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READ THE ATTACHED FILE!!! – ## Rubrics.docx – ## Introduction1.docx – ## VIACharacter.pdf – ## Task1InstructionalGuide.docx – LEADERSHIPREPORT.pdf – CQ-Report.pdf **## Rubrics.docx** Rubric **A:** [**Self-Assessments Results**](https://lrps.wgu.edu/provision/208604661) Completed copies of each of th…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →READ THE ATTACHED FILE!!!
– ## Rubrics.docx
– ## Introduction1.docx
– ## VIACharacter.pdf
– ## Task1InstructionalGuide.docx
– LEADERSHIPREPORT.pdf
– CQ-Report.pdf
**## Rubrics.docx**
Rubric
**A:** [**Self-Assessments Results**](https://lrps.wgu.edu/provision/208604661)
Completed copies of each of the given self-assessment results are provided.
**B1:Personal Perceived Leadership Effectiveness**
The explanation logically describes, with specific examples, how perceived leadership effectiveness is shown by the results of each of the 3 assessments.
**B2:Theory Selection**
A scholarly leadership theory is chosen from the given list and is accurately summarized.
**B2a:360° Refined™ Leadership Test Results**
The analysis logically describes how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2b:CQ Pro Assessment Results**
The analysis logically describes how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2c:VIA Character Strengths Survey Results**
The analysis logically describes how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2d:Action Item Recommendations**
The explanation recommends 3 action items that are each appropriate for improving personal perceived leadership effectiveness and logically discusses, with specific examples, how each action item would improve personal leadership effectiveness.
**B2di:Alignment of Action Items to Chosen Leadership Theory**
The explanation logically describes, with specific details, how the chosen leadership theory supports each of the recommended action items in part B2d. The explanation is supported with a scholarly source.
**C:** [**Leadership Profile**](https://lrps.wgu.edu/provision/208604661)
The completed leadership profile of the candidate is logically based on the results of the assessments and contains each of the given components.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**D:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction1.docx**
Introduction
For this task, you will assess your personal leadership effectiveness using emotional intelligence, leadership skills, and character strengths. You will complete three self-assessments for this task: 360° Refined™ Leadership Test, CQ Pro Assessment, and VIA Character Strengths Survey. Additionally, you will write a paper assessing and explaining your results of the three assessments and your own leadership effectiveness using a scholarly leadership theory. Finally, to help you develop as a leader, you will create a personal leadership profile.
Requirements
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
A. Upload a completed copy of the results for each of the following self-assessments:
• 360° Refined™ Leadership Test
• CQ Pro Assessment
• VIA Character Strengths Survey
_Note: Once you have completed each self-assessment, you will need to submit your results as an attachment with your Task 1 submission. After completing the self-assessment, download a copy of each of your three self-assessment reports and upload them from a computer. Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for additional information on accessing each self-assessment._
B. Write a paper
_of_
_**25 pages**_ by doing the following:
1. Explain how your perceived leadership effectiveness is supported by the results of
_each_ of the
**three** assessments (360° Refined™, CQ Pro, VIA Character Strengths).
2. Choose and summarize
**one** of the following scholarly leadership theories to evaluate your perceived effectiveness as a leader:
• transformational leadership
• transactional leadership
• situational leadership
• participative leadership
• servant leadership
• behavioral leadership
• trait theory of leadership
a. Analyze how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
b. Analyze how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
c. Analyze how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
d. Recommend
**three** action items to improve the perceived effectiveness of your leadership based on the results of the self-assessments (360° Refined™, CQ Pro, VIA Character Strengths) and explain how
_each_ action item would improve your leadership effectiveness.
i. Explain how your chosen leadership theory supports the recommended action items. Support your explanation with a scholarly source.
C. Develop a leadership profile based on the results of the three self-assessments that you completed in this course (360° Refined™, CQ Pro, VIA Character Strengths) and the CliftonStrengths Assessment. Include
_each_ of the following components:
• student name and current contact information
• education and credentials
• personal leadership philosophy, vision, and values
• leadership strengths
• leadership competencies and skills
• areas for leadership improvement
• leadership experiences and application
_Note: Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for specific instructions on how to access the CliftonStrengths Assessment that you completed in C200. If you have not completed C200, please follow the instructions within that same document to complete the CliftonStrengths Assessment._
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
**## VIACharacter.pdf**
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
1. Honesty
COURAGE
Speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere way; being
without pretense; taking responsibility for one's feelings and actions.
2. Kindness
HUMANITY
Doing favors and good deeds for others; helping them; taking care of them.
3. Love
HUMANITY
Valuing close relations with others, in particular those in which sharing & caring are reciprocated; being close
to people.
4. Humor
TRANSCENDENCE
Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily
telling) jokes.
5. Spirituality
TRANSCENDENCE
Having coherent beliefs about the higher purpose and meaning of the universe; knowing where one fits within
the larger scheme; having beliefs about the meaning of life that shape conduct and provide comfort.
6. Creativity
WISDOM
Thinking of novel and productive ways to conceptualize and do things; includes artistic achievement but is not
limited to it.
7. Love of Learning
WISDOM
Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; related to the
strength of curiosity but goes beyond it to describe the tendency to add systematically to what one knows.
8. Gratitude
TRANSCENDENCE
Being aware of and thankful for the good things that happen; taking time to express thanks.
9. Fairness
JUSTICE
Treating all people the same according to notions of fairness and justice; not letting feelings bias decisions
about others; giving everyone a fair chance.
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
10. Perseverance
COURAGE
Finishing what one starts; persevering in a course of action in spite of obstacles; “getting it out the door”;
taking pleasure in completing tasks.
11. Hope
TRANSCENDENCE
Expecting the best in the future and working to achieve it; believing that a good future is something that can be
brought about.
12. Judgment
WISDOM
Thinking things through and examining them from all sides; not jumping to conclusions; being able to change
one's mind in light of evidence; weighing all evidence fairly.
13. Forgiveness
TEMPERANCE
Forgiving those who have done wrong; accepting others’ shortcomings; giving people a second chance; not
being vengeful.
14. Humility
TEMPERANCE
Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is.
15. Bravery
COURAGE
Not shrinking from threat, challenge, difficulty, or pain; speaking up for what’s right even if there’s
opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it.
16. Perspective
WISDOM
Being able to provide wise counsel to others; having ways of looking at the world that make sense to
oneself/others.
17. Appreciation of Beauty & Excellence
TRANSCENDENCE
Noticing and appreciating beauty, excellence, and/or skilled performance in various domains of life, from
nature to art to mathematics to science to everyday experience.
18. Social Intelligence
HUMANITY
Being aware of the motives/feelings of others and oneself; knowing what to do to fit into different social
situations; knowing what makes other people tick.
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
19. Self-Regulation
TEMPERANCE
Regulating what one feels and does; being disciplined; controlling one's impulses and emotions.
20. Leadership
JUSTICE
Encouraging a group of which one is a member to get things done and at the same time maintain good relations
within the group; organizing group activities and seeing that they happen.
21. Prudence
TEMPERANCE
Being careful about one's choices; not taking undue risks; not saying or doing things that might later be
regretted.
22. Teamwork
JUSTICE
Working well as a member of a group or team; being loyal to the group; doing one's share.
23. Zest
COURAGE
Approaching life with excitement and energy; not doing things halfway or halfheartedly; living life as an
adventure; feeling alive and activated.
24. Curiosity
WISDOM
Taking an interest in ongoing experience for its own sake; finding subjects and topics fascinating; exploring
and discovering.
