chapter_9_study_guide
写一个目录英文作文
写一个目录英文作文英文回答：Table of Contents.Part I: Introduction.Chapter 1: Overview of [Topic]Chapter 2: Significance and Scope of the Study. Part II: Literature Review.Chapter 3: Theoretical Framework.Chapter 4: Empirical Evidence and Case Studies. Part III: Research Methodology.Chapter 5: Research Design and Data Collection.Chapter 6: Data Analysis and Interpretation.Part IV: Findings and Discussion.Chapter 7: Key Findings and Insights.Chapter 8: Analysis and Implications.Part V: Conclusion.Chapter 9: Summary of Findings.Chapter 10: Recommendations for Future Research. Appendices.Appendix A: Survey Instrument.Appendix B: Interview Guide.Appendix C: Data Analysis Results.中文回答：目录。
第一部分，绪论。
第1章，概述[主题]第2章，研究的重要性与范围。
第二部分，文献综述。
第3章，理论框架。
第4章，实证证据和案例研究。
第三部分，研究方法论。
第5章，研究设计和数据收集。
第6章，数据分析和解释。
第四部分，研究结果和讨论。
第7章，主要结果和见解。
第8章，分析和影响。
美国文学chapter 9
Chapter 9 local colorism/ regionalism1)Definition: regionalism manifests a quality in literature, stressing fidelity to a particular geographical section and a faithfulrepresentation of its habits, speech, manners, history, folklore, or beliefs. Being a subordinate order of realism, regionalism indicates that an author writes about what is unique in his or her living section.2)Basic featuresA : a locale distinguished from the outside worldB: glorifying the pastC: showing things as they areD: the influence of setting on characterMark Twain: Samuel Langhorne Clemens, “the Lincoln of our literature’; “ All modern American literature comes from one book by Mark Twain called Hucckleberry Finn and it’s the best book we’ve had. There was nothing before. Ther e has been nothing so good since.”1)Life:2)Literary Achievements: ci, siThe Notorious Jumping Frog of the Calaveras County, The Gilded Age, The Prince and the Pauper, Life on the Mississippi, The Adventures of Tom Sawyer, and The Adventures of Huckleberry Finn3)The Adventures of Huckleberry Finn:A.Anti-slavery, racial discriminationB.Run, escapeC.satire on southern culture before the Civil War;D.style: vernacular language, local color;E.significance: the carefully controlled point of view, the masterful use of dialects, the felicitous balancing of nostalgicromanticism and realism, humor and pathos, innocence and evil4. Harriet Beecher Stowe (1811-1896): the little woman who wrote the book that made this great war.1)LIFE: family of clergyman, Connecticut, to Ohio, Kentuchy: slavey2) Major works:A Key to Uncle Tpm’s Cabin, Dred: A Tale of the Great Dismal Swamp, The Pearl of Orr’s Island,Oldtown FolksUncle Tom's Cabin: first well-known sociological novel in American literature, “God wrote the book, and I took His dictation”Tom: faithful, obedient, good-natured, Simon Legree: villainTheme: slavery and Christianity cannot exist together。
新编英语词汇学教程 第二版 Chapter 9 English Idioms
9.1 The definition of idioms
(2) a. It will be like carry coal to Newcastle if another post office open in the neighborhood; there are already three now.
