Please make 2 paragraphs, at least 7-8 lines each.

please keep the question for the specific answer. Use only a book reference.

Fogel, A. (2024). (7th ed.). Sloan Publishing. ISBN: 9781597381574

Assignment Requirements

Write a 5-page paper (including cover page and references) that addresses the following:

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1. Leadership Style & Model

• Describe your selected leadership style
• Describe your selected leadership model
• Use scholarly sources to support your explanation

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2. Connection to Covey

• How do your selected style and model align with Coveys Principle-Centered Leadership characteristics?
• Identify and explain key similarities

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3. Ethics in Leadership

• What role does ethics play in leadership?
• How does ethics influence leadership effectiveness?
• How is ethics reflected in your selected style/model?

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4. Your Leadership Perspective

• How do you view the importance of ethics in leadership?
• How do you envision your own leadership style?
• Which elements of your selected style/model do you connect with most?

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Organization

Your paper should include:

• Introduction
• Leadership Style & Model
• Connection to Covey
• Ethics in Leadership
• Personal Leadership Perspective
• Conclusion
• References

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Writing Expectations

• Use APA format (7th edition)
• Include at least 3 scholarly sources from the NSU Library
• Write clearly and professionally
• Proofread carefully before submitting

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Your Why

A. Explain why you are attending WGU to complete your college degree and to achieve your academic and career goals.

Your WGU Degree Program

B. Describe your WGU degree program.

WGU Support

C. Identify one situation in which you would ask your program mentor or instructor for support.

D. Identify one WGU tool or resource other than your WGU program mentor or instructor that will support your academic success.

Time Management

E. Create a weekly study schedule for yourself that includes at least 15 hours.

Note: You can find a blank study schedule in the Orientation Task Template document.

Note: To complete a program at a standard, full-time pace (8 CUs for graduate students, 12 CUs for undergraduate students), your schedule should include 1520 hours of study time per week. If you are enrolled less than full-time, create a schedule that will allow you to complete your course according to your personal goal. If you are not sure if your program is full-time, please contact your enrollment counselor.

Note: It is expected that your study schedule may vary daily or weekly. The purpose of developing this study schedule is to provide an idea of when you plan to study each week.

F. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Rubric

A:YOUR WHY

Not Evident

An explanation is not provided.

Approaching Competence

The explanation of why you are attending WGU to complete your college degree and to achieve your academic and career goals is incomplete or illogical.

Competent

The explanation of why you are attending WGU to complete your college degree and to achieve your academic and career goals is complete and logical.

B:DEGREE PROGRAM

Not Evident

A description is not provided.

Approaching Competence

The description of your WGU degree program is inaccurate.

Competent

The description of your WGU degree program is accurate.

C:FACULTY SUPPORT

Not Evident

The submission does not identify 1 situation.

Approaching Competence

The submission identifies 1 situation in which a program mentor or instructor could not logically provide support.

Competent

The submission identifies 1 situation in which a mentor or instructor would logically be able to provide support.

D:WGU TOOL OR RESOURCE

Not Evident

The submission does not identify 1 tool or resource.

Approaching Competence

The submission identifies 1 tool or resource that is not provided by WGU or that would not logically support academic success. Or the identified tool or resource is either a program mentor or instructor.

Competent

The submission identifies 1 WGU tool or resource that would logically support academic success, and it is not a program mentor or instructor.

E:STUDY SCHEDULE

Not Evident

The submission does not provide a weekly study schedule.

Approaching Competence

The submission provides a weekly study schedule that reflects less than 15 hours.

Competent

The submission provides a weekly study schedule that reflects at least 15 hours.

F:PROFESSIONAL COMMUNICATION

Not Evident

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

Approaching Competence

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

Competent

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

This assignment asks students to write a position paper about the evolution of curricular development through the lens of educational research and practice over time. The paper should articulate and critique important historical and philosophical paradigms, explain how the concept underlying the students position applies in real-world contexts, and ground the argument in a socio-political context that demonstrates a controversial position on the topic. Students are instructed to begin with a boldfaced thesis statement and historical framing, then discuss the conceptual position and its evolution in the literature and in practice, and finally articulate a position related to their own informed belief system. The paper should be 67 pages, double-spaced, 12-point font excluding references, should avoid bullets and lists, should include subheadings, and must follow APA style. Students are also told to send their position and thesis statements to the instructor for approval before beginning the paper.