– 1. Honesty
– 2. Kindness
– 3. Love
– 4. Humor
– 5. Spirituality
– 6. Creativity
– 7. Love of Learning
– 8. Gratitude
– 9. Fairness
– 10. Perseverance
– 11. Hope
– 12. Judgment
– 13. Forgiveness
– 14. Humility
– 15. Bravery
– 16. Perspective
– 17. Appreciation of Beauty & Excellence
– 18. Social Intelligence
– 19. Self-Regulation
– 20. Leadership
– 21. Prudence
– 22. Teamwork
– 23. Zest
– 24. Curiosity
**## Task1InstructionalGuide.docx**
## C203 Instructional Guide for Task 1
_This instructional guide is designed to help you navigate and successfully complete Task 1 for C203._
Please keep in mind a few tips, you can write in any format you like. There is NO sample paper, please discard that information if you see it somewhere. We allows students to write in any format you choose (i.e. MLA, APA, or CHI). Please refer to the Academic Formatting Guide to assist with formatting and setting up your paper correctly.
#### Helpful Submission Tip(s) for Task 1:
While not required, I strongly recommend that you format your paper following the rubric structure. Please label each section clearly with headings such as A, B1, B2, B3, etc.. This makes it much easier to align your responses directly with each rubric prompt.
Using this approach will also benefit you if the task is returned for revisions, as you (and the evaluator) can quickly locate the specific section that needs adjustment.
Additionally, I suggest using a ledger format (bullet points, clear subheadings, or tables as appropriate) to help organize your information within each section. This structure will make your paper more reader-friendly and ensure that all required elements are addressed clearly and efficiently.
Remember, the goal is to make your work as easy as possible to evaluate, while still maintaining professional formatting. You’ve got this!
## Section A: Upload Completed Self-Assessments
You must upload your completed results for the following assessments: – 360° Refined™ Leadership Test – CQ Pro Assessment – VIA Character Strengths Survey – Clifton Strengths Assessment (completed in C200)
**Action Step:** Attach the full reports from each assessment into your Task 1 submission.
## Section B1: Perceived Leadership Effectiveness (Analysis of Assessments)
**Rubric Instruction:**- Explain how your leadership effectiveness is supported by the results of each assessment (there are three assessments).
**Tip:** Describe what each assessment says about your strengths and how they reflect your effectiveness as a leader. Write in your own words, using specific examples from your assessment results.
## Section B2: Select and Apply a Leadership Theory
**Rubric Instruction:**- Choose ONE leadership theory to evaluate your perceived effectiveness: – Transformational – Transactional – Situational – Participative – Servant – Behavioral – Trait theory
– Summarize how your CHOOSEN leadership theory aligns with your leadership approach.
**Tip:** Keep your explanation clear, concise, and personal. Avoid over-complicating your discussion.
## Sections B2a – B2c: Alignment with Each Assessment
**Rubric Instruction:** For each assessment (360° Refined™, CQ Pro, VIA Character Strengths):
· Analyze how the leadership theory you selected aligns with both the highest and lowest scoring categories of that assessment.
· Use at least one scholarly source to support your analysis for each subsection prompt (B2a, B2b, and B2c (you should have three in-text citations for this area).
**Tip:** Be sure to directly connect your assessment results with your chosen theory. Provide thoughtful analysis, not just a summary. These are three different prompts. B2a is for 360 Refined Leadership Results, B2b is for the CQ Pro Assessment, and B2c is for VIA Character Strength Assessment. The rubric instruction is the same, but for three different assessment analysis.
## Section B2c (Action Items)1: Recommendations for Improvement
**Rubric Instruction:**- Recommend THREE specific action items you can take to improve your leadership based on the self-assessment results. – For each action item, explain how it will improve your leadership effectiveness.
**Tip:** Be practical and focused. Use your assessment data to guide your choices.
## Section B2d(i): Leadership Theory Support for Action Items
**Rubric Instruction:**- Explain how your selected leadership theory supports the action items you recommended. – Use one scholarly source to support your explanation.
**Tip:** Show how your chosen theory naturally aligns with and supports your improvement plan.
## Section B2c (Leadership Profile): Create Your Leadership Profile
**Tip for Completing Your Leadership Profile:** **Think of this section like building your personal leadership resume or portfolio. Just like a resume, you are presenting a clear, organized snapshot of your leadership journey, strengths, and experiences. Be sure to: · Use bullet points or a clean, easy-to-read format for each section. · List your information professionally under each heading (Name, Education, Strengths, etc.). · Be specific and authentic in describing your leadership philosophy, strengths, and real- world experiences. · For your Leadership Experiences, think about projects, jobs, volunteer work, school activities, or personal situations where you demonstrate leadership. These can be brief but should clearly show how you have applied your leadership skills. · Do not overthink the wording — this is your personal profile, so use language that reflects you and your leadership style. Using a simple, resume-like format will not only help you stay organized but also make it easier for evaluators to review and provide feedback. **_Recommended items to include in your leadership profile._** 1. **Your Information**- Name – Address – Email – Phone Number 2. **Education and Credentials**- Bachelor’s degree (include school name, city, state) – Master’s in Science in Management and Leadership (In Progress) 3. **Personal Leadership Philosophy, Vision, and Values**- Clearly state your personal leadership philosophy. – Include your vision for leadership and the values that guide you. 4. **Leadership Strengths (List 5)**- Use your assessments to identify top strengths. 5. **Leadership Competencies and Skills (List 5)**- Identify key skills you possess as a leader. 6. **Areas for Leadership Improvement (List 3)**- Identify areas you want to grow in. 7. **Leadership Experiences and Application (List 5)**- Provide real examples of how you have applied leadership. **Tip:** Be detailed and authentic. Use this profile as a personal leadership snapshot.**
## Conclusion
**Rubric Instruction:**- Write a conclusion that summarizes your key takeaways from completing Task 1 and reflects on your leadership development.
## References
· Include all sources cited throughout your paper.
· Follow APA formatting guidelines for all in-text citations and references.
· Please use the Academic Formatting Guide to assist with formatting.
**Final Reminders:**- You do NOT need to cite your Clifton Strengths, VIA Character Strength, and etc. report; you can reference it in-text without an APA citation as it is based on your personal results.
**LEADERSHIPREPORT.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/leadershipreport-pdf-10403889)
**CQ-Report.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cq-report-pdf)
**CQ-Report.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cq-report-pdf)
**## Rubrics.docx**
Rubric
**A:** [**Self-Assessments Results**](https://lrps.wgu.edu/provision/208604661)
Completed copies of each of the given self-assessment results are provided.
**B1:Personal Perceived Leadership Effectiveness**
The explanation logically describes, with specific examples, how perceived leadership effectiveness is shown by the results of each of the 3 assessments.
**B2:Theory Selection**
A scholarly leadership theory is chosen from the given list and is accurately summarized.
**B2a:360° Refined™ Leadership Test Results**
The analysis logically describes how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2b:CQ Pro Assessment Results**
The analysis logically describes how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2c:VIA Character Strengths Survey Results**
The analysis logically describes how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2d:Action Item Recommendations**
The explanation recommends 3 action items that are each appropriate for improving personal perceived leadership effectiveness and logically discusses, with specific examples, how each action item would improve personal leadership effectiveness.
**B2di:Alignment of Action Items to Chosen Leadership Theory**
The explanation logically describes, with specific details, how the chosen leadership theory supports each of the recommended action items in part B2d. The explanation is supported with a scholarly source.
**C:** [**Leadership Profile**](https://lrps.wgu.edu/provision/208604661)
The completed leadership profile of the candidate is logically based on the results of the assessments and contains each of the given components.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**D:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction1.docx**
Introduction
For this task, you will assess your personal leadership effectiveness using emotional intelligence, leadership skills, and character strengths. You will complete three self-assessments for this task: 360° Refined™ Leadership Test, CQ Pro Assessment, and VIA Character Strengths Survey. Additionally, you will write a paper assessing and explaining your results of the three assessments and your own leadership effectiveness using a scholarly leadership theory. Finally, to help you develop as a leader, you will create a personal leadership profile.