Characteristics of English idioms
Structural invariability Semantic integratedness and figurativeness
9.2 Characteristics of English idioms
English idioms have two main characteristics:
(to take goods to a place where there are already plenty of them)
b. She turned her nose up at my small donation. (to treat sb. or sth. with contempt)
c. He’s become very high and mighty since he got that new job. (arrogant)
Chapter 9
English Idioms
CONTENT
1
The definition of idioms
2 Characteristics of English idioms
Preview Work for Chapter 9
Unit 5 HumanitiesHumanities —the study of human constructs and concerns (such as philosophy, language, and the arts) rather than natural processes or social relations.Chapter 9 The Story of Fairy Tales1. CHAPTER GOALSLearn about the reasons that fairy tales developed and continue to existLearn a Listening Strategy: Recognize lecture language that signals when information is importantLearn a Note-taking Strategy: Highlight key ideas in your notes2. Think about the topicRead this section from a psychology textbook about the themes found in fairy tales.Common Themes in Fairy TalesA child’s world is rich with stories. The tales they see in movies, read in books, or that their parents and grandparents tell them take them on magical journeys. They take them to many different places, where they meet many strange and wonderful people, animals, or creatures. When we take a step back, however, it becomes clear that the stories are not quite as different from each other as they might first appear.Fairy tales —these first magical stories told to children —contain many similar main ideas, or themes. These themes are also similar across cultures. No matter where a child is born, his fairy tales probably have characters like a poor servant girl who marries a prince, starving children who find a new home, or a young peasant boy who discovers that he is actually a lost king. In fact, the most popular theme in fairy tales involves a person rising above his or her low position in life.Another very common theme is caution. The main character, or protagonist, often receives a warning: “Be home before midnight,” says the godmother to Cinderella. Fairy tales teach the young listener the terrible consequences of ignoring warnings. The message is predictable and clear: if you ignore the warning, you will pay the penalty.The plots, or story lines, of fairy tales vary, but they usually follow the same sort of progression:• The protagonist does not obey a warning or is unfairly treated. He is sent away or runs away.•He must complete a difficult or dangerous task, or must suffer in some other way, in order to make everything right again.• He returns home in a better condition than before.At some point in the fairy tale, something magical happens. The protagonist meets mysterious creatures. Perhaps he rubs a lamp and a genie appears to grant his wishes. The creatures sometimes give him helpful magical gifts with special powers, like a cape that makes him invisible.There is danger and drama, but most fairy tales end happily. The protagonist is successful and rewarded with marriage, money, survival, and wisdom. And the audience learns an important lesson about life without ever leaving home.Check your comprehension3. Answer the questions about the reading on page 91. Then discuss your answers with a partner.1. What is the definition of a fairy tale?2. What are two of the most popular themes in fairy tales?3. What is one of the lessons that children learn from fairy tales?Expand your vocabulary4. Match the words from the reading with their definitions. These words will also be in the lecture. Look back at the reading on page 91 to checkyour answers.1. magical a. the people listening to a story2. creature b. one of the players in a story3. theme c. a living thing in a fantasy story that is not a person4. character d. strange and removed from everyday life5. protagonist e. the main subject or idea in a story6. consequence f. the events that form the main action of a story7. plot g. something that happens as result of an action8. audience h. the main player in a story5. Circle the phrase that best completes the meaning of the underlined idiom.We know that fairy tales from different cultures have different characters and settings, but when we take a step back we understand things _________.a. in a new wayb. in a better wayc. in the wrong wayDiscuss the reading6. Discuss