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Essay questions will be provided at the end of semester. The key topics will cover areas on the following points; 1. Effective leadership and the ability to engage with others at work. 2. Emotional expressions and the role in a leadership 3. Impacts of follower and leaders behaviours on the dyadic relationship Your work should have a clear review of current literature, and how you interpret the literature to impact your chosen leadership topic. It is acceptable for you to frame your answer in the context your chosen sector, for example tourism or hospitality environments. Critically analyse the above statement using theory and empirical evidence to support your answer.

Logbook Activity (from Theater of War #1) Read Jeremy Black’s “What is War?” When reading this short essay, pay particular attention to his thoughts about the legality (or otherwise) of war. Pay particular attention to the second- or third-last paragraph on page 43. Here, Black talks about the Allies’ “intentionality” in World War II, which he (correctly) states was more ” benign” than that of Germany, Japan, and Italy. He then touches on the very complicated relationship between those “benign” intentions and (e.g.) the aerial bombardment which killed very many Germans and even more Japanese. Did that de-legitimize Anglo-American intentions in World War II? Or was it simply the necessary (if necessarily distasteful) dirty work that is war? Logbook Activity (from Theater of War #1) Read Bruce Thornton’s “Why Should We Study War?”, then answer one of the following sets of questions: 1. Define the following two terms: “preventive war” and “preemptive war.” Use historical case studies to explain the differences between the two. 2. Thornton’s “Why Should We Study War?” draws on the lessons of the past to argue that preemptive war is a “necessity.” On what historical lesson does he draw? How can we be sure he was drawing on the right lesson of the past? Are there any historical instances in which a preemptive war failed miserably? Might such a historical instance be used to argue precisely the opposite, i.e., that preemptive war is a mistake? 3. Compare Thornton’s insistence on the “necessity” of preemptive war to Ernest May and Richard Neustadt’sinsistence (in Thinking in Time, p. xv) that “caution is a virtue.” Logbook Activity (from Theater of War #1) Read Lawrence LeShans Why We Love War, and answer one of the following two questions: 1. LeShan lists three “signals” that a society is moving toward war. What are these three signals? Consider a war with which you are familiar (this might be a recent war, e.g., the civil war in Syria, or it might be a war you’ve studied previously, including e.g. the First World War): can you apply LeShan’s three signals to a society involved in that war? 2. LeShan suggests that governments do a bad job of preventing war, and that governments become a model of efficiency once they begin fighting a war. He also explains why this might be the case. Summarize this explanation. Now, turn your mind to a war with which you are familiar. Ask yourself: does LeShansexplanation apply to a nation involved in that war? Unit Logbook Activity (From Theater of War #2) 1. Watch the footage of Jane Goodall; 2. Complete the Sarah Peacey reading; 3. Watch the Crash Course in World History video 3.5 Complete the suggested reading by Michael Howard (this is not necessary, but it will almost certainly make you think some more, and that can only serve to improve the quality of your logbook entry); 4. Argue either for or against the following proposition: Humans are innately aggressive, and warfare is encoded in our genes. SOME NOTES ON THE MARKING OF THIS ENTRY 1. I am not going to deduct marks because you argue either for or against the abovementioned proposition. Argue either way you want; the key issue (for me as the marker) will be the logic and clarity of your argument, as well as your willingness/ability to consider (and perhaps discount) counter-arguments. 2. I am going to deduct marks if you do not cite the Goodall clip, the Peacey reading, the Crash Course in World History video, plus at least one other good-quality source. Logbook Activity (from Theater of War #2) Answers to the following four questions are locatable in Parker, ed., Cambridge Illustrated History of Warfare, pp. 12-17. I want all four answers to become one, seamless paragraph. 1. How does Parker explain the emergence of the warrior in ancient societies? 2. Define the term hoplite, using not only the assigned reading by Parker but one or two other library sources. 3. How important was discipline to hoplite warfare? Draw on the same sources you used when answering the previous question to answer this question. 