Please help make the following changes from the professor. i have attached the bucket 2 and bucket 3 to this question.

Here is the feedback:

Hi, thanks for sending in the draft of bucket 2 and the list of additional sources. The articles are good and seem to offer a lot. I have reviewed the draft of the bucket and would be happy to Zoom with you about it. As with the early drafts of the first bucket, I think more sources and more depth are needed. The attached document shows places that illustrate the key needs. The paragraphs are color-coded following the scheme shown below. Where the first few words of a paragraph are one color and the rest are another, two or more concerns are found in the paragraph.

Before the writing points, let me ask you to apply the indentation format needed in Chapter 2. This may seem like a detail, but it really helps show the relations and connections among the content you are sharing. Per the TCS Guide, each major section (e.g., bucket 2 of a chapter) gets a centered, bold heading. Sub-sections under those get a bold heading flush left against the margin. Sub-sub-sections are also bold, flush left, and italicized.

Here are my feedback points and their highlighting color

Use your own voice more (grey highlighting)

At several points your paraphrase of the content drawn upon is likely very close to the language of the article youre drawing on. It sounds overly technical, academic and complex, and in some cases shows the accent of quantitative specialists. I have highlighted several of these. They are in most cases not clear or have a particular meaning that isnt explained. Work on expressing these and similar ones in your own language. Ask how would I say this so that a non-doctoral student would understand what I mean?

Add more sources (blue highlighting)

Each bucket needs more sources than what is here. There are about 17, but many of these are used just once. A big handful are used frequently. Dig deeper and add more sources, as you did with bucket 1.

Add more depth (purple highlighting)

In many cases you cover a big topic in a few sentences. A key concept (e.g. communication in virtual teams, or leadership skills needed) might be presented in a paragraph of four sentences. You state a summary-level view of an article, but dont expand, illustrate, or unpack the content. How the scholars reached their conclusions isnt explained. Nor is there any addition of your conclusions, e.g. when the definitions are reviewed, you might tell us which definition this Dissertation will use, and why.

Synthesize rather than report (yellow highlighting)

A Dissertation is an interpretive review of a wide range of scholarship. This means that in most paragraphs multiple sources should be used and, importantly, that you should focus on a concept or theme to which multiple sources contribute. Bring together (synthesize) the inputs of several authors, explaining first what the scholarship as a whole says, and then reviewing the particular authors who are component-contributors to the idea / theme / topic at hand. In most parts of this draft, the focus is on article A, then Article B, and so on. This creates the feel of a report on sources rather than an integrative view of the whole. Shift the focus to what you learned, first, and see the particular articles as sources of that insight (rather than as your primary subjects).

Move method thoughts to ch. 3 (green highlting)

Chapter 2 is all about existing scholarship and its meaning and gaps. Some of what you have here really is more suited to chapter 3. Delete what is here and put it in a holding area for when you start that chapter.

I wrote to you another way, but I cannot reach you. My paper was about answering 6 questions. my name is Hildelisa Valle

Please make 2 paragraphs, at least 7-8 lines each.

Please keep the question for the specific answer.Use only a book reference only.

Fogel, A. (2024). (7th ed.). Sloan Publishing. ISBN: 9781597381574

Final Exam EDPT 542: Novice Educator Support System II (Essay-Based)

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Exam Directions

You are required to respond to all 10 essay questions.

This is a graduate-level, cumulative assessment designed to evaluate your ability to analyze, apply, and synthesizecourse concepts across Modules 17.

Your responses must:

• Clearly address each prompt
• Demonstrate accurate application of course concepts and frameworks
• Include specific, actionable strategies grounded in practice
• Reflect professional judgment and instructional decision-making
• Show depth of thinking, not surface-level responses

You are expected to write in a professional tone using complete sentences and well-developed paragraphs.

Where appropriate, reference course frameworks (IRIS, trauma-informed practices, culturally responsive teaching, engagement strategies, assessment literacy, etc.). Formal APA formatting is not required.

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Timing Expectations

• This exam must be completed in one sitting
• Plan your time to allow for thoughtful, complete responses
• Once you begin, you are expected to submit within the allotted exam window

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Academic Integrity

This exam must reflect your original thinking and professional voice.

• Collaboration is not permitted
• Use of AI-generated responses is prohibited
• Copying from external sources is prohibited

Any violation will be addressed according to university policy.

