Strong ethical leadership attributes assignment

Strong ethical leadership attributes assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Strong ethical leadership attributes assignment

5.1 Assignment-Devotional- The Way, The Truth, The Life Part 5

Getting Started

An old pop song from the early 1980s asked, What’s Love Got to Do With It? The song seemed to imply that relationships could proceed without love and that it was actually safer to engage in some (romantic) relationships by distancing oneself rather than fully committing, although, like many songs, its meaning was open to interpretation.

This devotional assignment gives you the chance to grapple with a similar question, which may call that sort of pessimistic perspective into doubt. Perhaps, even suggesting that for ethical conduct, love has everything to do with it.

Upon successful completion of this assignment, you will be able to:

• Recognize strong ethical leadership attributes by studying leaders in the Bible.

Background Information

This week read  John 15:9-17(new tab)  (or  listen to the chapter(new tab) ) Jesus references several words that we’ve already seen in the passage such as obey, love, commands, and remain. He also adds a well-known description that “Greater love has no one….”

After reading the passage, consider the following prompts:

1. Greater love as laying down one’s life for another seems reflective of being willing to sacrifice for the good of another. How do these themes apply in our personal and professional practice when it comes to ethics and decision-making around people, plans, and resources (or do they?).
2. Is there any specific thing you’ve studied in the course so far that seems to involve sacrifice for another? For integrity and honesty? For love? What might love and sacrifice look like in various forms in the context of leadership?

Instructions

1. Review the Bible text and prompts provided in the Background Information section.
2. Compose a 200 – 250 word reflection or journal (Word document) on the prompts included in the background information section.

Note: Your reflection does not need to answer each of the provided prompts. Rather, use those prompts to help stimulate your reflection. Your 200 – 250 word “journal” should simply be your personal and professional thinking that emerges from the reading and reflection.

5.1 Assignment

–

Devotional

–

The Way, The

T

ruth, The Life

P

art 5

Getting Started

An old pop song from the early 1980s asked,

What’s Love Got to

Do With It?

The song seemed to imply that relationships could

proceed without love and that it was actually safer to engage in

some (romantic) relationships by distancing oneself rather than

fully committing, although, like many songs, its meaning was open

to interpr

etation.

This devotional assignment gives you the chance to grapple with a

similar question, which may call that sort of pessimistic

perspective into doubt. Perhaps, even suggesting that for ethical

conduct,

love has everything to do with it.

Upon successf

ul completion of this assignment, you will be

able to:

Recognize strong ethical leadership attributes by studying

leaders in the Bible.

Background Information

This week read

John 15:9

–

17

(new tab)

(or

listen to the

chapter

(new tab)

) Jesus references several words that we’v

e

already seen in the passage such as obey, love, commands, and

remain. He also adds a well

–

known description that “Greater love

has no one….”

After reading the passage, consider the following prompts:

1.

Greater love as laying down one’s life for another see

ms

reflective of being willing to sacrifice for the good of another.

How do these themes apply in our personal and professional

practice when it comes to ethics and decision

–

making around

people, plans, and resources (or do they?).

2.

Is there any specific t

hing you’ve studied in the course so far

that seems to involve sacrifice for another? For integrity and

honesty? For love? What might love and sacrifice look like in

various forms in the context of leadership?

5.1 Assignment-Devotional- The Way, The Truth, The Life Part 5

Getting Started

An old pop song from the early 1980s asked, What’s Love Got to

Do With It? The song seemed to imply that relationships could

proceed without love and that it was actually safer to engage in

some (romantic) relationships by distancing oneself rather than

fully committing, although, like many songs, its meaning was open

to interpretation.

This devotional assignment gives you the chance to grapple with a

similar question, which may call that sort of pessimistic

perspective into doubt. Perhaps, even suggesting that for ethical

conduct, love has everything to do with it.

Upon successful completion of this assignment, you will be

able to:

• Recognize strong ethical leadership attributes by studying

leaders in the Bible.

Background Information

This week read John 15:9-17(new tab) (or listen to the

chapter(new tab)) Jesus references several words that we’ve

already seen in the passage such as obey, love, commands, and

remain. He also adds a well-known description that “Greater love

has no one….”

After reading the passage, consider the following prompts:

1. Greater love as laying down one’s life for another seems

reflective of being willing to sacrifice for the good of another.

How do these themes apply in our personal and professional

practice when it comes to ethics and decision-making around

people, plans, and resources (or do they?).

2. Is there any specific thing you’ve studied in the course so far

that seems to involve sacrifice for another? For integrity and

honesty? For love? What might love and sacrifice look like in

various forms in the context of leadership?

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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