Requirements
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
A. Upload a completed copy of the results for each of the following self-assessments:
• 360° Refined™ Leadership Test
• CQ Pro Assessment
• VIA Character Strengths Survey
_Note: Once you have completed each self-assessment, you will need to submit your results as an attachment with your Task 1 submission. After completing the self-assessment, download a copy of each of your three self-assessment reports and upload them from a computer. Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for additional information on accessing each self-assessment._
B. Write a paper
_of_
_**25 pages**_ by doing the following:
1. Explain how your perceived leadership effectiveness is supported by the results of
_each_ of the
**three** assessments (360° Refined™, CQ Pro, VIA Character Strengths).
2. Choose and summarize
**one** of the following scholarly leadership theories to evaluate your perceived effectiveness as a leader:
• transformational leadership
• transactional leadership
• situational leadership
• participative leadership
• servant leadership
• behavioral leadership
• trait theory of leadership
a. Analyze how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
b. Analyze how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
c. Analyze how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
d. Recommend
**three** action items to improve the perceived effectiveness of your leadership based on the results of the self-assessments (360° Refined™, CQ Pro, VIA Character Strengths) and explain how
_each_ action item would improve your leadership effectiveness.
i. Explain how your chosen leadership theory supports the recommended action items. Support your explanation with a scholarly source.
C. Develop a leadership profile based on the results of the three self-assessments that you completed in this course (360° Refined™, CQ Pro, VIA Character Strengths) and the CliftonStrengths Assessment. Include
_each_ of the following components:
• student name and current contact information
• education and credentials
• personal leadership philosophy, vision, and values
• leadership strengths
• leadership competencies and skills
• areas for leadership improvement
• leadership experiences and application
_Note: Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for specific instructions on how to access the CliftonStrengths Assessment that you completed in C200. If you have not completed C200, please follow the instructions within that same document to complete the CliftonStrengths Assessment._
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
**## VIACharacter.pdf**
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
1. Honesty
COURAGE
Speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere way; being
without pretense; taking responsibility for one's feelings and actions.
2. Kindness
HUMANITY
Doing favors and good deeds for others; helping them; taking care of them.
3. Love
HUMANITY
Valuing close relations with others, in particular those in which sharing & caring are reciprocated; being close
to people.
4. Humor
TRANSCENDENCE
Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily
telling) jokes.
5. Spirituality
TRANSCENDENCE
Having coherent beliefs about the higher purpose and meaning of the universe; knowing where one fits within
the larger scheme; having beliefs about the meaning of life that shape conduct and provide comfort.
6. Creativity
WISDOM
Thinking of novel and productive ways to conceptualize and do things; includes artistic achievement but is not
limited to it.
7. Love of Learning
WISDOM
Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; related to the
strength of curiosity but goes beyond it to describe the tendency to add systematically to what one knows.
8. Gratitude
TRANSCENDENCE
Being aware of and thankful for the good things that happen; taking time to express thanks.
9. Fairness
JUSTICE
Treating all people the same according to notions of fairness and justice; not letting feelings bias decisions
about others; giving everyone a fair chance.
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
10. Perseverance
COURAGE
Finishing what one starts; persevering in a course of action in spite of obstacles; “getting it out the door”;
taking pleasure in completing tasks.
11. Hope
TRANSCENDENCE
Expecting the best in the future and working to achieve it; believing that a good future is something that can be
brought about.
12. Judgment
WISDOM
Thinking things through and examining them from all sides; not jumping to conclusions; being able to change
one's mind in light of evidence; weighing all evidence fairly.
13. Forgiveness
TEMPERANCE
Forgiving those who have done wrong; accepting others’ shortcomings; giving people a second chance; not
being vengeful.
14. Humility
TEMPERANCE
Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is.
15. Bravery
COURAGE
Not shrinking from threat, challenge, difficulty, or pain; speaking up for what’s right even if there’s
opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it.
16. Perspective
WISDOM
Being able to provide wise counsel to others; having ways of looking at the world that make sense to
oneself/others.
17. Appreciation of Beauty & Excellence
TRANSCENDENCE
Noticing and appreciating beauty, excellence, and/or skilled performance in various domains of life, from
nature to art to mathematics to science to everyday experience.
18. Social Intelligence
HUMANITY
Being aware of the motives/feelings of others and oneself; knowing what to do to fit into different social
situations; knowing what makes other people tick.
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
19. Self-Regulation
TEMPERANCE
Regulating what one feels and does; being disciplined; controlling one's impulses and emotions.
20. Leadership
JUSTICE
Encouraging a group of which one is a member to get things done and at the same time maintain good relations
within the group; organizing group activities and seeing that they happen.
21. Prudence
TEMPERANCE
Being careful about one's choices; not taking undue risks; not saying or doing things that might later be
regretted.
22. Teamwork
JUSTICE
Working well as a member of a group or team; being loyal to the group; doing one's share.
23. Zest
COURAGE
Approaching life with excitement and energy; not doing things halfway or halfheartedly; living life as an
adventure; feeling alive and activated.
24. Curiosity
WISDOM
Taking an interest in ongoing experience for its own sake; finding subjects and topics fascinating; exploring
and discovering.
– 1. Honesty
– 2. Kindness
– 3. Love
– 4. Humor
– 5. Spirituality
– 6. Creativity
– 7. Love of Learning
– 8. Gratitude
– 9. Fairness
– 10. Perseverance
– 11. Hope
– 12. Judgment
– 13. Forgiveness
– 14. Humility
– 15. Bravery
– 16. Perspective
– 17. Appreciation of Beauty & Excellence
– 18. Social Intelligence
– 19. Self-Regulation
– 20. Leadership
– 21. Prudence
– 22. Teamwork
– 23. Zest
– 24. Curiosity
**## Task1InstructionalGuide.docx**
## C203 Instructional Guide for Task 1
_This instructional guide is designed to help you navigate and successfully complete Task 1 for C203._
Please keep in mind a few tips, you can write in any format you like. There is NO sample paper, please discard that information if you see it somewhere. We allows students to write in any format you choose (i.e. MLA, APA, or CHI). Please refer to the Academic Formatting Guide to assist with formatting and setting up your paper correctly.
#### Helpful Submission Tip(s) for Task 1:
While not required, I strongly recommend that you format your paper following the rubric structure. Please label each section clearly with headings such as A, B1, B2, B3, etc.. This makes it much easier to align your responses directly with each rubric prompt.
Using this approach will also benefit you if the task is returned for revisions, as you (and the evaluator) can quickly locate the specific section that needs adjustment.
Additionally, I suggest using a ledger format (bullet points, clear subheadings, or tables as appropriate) to help organize your information within each section. This structure will make your paper more reader-friendly and ensure that all required elements are addressed clearly and efficiently.
Remember, the goal is to make your work as easy as possible to evaluate, while still maintaining professional formatting. You’ve got this!
## Section A: Upload Completed Self-Assessments
You must upload your completed results for the following assessments: – 360° Refined™ Leadership Test – CQ Pro Assessment – VIA Character Strengths Survey – Clifton Strengths Assessment (completed in C200)
**Action Step:** Attach the full reports from each assessment into your Task 1 submission.
## Section B1: Perceived Leadership Effectiveness (Analysis of Assessments)
**Rubric Instruction:**- Explain how your leadership effectiveness is supported by the results of each assessment (there are three assessments).
**Tip:** Describe what each assessment says about your strengths and how they reflect your effectiveness as a leader. Write in your own words, using specific examples from your assessment results.
