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A feature can be anything from across the term 1 module content. It can be a trait, a behaviour, a skill etc. We will discuss this in greater detail i

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A feature can be anything from across the term 1 module content. It can be a trait, a behaviour, a skill etc. We will discuss this in greater detail in class, however the onus is on the features being drawn from academic concepts/ theories as opposed to being from a layman’s perspective. You need to justify why the four features you choose would contribute to effective leadership by drawing on relevant leadership theory and research.

Remember that there is no right answer. What I am looking for is how you critically argue your choices with empirical evidence (i.e. theory and research). The essay is empirically-driven in nature and adopts an evidence-based management perspective and so the use of empirical research and theory to select, discuss, and justify each feature is crucial in order to do well.

You can use whatever models and theories you like from term 1 content and your related wider readings. Avoid using more than two features from a given theory or model in order to demonstrate breadth in your work. That is, I do not want you to just describe the four key dimensions of transformational leadership, or choose mostly (personality) traits as your features. You want to try and provide a well-rounded perspective on the variety of complementary factors (i.e. features) that may constitute effective leadership.

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In this section, you will describe the pathology (statistics about it, background information, etc.). Give as much information as you can about it but be sure it is relevant information and not just filler.

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You will be given a copy of a seized forensic image which contained email files. You should conduct a digital forensics investigation to analyse and identify any hidden evidence of

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Review Chapter 1—specifically the discussion of developmentally appropriate practice on page 13—and take and reflect on the short Learning and Teaching inventory on pages 6–7. ·

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