these questions in a small group. Share your answers with the class.1. What are some of the lessons that you remember learning from fairy tales?2. What are some of the magical objects and creatures that you remember from fairy tales? As a child, which of these things did you wish could have or meet?7. Study the meaning of these general academic words. Then fill in the blanks below with the correct words in the correct form. These words will be used in the lecture.purpose: the reason for doing or making somethingassume: to think that something is true although there is no proofPeople _________ many things about fairy tales without really thinking about them. Let’s look at the ________ of fairy tales from an educational point of view.8. Read this transcript from a lecture on fairy tales. Take notes and highlight key points and important information.I’d like to focus on one of the common themes that we see in fairy tales, ... one idea that runs throughout every story —we must be cautious… Let me repeat that idea,… we must live cautiously. In these tales, peace and happiness can only exist if warnings are obeyed. This idea is key to fairy tales.Let’s look at a few examples. Cinderella may have a magical dress, but she must be back when the clock strikes twelve. The king may invite fairies to the party for the new princess, but he must invite ALL the fairies or terrible results will follow.This idea that we see in every story is very important,. . . the idea that all happiness depends on one action. All will be lost if one bad thing happens.。
berytech GPT-4学习导航指南说明书
Unit 1 Study Guide: Geography and Arizona History KEYUse this KEY to check your Study Guide. Do not write on this page! Make corrections to your own worksheet as needed.Goal 1. Five Themes of Geography. Resources: NB Pages 15● Identify the five themes of geography; describe what each includes.Location- Describes where something isAbsolute location- exact, fixed locationRelative location – In relation to something else; can change; uses direction,landmarks, etc.Place- The physical and human factors that make one area different from another Physical factors- natural things like mountains, lakes, plants, animals, climateHuman factors- cultures and things people make; languages, buildings, etc.Movement- how people, goods, ideas move from place to placeHuman-environment interaction- Ways people depend on, adapt to, and modify theenvironmentRegion- areas with unifying characteristicsExamples: climate, natural resources, political/economic/religious systemsGoal #2.Maps: Resources: NB pages 16, 19● Interpret maps, graphs, and charts that depict various aspects of the US and world regions.*There will be maps, charts, and graphs on the test that show data related to the study ofArizona history. You will need to read and interpret the data being represented.Goal #3. Arizona History Resources: NB Page 21● Analyze Arizona’s transition from territory to statehood.● Describe changes in the locations of Arizona’s capital, important people, and how provisions in itsconstitution influenced the process of Arizona becoming a state.-Tell how the United States obtained the land that eventually became the state of Arizona Originally inhabited by Native Indian tribes, such as the Pima, Navajo and Apache. The Spanish were in control in the area first, but then Mexico declared and won independence from Spain. After the Mexican-American War, the US claimed the region. The Gadsden Purchase completed the area that makes up Arizona. Arizona was then a territory- first connected with New Mexico, then on our own. Eventually, Arizona wrote a constitution and joined the US as the 48th state on February 14, 1912.-Describe the events that led up to Arizona becoming a territory separate from New Mexico.In 1850, Arizona became a part of the territory of New Mexico. It briefly joined the Confederate States during the Civil War. After the Civil War ended, the state rejoined the US and wasgiven its modern shape.-How did Arizona’s capital city change location before 1889?Capital was first located in Prescott. It moved to Tucson, back to Prescott and finally toPhoenix in 1889.-Tell who rejected Arizona’s first constitution and why it was rejected.President Taft refused to approve the Constitution because it gave the people the power to remove (or “recall”) judges from office. When the right t o “recall” judges was removed,Arizona became the 48th US state on February 14, 1912.