## Section B2: Select and Apply a Leadership Theory
**Rubric Instruction:**- Choose ONE leadership theory to evaluate your perceived effectiveness: – Transformational – Transactional – Situational – Participative – Servant – Behavioral – Trait theory
– Summarize how your CHOOSEN leadership theory aligns with your leadership approach.
**Tip:** Keep your explanation clear, concise, and personal. Avoid over-complicating your discussion.
## Sections B2a – B2c: Alignment with Each Assessment
**Rubric Instruction:** For each assessment (360° Refined™, CQ Pro, VIA Character Strengths):
· Analyze how the leadership theory you selected aligns with both the highest and lowest scoring categories of that assessment.
· Use at least one scholarly source to support your analysis for each subsection prompt (B2a, B2b, and B2c (you should have three in-text citations for this area).
**Tip:** Be sure to directly connect your assessment results with your chosen theory. Provide thoughtful analysis, not just a summary. These are three different prompts. B2a is for 360 Refined Leadership Results, B2b is for the CQ Pro Assessment, and B2c is for VIA Character Strength Assessment. The rubric instruction is the same, but for three different assessment analysis.
## Section B2c (Action Items)1: Recommendations for Improvement
**Rubric Instruction:**- Recommend THREE specific action items you can take to improve your leadership based on the self-assessment results. – For each action item, explain how it will improve your leadership effectiveness.
**Tip:** Be practical and focused. Use your assessment data to guide your choices.
## Section B2d(i): Leadership Theory Support for Action Items
**Rubric Instruction:**- Explain how your selected leadership theory supports the action items you recommended. – Use one scholarly source to support your explanation.
**Tip:** Show how your chosen theory naturally aligns with and supports your improvement plan.
## Section B2c (Leadership Profile): Create Your Leadership Profile
**Tip for Completing Your Leadership Profile:** **Think of this section like building your personal leadership resume or portfolio. Just like a resume, you are presenting a clear, organized snapshot of your leadership journey, strengths, and experiences. Be sure to: · Use bullet points or a clean, easy-to-read format for each section. · List your information professionally under each heading (Name, Education, Strengths, etc.). · Be specific and authentic in describing your leadership philosophy, strengths, and real- world experiences. · For your Leadership Experiences, think about projects, jobs, volunteer work, school activities, or personal situations where you demonstrate leadership. These can be brief but should clearly show how you have applied your leadership skills. · Do not overthink the wording — this is your personal profile, so use language that reflects you and your leadership style. Using a simple, resume-like format will not only help you stay organized but also make it easier for evaluators to review and provide feedback. **_Recommended items to include in your leadership profile._** 1. **Your Information**- Name – Address – Email – Phone Number 2. **Education and Credentials**- Bachelor’s degree (include school name, city, state) – Master’s in Science in Management and Leadership (In Progress) 3. **Personal Leadership Philosophy, Vision, and Values**- Clearly state your personal leadership philosophy. – Include your vision for leadership and the values that guide you. 4. **Leadership Strengths (List 5)**- Use your assessments to identify top strengths. 5. **Leadership Competencies and Skills (List 5)**- Identify key skills you possess as a leader. 6. **Areas for Leadership Improvement (List 3)**- Identify areas you want to grow in. 7. **Leadership Experiences and Application (List 5)**- Provide real examples of how you have applied leadership. **Tip:** Be detailed and authentic. Use this profile as a personal leadership snapshot.**
## Conclusion
**Rubric Instruction:**- Write a conclusion that summarizes your key takeaways from completing Task 1 and reflects on your leadership development.
## References
· Include all sources cited throughout your paper.
· Follow APA formatting guidelines for all in-text citations and references.
· Please use the Academic Formatting Guide to assist with formatting.
**Final Reminders:**- You do NOT need to cite your Clifton Strengths, VIA Character Strength, and etc. report; you can reference it in-text without an APA citation as it is based on your personal results.
**LEADERSHIPREPORT.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/leadershipreport-pdf-10403889)
**CQ-Report.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cq-report-pdf)
**## Rubrics.docx**
Rubric
**A:** [**Self-Assessments Results**](https://lrps.wgu.edu/provision/208604661)
Completed copies of each of the given self-assessment results are provided.
**B1:Personal Perceived Leadership Effectiveness**
The explanation logically describes, with specific examples, how perceived leadership effectiveness is shown by the results of each of the 3 assessments.
**B2:Theory Selection**
A scholarly leadership theory is chosen from the given list and is accurately summarized.
**B2a:360° Refined™ Leadership Test Results**
The analysis logically describes how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2b:CQ Pro Assessment Results**
The analysis logically describes how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2c:VIA Character Strengths Survey Results**
The analysis logically describes how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and bottom categorical result of the assessment. The analysis is supported with a scholarly source.
**B2d:Action Item Recommendations**
The explanation recommends 3 action items that are each appropriate for improving personal perceived leadership effectiveness and logically discusses, with specific examples, how each action item would improve personal leadership effectiveness.
**B2di:Alignment of Action Items to Chosen Leadership Theory**
The explanation logically describes, with specific details, how the chosen leadership theory supports each of the recommended action items in part B2d. The explanation is supported with a scholarly source.
**C:** [**Leadership Profile**](https://lrps.wgu.edu/provision/208604661)
The completed leadership profile of the candidate is logically based on the results of the assessments and contains each of the given components.
**E:** [**Sources**](https://lrps.wgu.edu/provision/71484321)
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
**D:** [**Professional Communication**](https://lrps.wgu.edu/provision/27641407)
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## Introduction1.docx**
Introduction
For this task, you will assess your personal leadership effectiveness using emotional intelligence, leadership skills, and character strengths. You will complete three self-assessments for this task: 360° Refined™ Leadership Test, CQ Pro Assessment, and VIA Character Strengths Survey. Additionally, you will write a paper assessing and explaining your results of the three assessments and your own leadership effectiveness using a scholarly leadership theory. Finally, to help you develop as a leader, you will create a personal leadership profile.
Requirements
_You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._
A. Upload a completed copy of the results for each of the following self-assessments:
• 360° Refined™ Leadership Test
• CQ Pro Assessment
• VIA Character Strengths Survey
_Note: Once you have completed each self-assessment, you will need to submit your results as an attachment with your Task 1 submission. After completing the self-assessment, download a copy of each of your three self-assessment reports and upload them from a computer. Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for additional information on accessing each self-assessment._
B. Write a paper
_of_
_**25 pages**_ by doing the following:
1. Explain how your perceived leadership effectiveness is supported by the results of
_each_ of the
**three** assessments (360° Refined™, CQ Pro, VIA Character Strengths).
2. Choose and summarize
**one** of the following scholarly leadership theories to evaluate your perceived effectiveness as a leader:
• transformational leadership
• transactional leadership
• situational leadership
• participative leadership
• servant leadership
• behavioral leadership
• trait theory of leadership
a. Analyze how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
b. Analyze how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
c. Analyze how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source.
d. Recommend
**three** action items to improve the perceived effectiveness of your leadership based on the results of the self-assessments (360° Refined™, CQ Pro, VIA Character Strengths) and explain how
_each_ action item would improve your leadership effectiveness.
i. Explain how your chosen leadership theory supports the recommended action items. Support your explanation with a scholarly source.
C. Develop a leadership profile based on the results of the three self-assessments that you completed in this course (360° Refined™, CQ Pro, VIA Character Strengths) and the CliftonStrengths Assessment. Include
_each_ of the following components:
• student name and current contact information
• education and credentials
• personal leadership philosophy, vision, and values
• leadership strengths
• leadership competencies and skills
• areas for leadership improvement
• leadership experiences and application
_Note: Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for specific instructions on how to access the CliftonStrengths Assessment that you completed in C200. If you have not completed C200, please follow the instructions within that same document to complete the CliftonStrengths Assessment._
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
**## VIACharacter.pdf**
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
1. Honesty
COURAGE
Speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere way; being
without pretense; taking responsibility for one's feelings and actions.
