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Essay Instructions: The topic is on Eco Fuels



Outlining before writing an essay will help you identify your main points, organize them well, and catch important elements you may have missed. Your outline must include your thesis statement and a minimum of three main points. These should refer directly to the points you plan to include in your essay. Each point must include two supporting details and evidence that supports those points. The more complete your outline, the easier it will be to write your informative essay. Your outline should follow the format below:
Introduction
Background information
Thesis statement
Key point
Supporting details (Give citation)
Supporting details (Give citation)
Key point
Supporting details (Give citation)
Supporting details (Give citation)
Key point
Supporting details (Give citation)
Supporting details (Give citation)
Conclusion
Restatement of thesis
Concluding statement
This should be a formal, Roman-numbered outline. Your points are to be in full sentences. Word has a built-in outlining feature which will do much of the numbering work for you: go to Format, then Bullets and Numbering, then Outline Numbered. Remember to include complete APA-style citations for all outside sources you used, both in the text and at the end of your paper. To review in-text and full citations, go to the Unit 3 Reading on APA Citation Style

ex:










Lesson 3 Project: Outline of “Parental Conduct and Kids Sports”
Maggie Durham
CM102 - 75


I. Introduction
A. Parents and coaches are breaking kids’ sports by fighting on the sidelines, screaming abusively, encouraging physical violence among players, and generally modeling unsportsmanlike behavior.
B. Young athletes (6-12 year olds) are becoming discouraged and dropping out of organized sports, not because of their own physical limitations or lack of knowledge, but because of the violent parental conduct, verbal and physical abuse of the coaches, and the lack of civility and sportsmanship.
II. Parents are losing their perspective and putting too much pressure on young players.
A. Parents want the best for their children and when it comes to sports they want the young player to be the star, this appears to be causing them to treat youth sports as training for the World Series or the Super Bowl.
B. Parents can be seen exhibiting “ferocious temper tantrums” and physically abusing coaches, as well as hitting, kicking, slapping, insulting and verbally abusing their children (Lord, 2000).
III. The coaches of many youth teams vary from former players with some background to volunteer dads to “wannabe” championship coaches with little or no experience.
A. Lancaster (2001) says that the coaches “are turning kids off” because they “have little or no experience in teaching a sport, and therefore don't know how to develop a young person's talent or teach the entire game” (p.13).
B. Coaches need to have “more training in the rules of the sport, child psychology and dealing with parents” (Lord, 2000) to change their behavior and emphasize supportive behavior to build the children’s confidence, ability, and enjoyment of the sport (Lancaster, 2001).
IV. The quality of sportsmanship, civility and ethics is being replaced by a “win at all costs” attitude.
A. Children who are learning various sporting games need to know the fundamentals of the game, sportsmanship, and just enjoy playing.
B. Parents need to praise each accomplishment, model sportsmanlike behavior, and be positive motivators (Lord, 2000)
C. Coaches should be teaching young players the fundamentals, have an understanding of child psychology, encouraging respect for all of the players regardless of their ability and most of all making it a positive enjoyable experience for all involved.
V. Conclusion
A. Unsportsmanlike behavior and lack of civility on the part of parents and coaches is ruining youth sports and causing young athletes to turn away from participating.
B. Parents and coaches alike need to take a hard look at the role models they are exhibiting, if necessary both need to go through training programs to review sportsmanlike conduct.




References
Ferguson, A., Liss, S., Dowell, W., Drummond, T., Grace, J., Harrington, M., et.al. (1999, July 12). Inside the crazy culture of kids sports. Time, 154 (2), 52-61. Retrieved February 7, 2005, from MasterFile Premier database.
Lancaster, S. (2001, January 22). Fixing kids’ sports. Christian Science Monitor, 93 (39), 13. Retrieved February 7, 2005, from MasterFile Premier database.
Lord, M. (2000, May 15). When cheers turn into jeers (and tears).U.S. News & World Report, 128 (19), 52. Retrieved February 2, 2005, from MasterFile Premier database.
Mom! It’s only a game. (1999, December 10). Christian Science Monitor, 92 (12), 11. Retrieved February 7, 2005, from MasterFile Premier database.

Essay Instructions: I need an admissions essay for a masters program in Organizational Leadership. The essay should be a letter of intention outlining my professional goals and educational objectives for attending the program. As you can see from my resume below I have a great deal of leadership experience. I am interested in being a leader of a non profit organinization such as a school or foundation.

The program description is:
Concentration in Organization Dynamics and Leadership

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The ability to acquire new knowledge is a critical success factor for any organization’s long term success. Management’s willingness to create an environment of committed learning is essential so hard earned lessons and valuable experiences are fully used in achieving both long and short term goals. The real key to creating an environment of commitment is the consistent development of everyone’s leadership abilities in the organization.

Creating leadership abilities for individuals and groups in the organization requires specific leadership behaviors on the part of management. An environment of commitment cannot form if management just dictates to others what must be accomplished, issues orders or commands compliance. Leading is about creating an environment where individuals and groups allow reality to surface, establish clear expectations on actions needed, appreciate diverse opinions, confront roadblocks, identify and resolve performance gaps and innovate in a collaborative manner.