- Provide details about the following important people from Arizona’s past:Charles Poston- Gold miner and land speculator; Known as the “Father of Arizona”because lobbied President Lincoln to create a separate Arizona Territory. Served as the first delegate to the US House of Representatives from the Territory of Arizona.George W. P. Hunt-was Arizona’s first Governor. He served seven terms. He believedwomen should have the right to vote, was against the death penalty, and pro-union.Carl Hayden- Arizona’s first representative to the US House of Representatives. Served 8 terms before becoming a US Senator, where he served 7 terms. Was the longest serving member of Congress EVER! Helped get the Central Arizona Project built (that brings water to Arizona).-Explain what the “5 Cs” are and why they are important to Arizona’s modern development. Climate, citrus, cotton, copper, and cattle。
2020九年级道德与法治精准复习指南英文版
五年级数学阶段性学业水平测试试卷一、认真读题，谨慎填写。
（每空1分，共15分）1、在—6、0、＋5、－31、＋15、90、－0.4这些数中，正数有（），负数有（）。
2、在本学期来临之前，我校一年级新入学的学生有876名，可以记作+876名，那么上学期六年级毕业的学生有853名，可以记作（）名。
3、一个平行四边形的高是4厘米，底是6厘米，那么与它等底等高的三角形的面积是（）平方厘米。
4、梯形上下底的和是20米，高是8米，梯形的面积是（）平方米。
5、一块平行四边形的菜地，它的底是9米，高是底的2倍，面积是（）平方米。
6、某地区有一天的气温是－3度至9度，这一天的最高气温比最低气温高（）度。
7、一个三条边分别是10厘米、6厘米和8厘米的直角三角形，它的面积是（）平方厘米。
8、学校组织一次知识竞赛，三（4）班的选手，在第1考场第5个座位，他的参赛证号码是340105，六（2）班在第4考场第19个座位学生的参赛证号码是（）。
9、一个边长14分米的正方形是由两个完全相同的直角梯形拼成的，其中一个梯形的面积是（）平方分米。
10、一个三角形的面积是42平方分米，底是12分米，高是（）分米。
11、如果每分钟跳绳100个或以上的为达标，超过100个的部分用正数表示，不足100个的部分用负数表示，王刚的记录是－11个，王刚实际跳了（）个。
12、右图中空白部分的面积是16平方厘米，则长方形的面积是( )平方厘米。
13、用一块边长30分米的正方形红布，做底和高都是6厘米的直角三角形小红旗，最多可以做（）面。
14、一个平行四边形相邻两条边的长度分别是15厘米与10厘米，一条边上的高是12厘米，另一条边上的高是（）厘米。
二、反复比较，精心选择。
（每题2分，共10分）1、下面最接近0的数是（）。
A、－3B、2C、－12 、把一个平行四边形木框拉成一个长方形，那么现在的长方形与原来的平行四边形相比（）。
A、周长不变、面积不变B、周长变了、面积不变C、周长不变、面积变了3、在高为6米、底为7米的平行四边形内画一个最大的三角形，这个三角形的面积是（）平方米。
《指南》第九章内容概括
《指南》第九章内容概括Chapter nine of the guide mainly focuses on the practical application of the knowledge and skills learned in the previous chapters. 第九章主要侧重于应用先前章节学到的知识和技能。
It begins with a discussion of real-world scenarios and how the principles outlined in the guide can be utilized to solve problems and make decisions in various situations. 书中从讨论现实场景开始，并探讨指南中概述的原则如何用于解决问题和在各种情况下做出决策。
The chapter emphasizes the importance of adaptability and flexibility in applying the concepts to different contexts, as well as the need for critical thinking and problem-solving skills. 本章强调将概念应用到不同情境的适应性和灵活性的重要性，以及批判性思维和问题解决能力的必要性。
One of the key aspects covered in this chapter is the ethical considerations involved in decision-making, and how to navigate complex ethical dilemmas using the framework provided in the guide. 本章涉及的一个关键方面是决策中涉及的道德考虑，以及如何利用指南中提供的框架来应对复杂的道德困境。
PMBOK_Study_Guide
PMBOK® Study OutlineFramework for presentation of Project ManagementPMBOK® understands project management as a process which has inputs, activity and outputs. In order to explain the process of project management, PMBOK® groups the processes into five families, or primary processes that it calls process groups: Initiating, Planning, Executing, Controlling and Closing. These five primary process groups are what PMBOK® refers to as the Project Management Life Cycle. PMBOK® sees these five primary processes as consistent in every project, irrespective of the content of the project or what the product of the project is.In each of these five primary process groups are defined by matrixing them against what PMBOK® calls knowledge areas. Each knowledge area contains the detail of a particular area of knowledge or skill that the primary processes need to function. The knowledge area often contains skills, tools and techniques that cover more than one process. There are nine knowledge areas:Project Integration ManagementProject Scope ManagementProject Time ManagementProject Cost ManagementProject Quality ManagementProject Human Resource ManagementProject Communications ManagementProject Risk ManagementProject Procurement ManagementWhen all of the knowledge areas are examined and described, the full meaning of each of the primary processes appears. In fact, each knowledge area is defined as a set of processes (with inputs, tools/techniques and outputs) and, by being defined this way, gives the complete scope of each of the processes in the process group. This is best seen by the overview of the matrix on p38 of the PMBOK®.When the 9 knowledge areas (chapters 4 through 