2. Kindness
HUMANITY
Doing favors and good deeds for others; helping them; taking care of them.
3. Love
HUMANITY
Valuing close relations with others, in particular those in which sharing & caring are reciprocated; being close
to people.
4. Humor
TRANSCENDENCE
Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily
telling) jokes.
5. Spirituality
TRANSCENDENCE
Having coherent beliefs about the higher purpose and meaning of the universe; knowing where one fits within
the larger scheme; having beliefs about the meaning of life that shape conduct and provide comfort.
6. Creativity
WISDOM
Thinking of novel and productive ways to conceptualize and do things; includes artistic achievement but is not
limited to it.
7. Love of Learning
WISDOM
Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; related to the
strength of curiosity but goes beyond it to describe the tendency to add systematically to what one knows.
8. Gratitude
TRANSCENDENCE
Being aware of and thankful for the good things that happen; taking time to express thanks.
9. Fairness
JUSTICE
Treating all people the same according to notions of fairness and justice; not letting feelings bias decisions
about others; giving everyone a fair chance.
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
10. Perseverance
COURAGE
Finishing what one starts; persevering in a course of action in spite of obstacles; “getting it out the door”;
taking pleasure in completing tasks.
11. Hope
TRANSCENDENCE
Expecting the best in the future and working to achieve it; believing that a good future is something that can be
brought about.
12. Judgment
WISDOM
Thinking things through and examining them from all sides; not jumping to conclusions; being able to change
one's mind in light of evidence; weighing all evidence fairly.
13. Forgiveness
TEMPERANCE
Forgiving those who have done wrong; accepting others’ shortcomings; giving people a second chance; not
being vengeful.
14. Humility
TEMPERANCE
Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is.
15. Bravery
COURAGE
Not shrinking from threat, challenge, difficulty, or pain; speaking up for what’s right even if there’s
opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it.
16. Perspective
WISDOM
Being able to provide wise counsel to others; having ways of looking at the world that make sense to
oneself/others.
17. Appreciation of Beauty & Excellence
TRANSCENDENCE
Noticing and appreciating beauty, excellence, and/or skilled performance in various domains of life, from
nature to art to mathematics to science to everyday experience.
18. Social Intelligence
HUMANITY
Being aware of the motives/feelings of others and oneself; knowing what to do to fit into different social
situations; knowing what makes other people tick.
VIA Character Strengths Profile
09/18/2025
©2025 VIA Institute on Character. All Rights Reserved.
19. Self-Regulation
TEMPERANCE
Regulating what one feels and does; being disciplined; controlling one's impulses and emotions.
20. Leadership
JUSTICE
Encouraging a group of which one is a member to get things done and at the same time maintain good relations
within the group; organizing group activities and seeing that they happen.
21. Prudence
TEMPERANCE
Being careful about one's choices; not taking undue risks; not saying or doing things that might later be
regretted.
22. Teamwork
JUSTICE
Working well as a member of a group or team; being loyal to the group; doing one's share.
23. Zest
COURAGE
Approaching life with excitement and energy; not doing things halfway or halfheartedly; living life as an
adventure; feeling alive and activated.
24. Curiosity
WISDOM
Taking an interest in ongoing experience for its own sake; finding subjects and topics fascinating; exploring
and discovering.
– 1. Honesty
– 2. Kindness
– 3. Love
– 4. Humor
– 5. Spirituality
– 6. Creativity
– 7. Love of Learning
– 8. Gratitude
– 9. Fairness
– 10. Perseverance
– 11. Hope
– 12. Judgment
– 13. Forgiveness
– 14. Humility
– 15. Bravery
– 16. Perspective
– 17. Appreciation of Beauty & Excellence
– 18. Social Intelligence
– 19. Self-Regulation
– 20. Leadership
– 21. Prudence
– 22. Teamwork
– 23. Zest
– 24. Curiosity
**## Task1InstructionalGuide.docx**
## C203 Instructional Guide for Task 1
_This instructional guide is designed to help you navigate and successfully complete Task 1 for C203._
Please keep in mind a few tips, you can write in any format you like. There is NO sample paper, please discard that information if you see it somewhere. We allows students to write in any format you choose (i.e. MLA, APA, or CHI). Please refer to the Academic Formatting Guide to assist with formatting and setting up your paper correctly.
#### Helpful Submission Tip(s) for Task 1:
While not required, I strongly recommend that you format your paper following the rubric structure. Please label each section clearly with headings such as A, B1, B2, B3, etc.. This makes it much easier to align your responses directly with each rubric prompt.
Using this approach will also benefit you if the task is returned for revisions, as you (and the evaluator) can quickly locate the specific section that needs adjustment.
Additionally, I suggest using a ledger format (bullet points, clear subheadings, or tables as appropriate) to help organize your information within each section. This structure will make your paper more reader-friendly and ensure that all required elements are addressed clearly and efficiently.
Remember, the goal is to make your work as easy as possible to evaluate, while still maintaining professional formatting. You’ve got this!
## Section A: Upload Completed Self-Assessments
You must upload your completed results for the following assessments: – 360° Refined™ Leadership Test – CQ Pro Assessment – VIA Character Strengths Survey – Clifton Strengths Assessment (completed in C200)
**Action Step:** Attach the full reports from each assessment into your Task 1 submission.
## Section B1: Perceived Leadership Effectiveness (Analysis of Assessments)
**Rubric Instruction:**- Explain how your leadership effectiveness is supported by the results of each assessment (there are three assessments).
**Tip:** Describe what each assessment says about your strengths and how they reflect your effectiveness as a leader. Write in your own words, using specific examples from your assessment results.
## Section B2: Select and Apply a Leadership Theory
**Rubric Instruction:**- Choose ONE leadership theory to evaluate your perceived effectiveness: – Transformational – Transactional – Situational – Participative – Servant – Behavioral – Trait theory
– Summarize how your CHOOSEN leadership theory aligns with your leadership approach.
**Tip:** Keep your explanation clear, concise, and personal. Avoid over-complicating your discussion.
## Sections B2a – B2c: Alignment with Each Assessment
**Rubric Instruction:** For each assessment (360° Refined™, CQ Pro, VIA Character Strengths):
· Analyze how the leadership theory you selected aligns with both the highest and lowest scoring categories of that assessment.
· Use at least one scholarly source to support your analysis for each subsection prompt (B2a, B2b, and B2c (you should have three in-text citations for this area).
**Tip:** Be sure to directly connect your assessment results with your chosen theory. Provide thoughtful analysis, not just a summary. These are three different prompts. B2a is for 360 Refined Leadership Results, B2b is for the CQ Pro Assessment, and B2c is for VIA Character Strength Assessment. The rubric instruction is the same, but for three different assessment analysis.
## Section B2c (Action Items)1: Recommendations for Improvement
**Rubric Instruction:**- Recommend THREE specific action items you can take to improve your leadership based on the self-assessment results. – For each action item, explain how it will improve your leadership effectiveness.
**Tip:** Be practical and focused. Use your assessment data to guide your choices.
## Section B2d(i): Leadership Theory Support for Action Items
**Rubric Instruction:**- Explain how your selected leadership theory supports the action items you recommended. – Use one scholarly source to support your explanation.
