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150 WORDS Explain what leadership means to you. What do you believe constitutes

150 WORDS
Explain what leadership means to you. What do you believe constitutes an effective versus ineffective leader? Of the power sources, which do you feel is your best source of power as a leader?
Describe a transformational leader that you have worked with. What tools did they have that helped you and others become more engaged? Do you think they exhibit high levels of emotional intelligence? Why?
Describe how you as a manager could motivate group members to achieve organizational goals and reduce social loafing in groups and teams.

Sustaining change can be difficult, as there are many variables that can affect

Sustaining change can be difficult, as there are many variables that can affect implementation. One critical component of EBP is to ensure that practice change is part of an organization’s culture so it will continue to impact outcomes over time. Name two potential barriers that may prevent your EBP change proposal from continuing to obtain the same desired results 6 months to a year from now, and your strategies for overcoming these barriers.

Wholesalers and Suppliers (CO8, ILO.B.SK.1) Research and find potential Wholesal

Wholesalers and Suppliers (CO8, ILO.B.SK.1)
Research and find potential Wholesalers/Suppliers for your business. Document your findings about the following as they relate to your Wholesalers/Suppliers:
Volume discounts
Return Policies
Minimum Order Quantities
Delivery Schedules and Order Processing time
Will you be using local suppliers or international suppliers or both and why? Explain in detail. How much more complex is it to order from an international supplier than a local supplier? Please explain in detail. What are some ways to build and maintain good relations with your suppliers? Explain in detail.

What are some key factors to consider in developing global training and developm

What are some key factors to consider in developing global training and development strategies for a MNE?  What are some considerations relative to standardization versus localization when it comes to training and development strategies?  
What does it mean to develop a ‘global mindset’? What are some ways to ensure this happens within an organization?

4. Kehinde Wiley, NAPOLEON LEADING THE ARMY OVER THE ALPS, 2005 You write a clea

4. Kehinde Wiley, NAPOLEON LEADING THE ARMY OVER THE ALPS, 2005
You write a clear, concise, and persuasive analysis, in your own words, for the 1 artist and their work that you select from the list above.  The analysis should convince your reader of the validity of your objective interpretation.  I’m looking for a paragraph or two that interweaves the following information:
Appropriate course terminology.
Your thoughts backed up by evidence. I don’t want to see a string of quotes (which is plagiarism) – think critically.
Visually analyzes the artwork: What FEA & PoD are used most prominently in the artwork? Why does the artist make those choices? What medium does the artist choose? 
Contextually analyzes the artwork: How does the artwork relate to the time in which it was created? When? Where? What was happening politically, socially, economically, etc., that the artists were responding to? 
Thematically analyzes the artwork: What are the major themes are present in the artwork? And how are they applied?
Clearly state your objective interpretation of the artwork. This should be the result of thinking critically about the object’s original context, key ideas & characteristics of the movement, FEA, PoD & the major themes of art. 
Finally, you will ask a challenge question for your peers to answer.  Questions and responses to them should: 
Derive from course material
Center on thinking about the art object in myriad ways. 
Not be too obscure, obvious or off topic
Challenge each other to think critically about the art object & it’s context. 
Focus on developing ideas – think about other themes that may apply to deepen the discussion.

The “Monday Musings” court group meets each Monday at the Rutgers Moot Trial Cou

The “Monday Musings” court group meets each Monday at the Rutgers Moot Trial Court.
The participants fluctuate from week to week, but Daniel, William, Phyllis, Sharon, and you comprise the nucleus of the group. Each week one of 
the group takes the lead in the discussion, presenting the fruits of their study and leading the ensuing discussion. This week, Daniel is leading the discussion on rape law.  Daniel, warming to the passage, makes his pitch that rape law is a waste of time, just send the 
offenders to a penal colony as per this article: https://www.dailymail.co.uk/news/article-10375133/Repeat-child-rapists-sent-penal-colonies-ARCTIC-life-proposals-Russia.html
Phyllis highlights that the question of the week was: “There have been significant changes in rape law involving issues such as 
corroboration and shield laws. What other measures would you take to protect victims of rape when they have to testify in court?”
Thus, Daniel didn’t answer the question.  Daniel replied, the victim’s voice would be heard by sending the offender to a penal colony. Sharon replied, the victim needs to be heard in court.  The conversation turns to you, how would you respond? Be sure to include a theoretical framework.
Siegel, Larry J.. Criminology: The Core (Page 356). Cengage Learning. Kindle Edition. 
Post-First: This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.

The assignment is that you write a short biography of a person who lived and wor

The assignment is that you write a short biography of a person who lived and worked in the United States between 1900 and 1940, explaining how and why the message of the person’s life that you have selected provides testimony witnessing the injustices confronting workers of his or her or their historical period.
You may not select a famous leader but must describe a person who was a worker in a particular occupation, industry or social movement that gave meaning to work and workers’ destiny in the Twentieth Century.
Answering this question means looking beyond what a person has said or not said about their life. The challenge is to examine the message that you discern in actions, decisions, what the person experienced and/or what the person suffered and/or tried to change.
must include the following:
Statement of the Message of the subject’s Life & Reason Why You Chose the person.
Movements or Persons that Influenced your Subject.
Labor Issue(s) that affected your subject.
Events that the subject witnessed.
Decisions or actions or ideas that best express the subject’s Message.
Conclusion stating why your subject is relevant today.
At least three different sources grounding your subject in the history of their time. 
Works Cited.
Primary Sources: Relevant texts produced (e.g. journal, letters or speeches) by or influential in the life of your subject; or, relevant objects (clothing, possessions like books, tools or medical records) as well as statements, technologies that existed at the time when your subject lived.
Secondary Sources: Full-length books such as biographies, films and other works of art such as portraits and sculpture, as well as research articles analyzing the twentieth-century person whom you have chosen as your subject. Secondary sources are usually created after the period in which your subject lived and intend to explain or assess historical significance.

Think about what you learned from viewing the selected grade level videos from “

Think about what you learned from viewing the selected grade level videos from “Through Your Child’s Eyes.” In 2-3 sentences, summarize the overall challenges students faced and what viewing the videos taught you about how dyslexia affects students academically and away from the educational environment. Identify the grade level you selected. In replies to peers, discuss commonalities you see in the realizations you had about the effects of dyslexia and share additional examples of the effects of this disability on students in and away from school.