The starting point for helping others learn begins with the development of self.

Organization Dynamics and Leadership Program Focus

The program is designed to enhance your leadership capabilities by cultivating your ability to lead. Concentration addresses the critical leadership competencies facing those with the responsibility for initiating and executing strategic and operational goals.

Concentration is designed for busy adults who have a clear understanding of their educational objectives and wish to earn their master’s degree without interrupting their careers.

The intended audience for the program includes:

- Project Managers - Military Officers
- Educational Leaders - Non-profit Sector
- Government Officials - HR Administrators
- Supervisors - Middle Management



Concentration is structured in an innovative, adult-oriented format that recognizes the multiple demands on working adults. Your valuable experience is maximized and combined with academic depth and reflection so models and concepts are connected to real world practice.


Organization Dynamics and Leadership Program Objectives (OPD)

Emphasize the leader as teacher by developing your ability to learn and value others knowledge and experience

Enhance your knowledge to successfully initiate / execute / implement strategic and operational goals by creating an environment that gets people energized and committed

Learn skills and knowledge to translate your vision, both professional and personal, into reality by broadening your comfort zone through self-assessment

Resume:
SUMMARY OF QUALIFICATIONS

• Valuable combination of educational training, admissions, business, and athletic experience.
• Strong communication skills.
• Experienced in training staff, troubleshooting and coordinating educational, business, athletic and technical projects.
• Experience in recruitment, outreach, fundraising, enrollment, tuition assistance and marketing programs.
• Twenty years of business management experience and over 15 years of foundation experience.
• Over twenty years experience of education and coaching.

PROFESSIONAL EXPERIENCE

THE HAVERFORD SCHOOL, Haverford, PA
Director of Admissions 1999 to present
Associate Director of Admissions 1995-1999
Organize, control and direct the overall admission process for prospective students grades JK-12. Manage the Admissions Team executing the school’s recruitment and admission plan using creative, innovative and cost-effective marketing strategies to secure enrollment goals. Scope of position includes: Admissions-student recruitment and evaluation; Marketing, Tuition Assistance, and Enrollment Management.
• Increased enrollment from 749-963 (Highest enrollment in School’s history)
• Fostered positive relationships with external constituencies (Philadelphia and suburban public school guidance counselors, area educational associations), helping identify, recruit and increase the number of qualified students.
• Achieved highest admissions yield amongst local independent schools in 2006, 82.4%.
• Editor of Admissions Office First Annual Report in 2005.
• Dramatically improved school’s visibility through the implementation of comprehensive marketing plan.
• Accomplished professional and department goals
• Committees- Administrative Council, Finance, Admissions, Tuition Assistance, Development, Curriculum, Marketing Committee

THE HAVERFORD SCHOOL, Haverford, PA 1995-Present
Director of Tuition Assistance

Direct the allocation of tuition assistance funds. Provide strategic leadership that establishes effective and efficient delivery of tuition assistance awards maximizing retention and enrollment goals. Responsible for budgets, analysis and implementation of appropriate tuition assistance models. Scope of position includes: counseling families and students, demonstrated ability using technology for tuition assistance programs and services; research, analyze, develop and direct office processes and procedures to increase and improve operational efficiency; responsible for directing, training, supervising and evaluating office staff on tuition assistance policies and procedures; verify and document generated information used to determine eligibility for tuition assistance awards.

• Allocated over $10.5M in grants the past 5 years, over $2.7M in 2006, highest in school’s history.
• Accountable for the overall operation of the Tuition Assistance Office, complying with NAIS financial aid regulations and good practices.
• Collaborate with campus resources implementing additional grants for textbooks and meals

The Haverford School, Haverford, PA 1989 to 1997
Teacher – History and Math- Grades 4-8

• Planned and lead classes in math and history- Integrated curriculum into other subject areas.
• Placed emphasis on computer competency integrating MS Word, Excel and PowerPoint
• Grade level coordinator
• Faculty Advisor
• Curriculum Review Committee






Kevin P. Seits Page 2



EDUCATION/TRAINING

• BA, Gettysburg College, Gettysburg, PA (1987)
• Candidate in Executive Administration Program, University of Pennsylvania (Present)
• Candidate in Fundraising Program, University of Pennsylvania (Present)
• United States Soccer Federation “A” License (1993)
• Advanced National Soccer Coaching Di[loma, National Soccer Coaches Assoc. of America (1997)
• Independent School Management’s Admission Program (1996)

PROFESSIONAL DEVELOPMENT

Curriculum Development Team Building Techniques Motivation Techniques
Classroom Management Technology Integration Marketing & Advertising
Recruitment & Retention Enrollment Management Standardized Test Evaluation
N.A.I.S. Conferences S.S.A.T.B. A.D.V.I.S. Facilitator and Presenter