**Tip:** Show how your chosen theory naturally aligns with and supports your improvement plan.
## Section B2c (Leadership Profile): Create Your Leadership Profile
**Tip for Completing Your Leadership Profile:** **Think of this section like building your personal leadership resume or portfolio. Just like a resume, you are presenting a clear, organized snapshot of your leadership journey, strengths, and experiences. Be sure to: · Use bullet points or a clean, easy-to-read format for each section. · List your information professionally under each heading (Name, Education, Strengths, etc.). · Be specific and authentic in describing your leadership philosophy, strengths, and real- world experiences. · For your Leadership Experiences, think about projects, jobs, volunteer work, school activities, or personal situations where you demonstrate leadership. These can be brief but should clearly show how you have applied your leadership skills. · Do not overthink the wording — this is your personal profile, so use language that reflects you and your leadership style. Using a simple, resume-like format will not only help you stay organized but also make it easier for evaluators to review and provide feedback. **_Recommended items to include in your leadership profile._** 1. **Your Information**- Name – Address – Email – Phone Number 2. **Education and Credentials**- Bachelor’s degree (include school name, city, state) – Master’s in Science in Management and Leadership (In Progress) 3. **Personal Leadership Philosophy, Vision, and Values**- Clearly state your personal leadership philosophy. – Include your vision for leadership and the values that guide you. 4. **Leadership Strengths (List 5)**- Use your assessments to identify top strengths. 5. **Leadership Competencies and Skills (List 5)**- Identify key skills you possess as a leader. 6. **Areas for Leadership Improvement (List 3)**- Identify areas you want to grow in. 7. **Leadership Experiences and Application (List 5)**- Provide real examples of how you have applied leadership. **Tip:** Be detailed and authentic. Use this profile as a personal leadership snapshot.**
## Conclusion
**Rubric Instruction:**- Write a conclusion that summarizes your key takeaways from completing Task 1 and reflects on your leadership development.
## References
· Include all sources cited throughout your paper.
· Follow APA formatting guidelines for all in-text citations and references.
· Please use the Academic Formatting Guide to assist with formatting.
**Final Reminders:**- You do NOT need to cite your Clifton Strengths, VIA Character Strength, and etc. report; you can reference it in-text without an APA citation as it is based on your personal results.
**LEADERSHIPREPORT.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/leadershipreport-pdf-10403889)
**CQ-Report.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cq-report-pdf)
– 1
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#### **Scenario Option 4: Gym Membership Frustrations: Blue Badger Gym** **Backstory:** You recently signed up for a one-year membership at Blue Badger Gym that promised free fitness classes and full access to all equipment during open hours. Shortly after joining, you noticed that many of the machi…
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Order on TutorsGallery →#### **Scenario Option 4: Gym Membership Frustrations: Blue Badger Gym**
**Backstory:** You recently signed up for a one-year membership at Blue Badger Gym that promised free fitness classes and full access to all equipment during open hours. Shortly after joining, you noticed that many of the machines are often out of order and that several of the fitness classes you were looking forward to taking have been canceled without explanation! You have attempted to contact the front desk and management about these issues, but your messages have gone unanswered. You are now questioning whether the membership is worth what you paid.
**Problem:** The gym equipment is often broken and classes have been canceled. Communication with staff and management has been unhelpful or nonexistent.
**Supporting Evidence:** Photos of broken machines, the original membership agreement or promotional materials, and records of emails or phone calls to management.
**Resolution Goal:** Suggest a refund, a membership discount, or guaranteed access to working equipment and scheduled classes.
**Target Audience:** Gym General Manager or Membership Services Department
See attachment for guidance on assistance. – ## TheImpactofyouthandleadership.docx **## TheImpactofyouthandleadership.docx** 2 **2** The Impact of Youth on Leadership Across All Ranks in the Army Student Instructor University affiliation Class Name Date **Introduction** 500 words **Literature Review…
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– ## TheImpactofyouthandleadership.docx
**## TheImpactofyouthandleadership.docx**
2
**2**
The Impact of Youth on Leadership Across All Ranks in the Army
Student
Instructor
University affiliation
Class Name
Date
**Introduction**
500 words
**Literature Review**
A 750-1000 word Literature Review which includes a minimum of three (3) scholarly resources (final literature review will contain at least seven (8) scholarly references).
**Ethical Perspectives**
(250-500 words total) which covers associated Ethical perspectives related to selected topic.
**Synthesis**
Draft Capstone paper which includes the addition of a Synthesis section (250-500 words)
**Conclusion**
References
Provide 8 scholarly reference, please do not attach any doi.org, needs to be actual scholar level work. Also use relevant military documents.
**## TheImpactofyouthandleadership.docx**
2
**2**
The Impact of Youth on Leadership Across All Ranks in the Army
Student
Instructor
University affiliation
Class Name
Date
**Introduction**
500 words
**Literature Review**
A 750-1000 word Literature Review which includes a minimum of three (3) scholarly resources (final literature review will contain at least seven (8) scholarly references).
**Ethical Perspectives**
(250-500 words total) which covers associated Ethical perspectives related to selected topic.
**Synthesis**
Draft Capstone paper which includes the addition of a Synthesis section (250-500 words)
**Conclusion**
References
Provide 8 scholarly reference, please do not attach any doi.org, needs to be actual scholar level work. Also use relevant military documents.
english 101 \ Douglass_LearningtoRead_.pdf](https://www.sweetstudy.com/files/douglass-learningtoread-pdf "Douglass_LearningtoRead_.pdf") \ IMG_9360.jpeg](https://www.sweetstudy.com/files/img-9360-jpeg "IMG_9360.jpeg") \ IMG_9359.jpeg](https://www.sweetstudy.com/files/img-9359-jpeg "IMG_9359.j…
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\
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Attached below https://youtu.be/EoLmqGX4UXQ https://youtu.be/LMb65w9nLyo – ## MonroesMotivatedSequenceBlankOutline.docx – ## MonroesMotivatedSequenceBlankOutline.docx – IMG_0119.png – IMG_0121.png **## MonroesMotivatedSequenceBlankOutline.docx** Monroe’s Motivated Sequence (blank outline) Attentio…
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https://youtu.be/EoLmqGX4UXQ
https://youtu.be/LMb65w9nLyo
– ## MonroesMotivatedSequenceBlankOutline.docx
– ## MonroesMotivatedSequenceBlankOutline.docx
– IMG_0119.png
– IMG_0121.png
**## MonroesMotivatedSequenceBlankOutline.docx**
Monroe’s Motivated Sequence (blank outline)
Attention Grabber:
Need:
Satisfaction:
Visualization:
Call To Action:
**## MonroesMotivatedSequenceBlankOutline.docx**
Monroe’s Motivated Sequence (blank outline)
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Need:
Satisfaction:
Visualization:
Call To Action:
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**IMG_0121.png**
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This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0121-png-10408469)
**## MonroesMotivatedSequenceBlankOutline.docx**
Monroe’s Motivated Sequence (blank outline)
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Monroe’s Motivated Sequence (blank outline)
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Satisfaction:
Visualization:
Call To Action:
**IMG_0119.png**
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**IMG_0121.png**
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**## MonroesMotivatedSequenceBlankOutline.docx**
Monroe’s Motivated Sequence (blank outline)
Attention Grabber:
Need:
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**## MonroesMotivatedSequenceBlankOutline.docx**
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**IMG_0119.png**
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**## WrittenIntroductionParagraph2.docx**
2
**The Case for Paying College Athletes**
**The Case for Paying College Athletes**
**Introduction**
College sports are not mere sideshow but a massive business that makes millions of dollars selling tickets, merchandise, as well as TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. Since a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go ‘amateur’ once players do start getting paid. In fact, it is the schools, networks, and sponsors that benefit and not the players themselves (Haile, 2023). To add to this, many college athletes put in about 30-40 hours a week into training, travelling and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.