4. What percentage of hoplites fell on the battlefield? Logbook Activity (from Theater of War #2) Summarize Donald Kagan & Gregory F. Viggiano, “Introduction,” in Men of Bronze: Hoplite Warfare in Ancient Greece, ed. by Donald Kagan and Gregory F. Viggiano, (Princeton, NJ: Princeton UP, 2015), pp. xi-xxi Logbook Activity (from Theater of War #2) Complete the following reading: Pasi Loman, “No Women, No War: Women’s Participation in Ancient Greek Warfare,” Greece and Rome, vol. 51 no. 1 (April 2004): pp. 34-54. Then, answer the following question: What, according to the author, were the “active roles” which women played in ancient Greek warfare? Do those “active roles” differ substantially from the roles played by Australian women in war in the 21st Century? How do you account for the similarities/differences? Logbook Activity (from Theater of War #2) Define Rome’s allies (or Socii) in 250 words. Be sure to quote (and cite) the Dictionary of Greek and Roman Activities. If you really want a Distinction/High Distinction (you should!), you should quote (and cite) one or two of the primary sources which are linked in the Dictionary (as a general rule of thumb, keep your quotations to no longer than a phrase and definitely no longer than a sentence). Logbook Activity (from Theater of War #2) The Collcutt reading (in Theater of War #2) provides very neat summaries of the various interpretations of the emergence of the samurai. Collcutt mentions, e.g., the views of Asakawa Shin’ichi, which exerted a very powerful influence over English-language scholarship for much of the twentieth century. Collcutt also summarizes the findings of those historians (such as Karl Friday) who have challenged what we might call the “Asakawa school” and its theories concerning the emergence of the samurai. Into which school of thought (the Asakawa school? the Jeffrey Mass school? etc, etc) would you place the lecturepod? Logbook Activity (from Theater of War #3) How does Clausewitz answer the question, “what is war?” Be sure to quote Clausewitz himself; ensure that you cite at least two other scholarly sources (hint: Michael Howard and Peter Paret are among the better modern scholars to analyze Clausewitz). Logbook Activity (from Theater of War #3) Explain Clausewitz’s understanding of war and politics in the context of a war with which you are familiar. Be sure to quote Clausewitz himself; be sure to use at least another two scholarly sources Logbook Activity (from Theater of War #3) Read this attempt at applying Clausewitz’s trinity to the war in Syria. Then, make your own attempt at applying Clausewitz’s trinity to a war with which you are familiar (there is only one restriction: DON’T choose the war in Syria). Be sure to use at least another two scholarly sources. Unit Logbook Activity (from Theater of War #4) Walter LaFeber, in the assigned reading about the Powell Doctrine, outlines what is known as the WeinbergerDoctrine. What was the Weinberger Doctrine? And how did it relate to the Powell Doctrine? Logbook Activity (from Theater of War #4) Albert explains (in the video in the fourth theater of war) that some of Mahan’s ideas about sea power are redundant. To cite but one example: technology has eliminated the need for coaling stations. What, if anything, in Mahan’s theories about sea power remains relevant? Logbook Activity (from Theater of War #5) US President Dwight Eisenhower in 1960 commented that “war no longer has any logic whatsoever.” Explain what Eisenhower meant by this comment. Logbook Activity (from Theater of War #5) Explain the fictional “doomsday machine” from the film “Dr. Strangelove,” and explain why it would be the most perfect imaginable deterrent. Logbook Activity (from Theater of War #6) Take one of the principles listed in the Mattox reading (c.f. Theater of War #6). Apply that principle to a war with which you are familiar. Argue that, for at least one party to the conflict (perhaps both), the war did/did not meet that principle. For example, I might choose the “jus ad bellum” principle “last resort” (which is explained on p. 9 of the abovementioned Mattox reading). I might apply that principle to the outbreak of war between Japan and the United States in December 1941. I am pretty sure I could make the case that, for the Japanese, war was not the last resort. I think I could also make the case that, for the US, war probably was the last resort. A few hints on the writing of this logbook activity: ? try to read more widely ——- don’t just work from the top of your head when you apply a just war principle to your war of choice; ? be prepared for a situation in which it seems possible to argue either way (if I go back to my example about Japan and the United States in 1941, I am pretty sure I could make a convincing argument that war, for the Japanese, had been the last resort). In this case, acknowledge the complexities, but be sure to come down on one side or the other. Don’t sit on the fence! Logbook Activity (from Theater of War #6) Do all of Augustine’s criteria for a just war continue to inform just war theory in the twenty-first century? (Hint: when answering this question, be sure to cite the interview with Prof. Johnstone). Logbook Activity (from Theater of War #7) Locate the origins of World War I in all three of Hobbes’s causes of conflict. Logbook Activity (from