12) are matrixed with all of the 5 primary process groups, there are 39 sub-processes that are defined. The 39 sub-processes are always numbered by the order they appear in the PMBOK® chapter that discusses them. For instance the knowledge area of Initiation is numbered 5.1 as it is discussed as the first process in Chapter 5 – Project Scope Management.In each of the 5 primary process groups, each knowledge area that contributes to that primary process does so by contributing a sub-process that is either a core sub-process to the primary process or a facilitating sub-process to the primary process.The Knowledge Area Chapters in PMBOK®– Chapters 4 – 12Each of these chapters is presented in an identical format. The chapter begins with a brief overview of each sub-process in the knowledge area. It then presents a more detailed treatment of each specific sub-process. Each sub-process is presented in terms of inputs, tools and techniques and outputs. For example, Chapter 4 – Project Integration Management. There are three sub-processes:4.1 Project Plan Development4.2 Project Plan Execution4.3 Integrated Change ControlUnder each of these sub-processes you will find a discussion of the inputs, tools and techniques and outputs for that sub-process. It will often be the case that the output from the previous sub-process provides the input into the next sub-process. One effective technique for a group is to pick a chapter to study and then, in order to prepare for the presentation, one person prepares the inputs for each of the sub-processes, one person prepares the tools and techniques for each sub-process and another person prepares a presentation on the outputs.STUDY PLAN GUIDENow that we have explored the knowledge areas and the primary process groups, you can create a study plan that best fits for you or your group. You might follow the process groups as a guide for study, reviewing each of the sub-processes in the primary group and going primary group by primary group. You may choose to study by following the knowledge areas, chapter by chapter in the PMBOK®. You may study by following the knowledge areas but proceed in an order that seems more logical to you than the one laid out in the PMBOK®For instance, one group studied the PMBOK® in the following order:Chapter 10 – Project Communications ManagementChapter 7 – Project Cost ManagementChapter 9 – Project Human Resource ManagementChapter 4 – Project Integration ManagementChapter 12 – Project Procurement ManagementChapter 8 – Project Quality ManagementChapter 11 – Project Risk ManagementChapter 5 – Project Scope ManagementChapter 6 – Project Time ManagementRemember, the goal of the study is not to become an expert in risk, or quality management or time or any other knowledge area. The goal is to pass the PMP® exam. People find that their knowledge of project management is helpful but the major piece of preparation is to know the PMBOK® very thoroughly.Knowledge Area Chapter Outline SummariesIn order to decide how to come up with a game plan for study, we have outlined the Knowledge area chapters. The thought is that if you see them defined all in one place, it may be easier to decide how to proceed with your study.Chapter 4 – Project Integration Management4.1 – Project Plan Development– Integrating and coordinating all project plans to create a consistent, coherent document.4.2 – Project Plan Execution– Carrying out the project plan by performing the activities included therein.4.3 – Integrated Change Control – Coordinating changes across the entire project. Chapter 5 – Project Scope Management5.1 – Initiation– Authorizing the project or phase.5.2 – Scope Planning– Developing a written scope statement as the basis for future decisions.5.3 – Scope Definition– Subdividing the major project deliverables into smaller, more manageable components.5.4 – Scope Verification– Formalizing acceptance of the project scope5.5 – Scope Change Control– Controlling changes to project scope.Chapter 6 – Project Time Management6.1 – Activity Definition– Identifying the specific activities that must be performed to produce the various project deliverables6.2 – Activity Sequencing– identifying and documenting interactivity dependencies 6.3 – Activity Duration Estimating – Estimating the number of work periods that will be needed to complete individual activities.6.4 – Schedule Development– Analyzing activity sequences, activity