on the topic at all.

5 pts

This criterion is linked to a Learning Outcome

Evidence

5 to >3.0 pts

Excellent

Evidence is taken from a specific scene. The depiction is focused but contains enough material that provides sufficient evidence for the analysis. Clear and easy to understand.

3 to >2.0 pts

Meeting the criteria

Evidence provided does not have a clear focus (either too broad or too narrow) and is slightly short (or slightly long) to support the following argument.

2 to >0 pts

Need improvement

Evidence does not support the following analysis. It is either too long or too short. And/or contains inaccurate information.

5 pts

This criterion is linked to a Learning Outcome

Analysis

5 to >3.0 pts

Excellent

Addresses the specific details of the evidence, and expresses the critical take of the author on this topic. It is beyond just the summary of the material and defines the meaning of the evidence clearly.

3 to >2.0 pts

Meeting the criteria

Tries to address the specific details of the evidence and the take of the author on the topic, but the argument is slightly unconvincing because the argument and the evidence do not match, and/or the argument needs more critical take.

2 to >0 pts

Need improvement

The match between the evidence and analysis requires improvement. It is either the extended explanation of the material (contains too much information of the evidence) and less on the author’s point of view.

5 pts

This criterion is linked to a Learning Outcome

Reminder

5 to >3.0 pts

Excellent

Has a great match with Point (P). Shows critical framing throughout. Written in a precise and concise manner.

3 to >2.0 pts

Meeting the criteria

The match between the Point (P) and the Reminder needs to be more strong. And/or requires a more critical perspective.

2 to >0 pts

Need improvement

Does not respond to questions raised in Point (P). Needs to be more clear on what was the author’s main argument.

5 pts

Total Points: 20

I need answer s for question # 1 , 2 and 3. I have added two attachment. so use the references form attachments and 2 extra

This is due tonight at 11:30pm, you have 4 hours to complete it. please follow the directions and do NOT use ANY Ai at all please. my professor checks for this. Let me know if you have any questions, the deadline is strict so please make sure to complete it before then.

I need the outline done and need the speech written for me. I will record and upload. Please follow the instruction in case I have misunderstood anything. The topic I chose was “Topic proposed – I believe all Christians should take one year of their life and become a missionary.”. I don’t actually believe this but it was better than the other options I had to choose from. Write it in the context that I support it though.

dont quote the sources. its an exam so i cant technically write sources. these are my notes. do the answers based off my notes and do everything it says. do all the parts it says. and the word count and everything.

dont quote the sources. its an exam so i cant technically write sources. these are my notes. do the answers based off my notes and do everything it says. do all the parts it says. and the word count and everything.

TWO PARTS

Part 1:

Do the Social Profile Deck on Blake Mycoskie (TOMS shoes) Do google slides based on the pdf attached

Find these answers according to this organizatioj

1. Confirm the organization is a 501(c)3
2. Do they have an Annual Report? Is it available to the public?
3. When you find financial information, what percentage of donations come from individuals? (Expand your search to their social media platforms, if needed.) Take a screenshot of what you find for the financials (chart? pie chart? other?)

Instructions are attached below. Please do it about the one love concert in Manchester and write it in normal college student language, for reference this is coming from a 21 year old boy

Part 1 Reflection (150 words)

Colleges and high schools regularly teach students how to analyze literature, history, and sciencebut what about the media they consume every day? Consider whether you believe schools should teach students how to critically and responsibly understand popular culture (music, films, TV, social media, gaming, etc).

• Explain why or why not by connecting to your own experiences as a consumer of pop culture.
• Share a moment when you realized a song, show, meme, or trend had a bigger message or influence than you first noticed.
• Consider both the potential benefits and drawbacks.

Part 2 Application (150 words)

Choose one specific pop culture artifact (e.g., a TV episode, film, comic, song, or viral video) that you think needs some context before someone understands the message it is sending.

• Name the artifact and give enough description so everyone can recognize it.
• Explain what background knowledge, history, or cultural insight would help an audience better understand or appreciate it.
• What might be misunderstood if someone just watched or listened without context?

Discuss:

Open up the conversation with one of your peers to discuss the effects that pop culture has on society.