Theater of War #7) In late June 1950, . President Truman regarded the North Korean invasion of South Korea in the context of what historians have labeled the “Munich analogy” (., lecturepod ). For example, Truman later said of the invasion: “Communism was acting in Korea just as Hitler, Mussolini and the Japanese had acted If we let Korea down, the Soviets will keep right on going and swallow up one piece of Asia after another the Near East would collapse and no telling what would happen in Europe” (., Paterson, Clifford, Maddock, Kisatsky, and Hagan, American Foreign Relations, p. 268). Was Truman correct to draw on the Munich analogy? Or was he mistaken? What should have he done in response to the North Korean invasion? Logbook activity (from Theater of War #8) Ten key terms from the documentary are listed below. Choose five key terms, and write 50-word definitions (no fewer than 45 words and no more than 60 words) for each. Be certain to quote McNamara in each definition. Quotations should be short (certainly no longer than a single sentence, and preferably no more than a phrase). You will need (as always) to cite your quotations; citations should look like this: (56:22) or perhaps (56 min 22 sec). ? appeasement ? containment ? domino theory ? ethics ? power ? morality ? proportionality ? unilateral ? values ? war criminals Logbook Activity (from Theater of War #8) Answer the following question, which McNamara poses in “Fog of War”: Should you kill 100,000 people in one night by firebombing or any other way? Logbook Activity (from Theater of War #8) According to Blight and McNamara (pp. 54-55): “The world of more or less sovereign states … seems to be falling apart…. Whereas before we chiefly feared the spread of totalitarian control, we now fear the collapse of the central controlling force in contemporary world politics, the nation-state, and descent into a kind of hell in which such order and control as exists is exerted by thugs, gangs, and terrorist groups, armed with the latest and most lethal weaponry.” How might nations like Australia and the United States deal with this “kind of hell”?
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The area of birth to three in terms of exceptionalities provides an opportunity in several areas. The first is the opportunity to support families with very young children, and provide information about resources. Early Head Start is a program that provides health, nutrition, and parent involvement services to families who are struggling financially. One additional insight came from CPIN as an organization that I did not know about, so reading about the resources it provides was very interesting. The one that stood out for me was that it has webinars, and specific web pages that are resources for families! I am wondering if there is something similar in my local area. Finally, the last two items that stood out from the readings for me are that collaborations can be as simple as connecting with families and finding out what their professional connections are and working together based on a mutual goal. Finding organizations that have a mutual connection such as the Boy or Girl Scouts can provide an opportunity for partnership and community support. Center for Parent Information and Resources. (2018). What is the CPIR? Retrieved December 30, 2018, from https://www.parentcenterhub.org/whatiscpir/Knackendoffel, A., Knackendoffel, A., Dettmer, P., & Thurston, L. P. (2018). Collaboration, consultation, and teamwork for students with special needs(Seventh ed.). New York, NY: Pearson.Response needed.
https://www.parentcenterhub.org/

Assignment: Research Proposal – Draft of IntroductionThe following course outcome is addressed in this Assignment: Design a research study using relevant tools and methodology.This Assignment is part of the Research Proposal that you will turn in at the end of Unit 9. This Assignment represents a draft of the Introduction section of your Research Proposal. It will be written as a standard paper, with title and references page. When it is revised for inclusion in your Final Project, some changes will need to be made, but if you have done well here, those changes will be minor.The Introduction section of a Research Proposal includes an explanation of the topic (including some historical background to put things into context), a literature review of recently published research on the topic of the research being proposed (drawing from information collected during the Unit 2 Assignment and an overview of the proposed research question and hypotheses.The length of this assignment should be 58 pages.This is an outline of the Introduction section as it should be arranged:Formal title page
Introduction section
Introduction paragraph (with thesis statement)
Background material – ensuring that the reader understands the research topic
Literature review clearly and completely discussing recent research on the topic using three to five peer-reviewed, scholarly sources
The proposed research What is the proposed research, why is it important?