It is not unjust to pay student-athletes due to the equal amount of time they give their sport on full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling and competing. It is this amount of time the majority of the adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding besides being highly psychologically straining as they combine sport with academics. These long hours leave them with small time or energy to pursue outside employment hence cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships, however, these are not always reflective of the actual expensive cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing and transportation costs out of their own purse which may be hard to do without a stable income generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, met, and efforts to a billion-dollar business and still failing to have the ministry needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded by their devotion.
**References**
Delventhal, M. L. (2021).
_A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y
Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
_BCL Rev._,
_64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h
ein.journals/bclr64&div=45&id=&page=
Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
_Nutrients_,
_16_(9), 1346. https://doi.org/10.3390/nu16091346
**## SweetStudy.pdf**
Follow instructions
The Introduction and first body Paragraph is already done
Finish the Rough Draft of the Essay
Its entry level freshman in college essay so same format as in
the introduction paragraph and body paragraphs
Atleast two sources per paragraph
The outline of the essay Please follow the outline
I. Introduction
A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
deals, yet the athletes themselves rarely see direct financial benefits.
B. Background Info: The NCAA prevents college athletes from being directly paid,
though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
their sport, making it difficult to balance academics and work, while scholarships often
fall short of covering living costs.
C. Thesis Statement: Student-athletes should be paid because of the time and effort
they dedicate, the financial struggles they face beyond scholarships, the unfair
exploitation in the current system, and the health risks that come with competing.
II. Body Paragraph 1: Time and Effort
A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
they dedicate to their sport.
B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
competing.
C. Supporting: This is equal to a full-time job but without financial compensation.
D. Supporting: Balancing sports and academics leaves little time for other income.
III. Body Paragraph 2: Financial Struggles
A. Topic Sentence (with transition): In addition to their time commitment, many
student-athletes face serious financial struggles.
B. Supporting: Scholarships often fail to cover the full cost of living.
C. Supporting: Athletes still pay for food, housing, transportation, and personal
expenses.
D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.
IV. Body Paragraph 3: Unfair System and Exploitation
A. Topic Sentence (with transition): The current system is unfair because it allows
universities, coaches, and networks to exploit athletes without compensating them.
B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.
C. Supporting: Coaches earn large salaries while players receive nothing beyond
scholarships.
D. Supporting: The system prioritizes money for institutions over fairness to athletes.
V. Body Paragraph 4: Health Risks
A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
significant health risks every time they step onto the field.
B. Supporting: Injuries can end sports careers instantly.
C. Supporting: Some injuries affect long-term physical and mental health.
D. Supporting: Payment would acknowledge the sacrifices athletes make with their
bodies.
VI. Conclusion
A. Restated Thesis: Student-athletes should be paid because of the hours they
dedicate, their financial struggles, the unfair system that exploits them, and the health
risks they face.
B. So What?: Paying athletes would make college sports more fair and ethical, while
giving recognition and respect to the players who make the industry possible.
Instruction for the Rough Draft
For this assignment, you will create the first draft of your essay. Begin with the outline,
introduction, and first body paragraphs that you previously developed, then add the
remaining three body paragraphs and the conclusion. Make sure to apply the feedback
you received on all previous assignments.
To earn full credit, the following components must be present:
● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page
Below are a few tips to consider as you draft your essay:
● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your thesis
statement.
● Your argument should be founded on logical thinking and solid evidence, not
on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,
me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make
some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and
citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)
● Download Argumentative Essay (Full Instructions)
●
Type your work into the APA template: APA Template
Download APA Template
Also, carefully review this sample paper, which includes instructor comments meant to
demonstrate what the student did well on the paper. You can use it as a guide for your
own: Sample Argumentative Paper
Download Sample Argumentative Paper
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Make sure for one of the sources on each
paragraph to use google scholar
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
**## SweetStudy.pdf**
Follow instructions
The Introduction and first body Paragraph is already done
Finish the Rough Draft of the Essay
Its entry level freshman in college essay so same format as in
the introduction paragraph and body paragraphs
Atleast two sources per paragraph
The outline of the essay Please follow the outline
I. Introduction
A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
deals, yet the athletes themselves rarely see direct financial benefits.
B. Background Info: The NCAA prevents college athletes from being directly paid,
though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
their sport, making it difficult to balance academics and work, while scholarships often
fall short of covering living costs.
C. Thesis Statement: Student-athletes should be paid because of the time and effort
they dedicate, the financial struggles they face beyond scholarships, the unfair
exploitation in the current system, and the health risks that come with competing.
II. Body Paragraph 1: Time and Effort
A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
they dedicate to their sport.
B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
competing.
C. Supporting: This is equal to a full-time job but without financial compensation.
D. Supporting: Balancing sports and academics leaves little time for other income.
III. Body Paragraph 2: Financial Struggles
A. Topic Sentence (with transition): In addition to their time commitment, many
student-athletes face serious financial struggles.
B. Supporting: Scholarships often fail to cover the full cost of living.
C. Supporting: Athletes still pay for food, housing, transportation, and personal
expenses.
D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.
IV. Body Paragraph 3: Unfair System and Exploitation
A. Topic Sentence (with transition): The current system is unfair because it allows
universities, coaches, and networks to exploit athletes without compensating them.
B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.
C. Supporting: Coaches earn large salaries while players receive nothing beyond
scholarships.
D. Supporting: The system prioritizes money for institutions over fairness to athletes.
V. Body Paragraph 4: Health Risks
A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
significant health risks every time they step onto the field.
B. Supporting: Injuries can end sports careers instantly.
C. Supporting: Some injuries affect long-term physical and mental health.
D. Supporting: Payment would acknowledge the sacrifices athletes make with their
bodies.
VI. Conclusion
A. Restated Thesis: Student-athletes should be paid because of the hours they
dedicate, their financial struggles, the unfair system that exploits them, and the health
risks they face.
B. So What?: Paying athletes would make college sports more fair and ethical, while
giving recognition and respect to the players who make the industry possible.
Instruction for the Rough Draft
For this assignment, you will create the first draft of your essay. Begin with the outline,
introduction, and first body paragraphs that you previously developed, then add the
remaining three body paragraphs and the conclusion. Make sure to apply the feedback
you received on all previous assignments.
To earn full credit, the following components must be present:
● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page
Below are a few tips to consider as you draft your essay:
● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your thesis
statement.
● Your argument should be founded on logical thinking and solid evidence, not
on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,
me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make
some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and
citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)
● Download Argumentative Essay (Full Instructions)
●
Type your work into the APA template: APA Template
Download APA Template
Also, carefully review this sample paper, which includes instructor comments meant to
demonstrate what the student did well on the paper. You can use it as a guide for your
own: Sample Argumentative Paper
Download Sample Argumentative Paper
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Make sure for one of the sources on each
paragraph to use google scholar
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
**## WrittenIntroductionParagraph2.docx**
2
**The Case for Paying College Athletes**
**The Case for Paying College Athletes**
**Introduction**
College sports are not mere sideshow but a massive business that makes millions of dollars selling tickets, merchandise, as well as TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. Since a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go ‘amateur’ once players do start getting paid. In fact, it is the schools, networks, and sponsors that benefit and not the players themselves (Haile, 2023). To add to this, many college athletes put in about 30-40 hours a week into training, travelling and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.
It is not unjust to pay student-athletes due to the equal amount of time they give their sport on full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling and competing. It is this amount of time the majority of the adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding besides being highly psychologically straining as they combine sport with academics. These long hours leave them with small time or energy to pursue outside employment hence cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships, however, these are not always reflective of the actual expensive cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing and transportation costs out of their own purse which may be hard to do without a stable income generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, met, and efforts to a billion-dollar business and still failing to have the ministry needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded by their devotion.