durations and resource requirements to create the project schedule.6.5 – Schedule Control– Controlling changes to the project scheduleChapter 7 – Project Cost Management7.1 – Resource Planning– Determining what resources (people, equipment, materials) and what quantities of each should be used to perform project activities.7.2 – Cost Estimating– Developing an approximation (estimate) of the costs of the resources needed to complete project activities.7.3 – Cost Budgeting– Allocating the overall cost estimates to individual work activities.7.4 – Cost Control– Controlling changes to the project budget.Chapter 8 – Project Quality Management8.1 – Quality Planning– Identifying which quality standards are relevant to the project and determining how to satisfy them.8.2 – Quality Assurance– Evaluating overall project performance on a regular basis to provide confidence that the project will satisfy the relevant quality standards.8.3 – Quality Control– Monitoring specific project results to determine if they comply with relevant quality standards and identifying ways to eliminate causes of unsatisfactory performance.Chapter 9 – Project Human Resource Management9.1 – Organizational Planning– Identifying, documenting and assigning project roles, responsibilities and reporting relationships.9.2 – Staff Acquisition– Getting the human resources needed assigned to and workingon the project.9.3 – Team Development– Developing individual and group competencies to enhance project performance.Chapter 10 – Project Communications Management10.1 – Communications Planning– Determining the information and communications needs of the stakeholders: who needs what information, when they will need it and how it will be given to them.10.2 – Information Distribution– Making needed information available to project stakeholders in a timely manner.10.3 – Performance Reporting– Collecting and disseminating performance information. This includes status reporting, progress measurement and forecasting.10.4 – Administrative Closure– Generating, gathering and disseminating information to formalize a phase or project completion.Chapter 11 – Project Risk Management11.1 – Risk Management Planning– Deciding how to approach and plan the risk management activities for a project.11.2 – Risk Identification– Determining which risks might affect the project and documenting their characteristics.11.3 – Qualitative Risk Analysis– Performing a qualitative analysis of risks and conditions to prioritize their effects on project objectives.11.4 – Quantitative Risk Analysis– Measuring the probability and consequences of risks and estimating their implications for project objectives.11.5 – Risk Response Planning– Developing procedures and techniques to enhance opportunities and reduce threats to the project’s objectives.11.6 – Risk Monitoring and Control– Monitoring residual risks, identifying new risks, executing risk reduction plans and evaluating their effectiveness throughout the projectlife cycle.Chapter 12 – Project Procurement Management12.1 – Procurement Planning – Determining what to procure and when12.2 – Solicitation Planning– Documenting product requirement and identifying potential sources.12.3 – Solicitation– Obtaining quotations, bids offers and proposals, as appropriate.12.4 – Source Selection– Choosing from among potential sellers12.5 – Contract Administration– Managing the relationship with the seller.12.6 – Contract Closeout– Completion and settlement of the contract, including resolution of any open items.Mathematical Formulas you Might Want to Study:Every exam is different, but understanding of the following formulas and definitions is recommended:Earned Value Analysis:Variance = Budget at Completion (BAC) minus Actual Cost (AC)Earned Value (EV) = % complete times BACCost Variance (CV) = EV – ACSchedule Variance (SV) = EV – PVCost Performance Index (CPI) = EV/ACSchedule Performance Index (SPI) = EV/PVEstimate at Completion (EAC) = BAC/CPIEstimate to Complete (ETC) = EAC – ACVariance at Completion (VAC) = BAC – EACPV = Budgeted Cost of the Work Scheduled [Planned Value]EV = Budgeted Cost of the Work PerformedAC = Actual Cost of the Work PerformedPERT (P+4M+O)/6 Normal DistributionStd. Dev. (P-O)/6 +/- 1 Sigma = 68.26%Task Variance [(P-O)/6]2 +/- 2 Sigma = 95.46%Present Value FV/(1+r)n +/- 3 Sigma = 99.73%Comm Channels N(N-1)/2 +/- 6 Sigma = 99.99%Be Able to recognize:Network Logic Diagram: Activity-on-Arrow, Activity on NodeBar (Gantt) chartCause and Effect (Ishikawa | fishbone) DiagramUpper Control Limit – Lower Control LimitRACI DiagramHistogramProbability / Impact Risk Rating MatrixOrdinal Scale | Cardinal ScaleDecision Tree AnalysisIFB | RFP | RFQ | IFN | CIRBe able to define all types of contracts and determine who they favor.MISC. STUDY ADVICEWrite things down, it helps you to remember !Use a variety of study materials, including CDs – you can listen to them in your car.TEST TAKING ADVICE∙Arrive early. Bring food and drinks for breaks.