Define the research question and why it is important or useful to ask and answer the question
Describe the hypothesis and how it will answer the research question
Describe (briefly) the planned research and how it will evaluate the hypothesis
A summary paragraph
Formal References section
The Assignment should:Follow Assignment directions (review grading rubric for best results).
Use correct APA formatting per the APA Publication Manual, (6th ed.).
Demonstrate college-level communication through the composition of original materials in Standard American English.
Be written in Standard American English and be clear, specific, and error-free. If needed, be sure to use the Writing Center for help.

Describe how partnerships with community agencies would benefit your school.
Many partnerships can have a positive impact on a variety of school settings. There are wide ranges of agencies that have different services to accommodate specific environments. I currently work at the high school level and we have a great partnership with an agency known as The Department for Aging and Rehabilitative Services (DARS). DARS provides and advocates for resources and services to improve the employment, quality of life, security and independence of Virginians with disabilities. Within the organization, they have a program for our high school students known as the Pre-Employment Transition Services (Pre-ETS). They work with students starting at the age of 14; they meet with them once every 9 weeks to discuss transition plans after high school. Pre-ETS provides high school students with job exploration counseling, work-based learning experiences, counseling on educational and training options, workplace readiness training, and instruction in self-advocacy. This is a great program for our high school because it provides our student with resources and allows the students to explore different job opportunities in the community.Response needed.

Chapter 13 of our text shares that large parts of a students life occurs outside of school, and much of their learning comes from experiences outside of the classroom (2013, pg. 378). Community agencies can provide care, services, and, like school, provide experiences that promote a childs development. Unlike school sometimes parents and other family members are involved such as events at a YMCA or a community sports complex, private programs such as art or music, or even the Boy and Girl Scouts of America. Having good partnerships with the community can open lines of communication and be helpful to students who may be in need. Whether encouraging a struggling student to stay in school, finding a family behavior support for a student in need, or providing language services, the school and community operating as a two-way street is best for everyone involved. Students may open up to community leaders in settings outside of school, and on occasion teachers and members of the community can share non-confidential data or information that may be helpful to one or all involved. In order for students diagnosed with disabilities to have all that they need to be successful academically it takes support outside of school-which will help develop skills that the students will use in school.-TimDettmer, P., Knackendoffel, A., & Thurston, L. (2013). Collaboration, Consultation, and Teamwork for Students With Special Needs (7th ed.). Pearson College Div.Need Response.

For this assessment, you should focus on the two themes below to develop your assignment around. Talent management Luxury (for example boutique hotels, high end resorts or award winning F&B) The assessment should reflect how competitive advantage can be achieved sustainably by harnessing these themes. Again, you have discretion over how you approach this essay question. You should build a solid evidence base into your answer using relevant books, journals and quality media sources. You should also make use of market intelligence from sources such as Mintel and Keynote. Illustrate your answer with real examples. The two key texts are critical for this assignment.

Provide adequate referencing. Failure to cite properly is evidence of academic misconduct and will result in marks being deducted.When preparing an assignment, please do the following:
Include your FULL NAME AND ID on the first page of your assignment
Number the pages of your assignment.