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Final Reminder

This exam is not about lengthit is about clarity, application, and professional reasoning. Strong responses are specific, grounded in practice, and aligned to course learning.

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Essay Questions

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Question 1 Classroom Management Foundations (10 points)

Scenario:
A teacher frequently redirects students verbally but has not established clear expectations for behavior. Students often talk over instruction and require repeated correction.

Prompt:
Analyze this situation and:

• Identify what is missing in the teachers management approach
• Explain the role of clear expectations in classroom climate
• Propose 23 strategies to establish strong behavioral expectations
• Explain how the teacher should reinforce them consistently

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Question 2 Procedures & Systems (10 points)

Scenario:
Transitions between activities are chaotic. Students ask repeated questions, move inconsistently, and lose instructional time.

Prompt:
Using principles of effective classroom systems:

• Explain why procedures are critical to instructional efficiency
• Identify what the teacher is doing incorrectly
• Design 23 specific procedures for transitions
• Explain how these procedures should be taught and practiced

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Question 3 Cultural Responsiveness (10 points)

Scenario:
A teacher interprets a students lack of eye contact and quiet behavior as disengagement and lack of respect.

Prompt:
Analyze this situation through a culturally responsive lens:

• Explain how cultural norms may influence behavior
• Identify the risk of misinterpretation
• Propose 23 culturally responsive strategies
• Explain how these strategies support equity and belonging

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Question 4 Identity & Belonging (10 points)

Scenario:
Students from diverse backgrounds rarely see themselves reflected in classroom materials or examples.

Prompt:
Explain how identity and representation impact learning. Then:

• Describe the consequences of limited representation
• Propose 23 ways to affirm student identity in instruction
• Explain how this influences engagement and academic outcomes

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Question 5 Trauma-Informed Practice (10 points)

Scenario:
A student becomes withdrawn, avoids work, and occasionally reacts emotionally when corrected.

Prompt:
Using trauma-informed principles:

• Explain how trauma may influence student behavior
• Identify why punitive responses may be ineffective
• Propose 23 trauma-informed strategies
• Explain how to maintain both support and accountability

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Question 6 Emotional Safety & Classroom Climate (10 points)

Scenario:
Students hesitate to participate because they fear being wrong or embarrassed.

Prompt:
Analyze the role of emotional safety in learning:

• Explain how classroom climate impacts participation
• Identify what may be contributing to student hesitation
• Propose 23 strategies to build psychological safety
• Explain how these strategies improve learning outcomes

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Question 7 Ethics & Social Media (10 points)

Scenario:
A teacher shares classroom photos online without confirming all permissions and includes identifiable student information.

Prompt:
Evaluate this situation:

• Identify the ethical concerns
• Explain potential consequences
• Describe what should have been done differently
• Provide clear professional guidelines for social media use

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Question 8 Engagement & Motivation (10 points)

Scenario:
During instruction, only a few students participate while others remain passive observers.

Prompt:
Analyze and redesign this approach:

• Explain why passive engagement is problematic
• Identify weaknesses in the instructional approach
• Propose 23 engagement strategies that ensure participation from all students
• Explain how these strategies impact learning

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Question 9 Assessment Literacy (10 points)

Scenario:
A teacher only checks for understanding at the end of the lesson and discovers that many students did not grasp the content.

Prompt:
Using assessment literacy principles:

• Explain the importance of ongoing formative assessment
• Identify what the teacher did incorrectly
• Propose 23 formative assessment strategies to use during instruction
• Explain how these strategies inform instructional decisions

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Question 10 Instructional Decision-Making & Reflection (10 points)

Scenario:
A teacher delivers a lesson that does not go as planned. Student understanding is low, and engagement is inconsistent.

Prompt:
Reflect as an instructional leader:

• Explain how the teacher should analyze the lesson
• Identify key areas to reflect on (planning, delivery, assessment, etc.)
• Propose 23 adjustments for future instruction
• Explain how reflective practice improves teaching effectiveness

solve them and for the care plan file you dont need to fill everthing as the kid is spiceal needs no it can be littil normal

I would like to understand the main difficulties presented by a child with Autism Spectrum Disorder (ASD) according to the DSM-5. Specifically, I am interested in the areas of social communication, interaction, and behavior, as well as how these difficulties affect the childs daily functioning.