∙Use your tutorial time to write down essential formulas. DO NOT SKIP since you’ll need the formulas several times, and if you have them ready you won’tmake unnecessary mistakes.∙Write small on the paper you’re given. You can only get new paper if you turn in the used which you don’t want to do b ecause you just took the time to write down all your formulas!∙Read questions twice, read it slowly and read all of the suggested answers.∙Make sure you understand the question before you answer.∙Doublecheck ALL math !!∙Pace yourself so you don’t run ou t of time∙Take at least one break to clear your head and get some food.∙Save hard questions till last, only mark questions for review that you’re not 100% sure about.。
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Chapter 9 Study Guide and Lecture Notes
Introduction:
1. Sadly, when social problems , citizen involvement .
2. The purpose of social change leadership is to address and solve .
3. Social Change Leadership is a theory that calls for the of
who are committed to making the .
4. We must be responsible for and also .
5. Unlike older theories, social change leadership is practical and can be to our lives.
6. Name the three models/theories discussed in chapter 9 and also list the corresponding researchers or institutions responsible for developing the ideas.
i. Developed by:
ii. Developed by:
ii. Developed by:
Social Change Leadership:
1. The social change leadership theory focuses on the “what, how, and why” of .
2. What are the three elements of the social change theory? Then below each line, choose whether each element represents the what, how, or why of leadership by circling the correct match.
i) ii) iii)
what how why what how why what how why
3. is about creating change.
4. Creating change involves leadership that moves a community or society from to
.
5. Change often requires commitment.
6. is the way to initiate and sustain change.
7. Collaboration can help bring people together for .
8. What are three things collaboration includes?
i) ii) iii)
9. Civic Leadership is about creating changes that will result in for .
10. Who is responsible for bringing change forward?
Collaborative Leadership:
1. Older and more traditional methods are not working. We must develop new that bring to successfully address complex (or social problems).
2. According to Chrislip and Larson, the key to effective leadership is .
3. Chrislip and Larson created keys to .
4. The underlying purpose of collaborative leadership is to .
5. What are the ten keys to successful collaboration given by Chrislip and Larson?
i) ii) iii)
iv) v) vi)
vii) viii) ix)
x) Do you understand what each of these mean?
6. Name the four benefits of collaboration and describe the meaning of each:
i)
ii)
iii)
iv)
7. Collaboration has many benefits or advantages, but one disadvantage of collaboration is that it is not always
a or a to get things tasks done.
8. According to collaborative leadership, success measured by .
UCLA Leadership Model:
1. The UCLA social change model of leadership uses three levels of interaction: ,
and, .
2. According to the UCLA model, it is possible for individuals to become that can make a .
3. What is the focus of the individual level?
4. What is the focus of the group level?
5. What is the focus of the community/society level?
6. Using the table below, list the 7 C’s of change. Determine what level of interaction they involve and briefly describe each one.
7. Fill in the blanks in the diagram below, displaying the UCLA Social Change Model of Leadership:
Summary:
1. Social change leadership is a approach to the study and practice of leadership.
2. The social change leadership theory (FHSU) is considered to be one of the most important and widely applied (used) leadership theories in the .
3. Social Change Leadership for all individuals to be to make the world a better place.。