Include the word limit on the bottom of the first page.https://www.weeklytimesnow.com.au/agribusiness/horticulture/bumperpear-harvest-predicted-at-goulburn-valleyorchard/newsstory/9e9ca3375c340817b834053d00b708cbPlease read the article Bumper pear harvest predicted at Gouldburn Valley orchard published on February 28th 2018 and answer the following questions:Questions
1. a. Assume pears are sold in a perfectly competitive market, using a supply and demand graph, describe the impact, ceteris paribus, of a bumper crop on equilibrium price and output? In your discussion make sure to explain the process of moving to the new equilibrium output and price. (6 marks)b. Using a supply and demand graph, describe the impact, ceteris paribus, of an expectation of a bumper crop in Australia on the current market equilibrium price and output. (4 marks)2. Clearly explain and illustrate the impact of the changes in the pear prices on at least one related markets. In your discussion specify your assumptions
and explain the equilibrating process in the related market in terms of the new equilibrium output and price. (5 marks)3.a. Using the determinants of price elasticity of demand, discuss whether the demand for pears to be inelastic or elastic? (3 marks)b. Based on your discussion of elasticity, Illustrate and analyse the effect on total revenue of the firms in the pears market following the price change. (4 marks)
Your assignment will also be assessed on how effectively you can communicate with the reader; i.e. how well you have presented your arguments and ensured your analysis is logical and consistent. Consequently, 3 marks will be awarded for effective writing including proper grammar, referencing and formatting. Importantly, make sure you use appropriate
diagrams in your analysis.
There is no need for additional references; however, you can draw upon other references (but
cite) in support of any particular arguments you make in your discussion.
ARTICLE-
Bumper pear harvest predicted at Goulburn
Valley orchard ALEXANDRA LASKIE, The Weekly Times February 28, 2018 11:30pm TO THE delight of Goulburn Valley orchardist Vic Scali, his familys 30,000 pear trees are positively dripping with healthy fruit. Picking will start this week at Scali Orchards in Shepparton East, and Mr Scali is expecting a bumper crop, perhaps up as much as 30 per cent on last years yields. Off-hand I think we could be up by 300 to 400 bins (of pears) on last year, he said. We normally get about 1500 bins, but I reckon we could get closer to 2000 this year. The family business, run by Vic and Theresa Scali and their son Domenic and his wife, Vanessa, will employ up to 20 contractors in the next month to help pick their packham, beurre bosc and josephine de malines pears before moving on to harvest fruit from their 65,000 apple trees. Despite some sun damage due to hot spells in late January and early February, the crops were looking pretty good, Vic said. We do a lot of the work ourselves to grow the best fruit, we cant afford to have rubbish in the bin, he said. The Scali family have been growing fruit in the Goulburn Valley for almost 40 years. Vic has lived in the region since he was seven, when he moved to Australia with his family from Calabria, Italy. He started his working life as a welder in Shepparton, but turned his hands to fruit to spend more time outdoors. His family grows apples (pink lady, granny smith, gala, golden delicious and fuji) and pears (packham, beurre bosc and josephine de malines) across almost 60ha. About 80 per cent of their produce is sold at the Melbourne Wholesale Market at Epping, with surplus fruit sold to a packing shed. From there it is either exported offshore or sold at the South Australian Produce Market.

Written Assignment should be in the question – answer form, not essay type papers that address the questions/topics. You have to answer each question individually. Answer responses should be in adequate detail in all topics and questions. Claims are properly supported and references are correctly and properly cited (in APA format). If material from online and other sources is copied. All copied material should be discussed to show your own critical thinking. Answer each of the following questions thoroughly. Provide each answer with scientific/technical detail. For certain questions you may need to supplement your answers with statistics or relevant examples. Be sure to acknowledge and cite your sources properly, preferably in APA style. 1. What role does population growth play in water supply problems? Identify three ways in which humans are negatively impacting the water cycle. (Objective 6.1) 2. Summarize the public health concerns related to fresh drinking water worldwide. Why is there a shortage of clean water for the worlds population to consume? (Objective 6.2) 3. Use the second law of thermodynamics to explain why a properly designed source-separation recycling program takes less energy and produces less pollution than a centralized program that collects mixed waste over a large area and hauls it to a centralized facility where workers or machinery separate the wastes for recycling. (Objective 6.3 Read chapters 13, 20, and 21 of Living in the Environment by Miller and Spoolman. ISBN-13: 978-0538735346
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Describe trichromatic theory and opponent-process theory of color vision, including the observations on which it is based and the physiological basis of each theory. Lastly, watch the video on synaethesia below, and discuss what it means to say that color is created by the nervous system. Explain what everyday life would be like for an individual with the disorder, including its impact on occupation, relationships, and leisure time. Be sure to include how the disorder might affect the person’s behaviors and experiences in these settings.