COMMUNITY INVOLVEMENT
Owner/Director, Seits Incorporated, Shore Soccer Camp – 19 years
Vice President, Evans Foundation- 1990- Present
President, Radnor Soccer Club – Present
Director of Coaching, Radnor Soccer Club- 2004-Present
President, Southeastern Pennsylvania Soccer Association 1995-1997

ATHLETIC COACHING EXPERIENCE/ACCOMPLISHMENTS

• College: Swarthmore College, Men’s Varsity Soccer Assistant Coach- 1987.
-Assisted in Student Athlete recruiting and Admissions
• High school: Haverford School, Head Boy’s Varsity Soccer – 1993-1999
- Three Inter Academic League Titles 1995-1997
- Highest winning percentage for Boy’s Soccer in School’s history dating back to 1910.
-1997 Philadelphia Coach of the Year, 1996 Main Line Life COY,
1995 Southeastern PA Coaches Assoc. COY, 1996 Phila. Area Team Sportsmanship Award
• Olympic Development Head Coach, Eastern Pennsylvania State Teams 1992-1997
-Numerous regional and tournament championships
• Gettysburg College and Nether Providence High School Soccer- Team Captain and All Conference
• Haverford School, Head Varsity Golf Coach – 1999-2005
-Five Inter Academic League Titles

COMPUTER SKILLS

MS Office (Word, Powerpoint, Excel, Publisher), Photoshop, Senior Systems Admission Program, Comp Assist Tuition Assistance Program

Essay Instructions: Assignment 2: Prenegotiation Objectives and Negotiation Plan Write a one to two (1-2) page paper: Using the same negotiation scenario as in Assignment 1, develop your prenegotiation objectives and negotiation plan. The format of the report is to be as follows:

Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.
Use headers for each of the subjects being covered, followed by your response.
In addition to the one to two (1-2) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor?s name, the course title, and the date.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.



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Previous Paper

Negotiation Scenario
Negotiation represents the form of argument, discussion, or interaction between two or more individuals or parties with the aim of reaching an agreement or solution to the point of difference (Lewicki, 2006). Negotiations form part of life in relation to the existence of the human race. This is an indication that negotiations are crucial in economical, political, social, and cultural fields. Some of the common negotiation situations include the interview in search for employment opportunity, business contract negotiations, sportsmanship contracts, and sale of products or services. One of the common negotiation scenarios one might encounter in the prospect of business activity is negotiating with unique business agent for the first time. In this scenario, the other party might suggest a compromise. This might be in the form of meeting at half way the price of the commodity. If one manages to be successful in this type of negotiation, it would represent greater achievement he or she had hoped for before the start of the negotiation deal. In this type of scenario, one might decide to make a counter offer to the proposal, explain what is crucial to the deal, or decide to remain silent. This negotiation scenario might occur while purchasing commodities like cars, clothing, or residential structures. Other negotiation scenario might be in the form of conducting negotiations for business merger or sponsorship contracts. These types of negotiations require proper planning and execution.
Assembling Negotiation Team
In case of critical business negotiations, assembling of an effective and efficient negotiation team is the most indispensable element of negotiation. This is because most deals or negotiations suffer setbacks due to mistakes by members of the negotiation teams. This trend calls for critical assembling of the team before executing negotiation. Negotiation team consists of members from financial departments (costs of the deal or contract), legal department (legal aspect of the contract), and development or operational department. There are two crucial points while dealing with assembling the team to participate in the negotiations: diverse interests and discipline of the members. There should be an adjustment of conflicting interest and professionalism of the team members. With enough information about the other team, it is critical to assemble a team that would cope with the other members on the opposite side of the negotiation table. Members of the team must have knowledge about their limitations while participating in the negotiations. This includes what they can and cannot do while representing the party in negotiations. The team might adopt some kind of signaling gestures that do not involve physical contacts. The focus of the team should be on the other party rather than who might screw up the deal on the table (Pearl, 2011).
Gathering Information about the other Party
Knowledge about the other party is crucial in any negotiation. It allows the negotiating party to know who to put in the negotiation team and what to bring to the table for negotiation. The success of the negotiation depends on the amount of information about the other negotiating party. It is necessary to know the market conditions in relation to the topic of negotiation. It is also beneficial to know the industry trends in relation to the other negotiating party. This would allow the negotiating party to counter the proposal on the table effectively and efficiently. It is also essential to know the members on the negotiating team from the other side of the deal. This would facilitate proper planning on how to deal with their proposal. Information should also include pricing systems and trends. The company?s information is crucial to the development of the negotiation plan and its execution (Dietmeyer, 2004).

References
Lewicki, R. J. (2006). Mastering Business Negotiation: A Working Guide to Making Deals and Resolving Conflict. Hoboken: John Wiley & Sons.
Pearl, M. (2011). Grow globally: Opportunities for your middle-market company around the world. Hoboken, N.J: John Wiley & Sons.
Dietmeyer, B. J., & Kaplan, R. (2004). Strategic Negotiation: A Breakthrough 4-step Process for Effective Business Negotiation. Chicago: Dearborn Trade Publishing.