**References**
Delventhal, M. L. (2021).
_A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y
Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
_BCL Rev._,
_64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h
ein.journals/bclr64&div=45&id=&page=
Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
_Nutrients_,
_16_(9), 1346. https://doi.org/10.3390/nu16091346
**## SweetStudy.pdf**
Follow instructions
The Introduction and first body Paragraph is already done
Finish the Rough Draft of the Essay
Its entry level freshman in college essay so same format as in
the introduction paragraph and body paragraphs
Atleast two sources per paragraph
The outline of the essay Please follow the outline
I. Introduction
A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
deals, yet the athletes themselves rarely see direct financial benefits.
B. Background Info: The NCAA prevents college athletes from being directly paid,
though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
their sport, making it difficult to balance academics and work, while scholarships often
fall short of covering living costs.
C. Thesis Statement: Student-athletes should be paid because of the time and effort
they dedicate, the financial struggles they face beyond scholarships, the unfair
exploitation in the current system, and the health risks that come with competing.
II. Body Paragraph 1: Time and Effort
A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
they dedicate to their sport.
B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
competing.
C. Supporting: This is equal to a full-time job but without financial compensation.
D. Supporting: Balancing sports and academics leaves little time for other income.
III. Body Paragraph 2: Financial Struggles
A. Topic Sentence (with transition): In addition to their time commitment, many
student-athletes face serious financial struggles.
B. Supporting: Scholarships often fail to cover the full cost of living.
C. Supporting: Athletes still pay for food, housing, transportation, and personal
expenses.
D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.
IV. Body Paragraph 3: Unfair System and Exploitation
A. Topic Sentence (with transition): The current system is unfair because it allows
universities, coaches, and networks to exploit athletes without compensating them.
B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.
C. Supporting: Coaches earn large salaries while players receive nothing beyond
scholarships.
D. Supporting: The system prioritizes money for institutions over fairness to athletes.
V. Body Paragraph 4: Health Risks
A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
significant health risks every time they step onto the field.
B. Supporting: Injuries can end sports careers instantly.
C. Supporting: Some injuries affect long-term physical and mental health.
D. Supporting: Payment would acknowledge the sacrifices athletes make with their
bodies.
VI. Conclusion
A. Restated Thesis: Student-athletes should be paid because of the hours they
dedicate, their financial struggles, the unfair system that exploits them, and the health
risks they face.
B. So What?: Paying athletes would make college sports more fair and ethical, while
giving recognition and respect to the players who make the industry possible.
Instruction for the Rough Draft
For this assignment, you will create the first draft of your essay. Begin with the outline,
introduction, and first body paragraphs that you previously developed, then add the
remaining three body paragraphs and the conclusion. Make sure to apply the feedback
you received on all previous assignments.
To earn full credit, the following components must be present:
● An introduction with a thesis statement
● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
● In-text citations for the sources cited on the reference page
Below are a few tips to consider as you draft your essay:
● Your paper should be making an argument rather than simply stating facts.
● Each paragraph should further the argument and directly relate to your thesis
statement.
● Your argument should be founded on logical thinking and solid evidence, not
on anecdotal evidence, hearsay, or personal beliefs.
● Do not write in first or second person (avoid the use of pronouns such as I,
me, mine, we, us, ours, you, yours, etc.).
● Your outline should be a starting point, but you may find you need to make
some adjustments as well.
● You paper must follow APA guidelines for formatting, references, and
citations.
● See the Signature Assignment: Argumentative Essay (Full Instructions)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)
● Download Argumentative Essay (Full Instructions)
●
Type your work into the APA template: APA Template
Download APA Template
Also, carefully review this sample paper, which includes instructor comments meant to
demonstrate what the student did well on the paper. You can use it as a guide for your
own: Sample Argumentative Paper
Download Sample Argumentative Paper
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Make sure for one of the sources on each
paragraph to use google scholar
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)
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[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
**## WrittenIntroductionParagraph2.docx**
2
**The Case for Paying College Athletes**
**The Case for Paying College Athletes**
**Introduction**
College sports are not mere sideshow but a massive business that makes millions of dollars selling tickets, merchandise, as well as TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. Since a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go ‘amateur’ once players do start getting paid. In fact, it is the schools, networks, and sponsors that benefit and not the players themselves (Haile, 2023). To add to this, many college athletes put in about 30-40 hours a week into training, travelling and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.
It is not unjust to pay student-athletes due to the equal amount of time they give their sport on full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling and competing. It is this amount of time the majority of the adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding besides being highly psychologically straining as they combine sport with academics. These long hours leave them with small time or energy to pursue outside employment hence cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships, however, these are not always reflective of the actual expensive cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing and transportation costs out of their own purse which may be hard to do without a stable income generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, met, and efforts to a billion-dollar business and still failing to have the ministry needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded by their devotion.
**References**
Delventhal, M. L. (2021).
_A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y
Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
_BCL Rev._,
_64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h
ein.journals/bclr64&div=45&id=&page=
Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
_Nutrients_,
_16_(9), 1346. https://doi.org/10.3390/nu16091346
**## SweetStudy.pdf**
Follow instructions
The Introduction and first body Paragraph is already done
Finish the Rough Draft of the Essay
Its entry level freshman in college essay so same format as in
the introduction paragraph and body paragraphs
Atleast two sources per paragraph
The outline of the essay Please follow the outline
I. Introduction
A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
deals, yet the athletes themselves rarely see direct financial benefits.
B. Background Info: The NCAA prevents college athletes from being directly paid,
though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
their sport, making it difficult to balance academics and work, while scholarships often
fall short of covering living costs.
C. Thesis Statement: Student-athletes should be paid because of the time and effort
they dedicate, the financial struggles they face beyond scholarships, the unfair
exploitation in the current system, and the health risks that come with competing.
II. Body Paragraph 1: Time and Effort
A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
they dedicate to their sport.
B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
competing.
C. Supporting: This is equal to a full-time job but without financial compensation.
D. Supporting: Balancing sports and academics leaves little time for other income.
III. Body Paragraph 2: Financial Struggles
A. Topic Sentence (with transition): In addition to their time commitment, many
student-athletes face serious financial struggles.
B. Supporting: Scholarships often fail to cover the full cost of living.
C. Supporting: Athletes still pay for food, housing, transportation, and personal
expenses.
D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.
IV. Body Paragraph 3: Unfair System and Exploitation
A. Topic Sentence (with transition): The current system is unfair because it allows
universities, coaches, and networks to exploit athletes without compensating them.
B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.
C. Supporting: Coaches earn large salaries while players receive nothing beyond
scholarships.
D. Supporting: The system prioritizes money for institutions over fairness to athletes.
V. Body Paragraph 4: Health Risks
A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
significant health risks every time they step onto the field.
B. Supporting: Injuries can end sports careers instantly.
C. Supporting: Some injuries affect long-term physical and mental health.
D. Supporting: Payment would acknowledge the sacrifices athletes make with their
bodies.
VI. Conclusion
A. Restated Thesis: Student-athletes should be paid because of the hours they
dedicate, their financial struggles, the unfair system that exploits them, and the health
risks they face.
B. So What?: Paying athletes would make college sports more fair and ethical, while
giving recognition and respect to the players who make the industry possible.
Instruction for the Rough Draft
For this assignment, you will create the first draft of your essay. Begin with the outline,
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remaining three body paragraphs and the conclusion. Make sure to apply the feedback
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● At least four body paragraphs with topic sentences
● Smooth transitions between paragraphs
● A conclusion paragraph
● A reference page with a minimum of five outside sources
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me, mine, we, us, ours, you, yours, etc.).
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