Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)? ?? Must b

Wk 5 Discussion (Due in 2 days) Urgent/.Sample_Annotated_Bibliography.doc

Sample Annotated Bibliography

Student Name Here

Walden University

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.

Annotated Bibliography

Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.

In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions .

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy .

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD .

Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association.

Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776-014

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

�The format of an annotated bibliography can change depending on the assignment and instructor preference, but the typical format for an annotated bibliography in academic writing is a list of reference entries with each entry followed by an annotation (hence the name, “annotated bibliography”).

However, APA does not have specific rules or guidelines for annotated bibliographies, so be sure to ask your instructor for any course-specific requirements that may vary from the general format.

�An introduction is a helpful addition to your annotated bibliography to tell your reader (a) your topic and focus for your research and (b) the general context of your topic.

Although your assignment instructions may not explicitly ask for an introduction, your instructor might expect you to include one. If you are not sure, be sure to ask your instructor.

�Use a Level 1 heading titled “Annotated Bibliography” or any other wording your instructor has given you to indicate to your reader that the annotations will go next and separate this section from the introduction paragraph above.

�Format your reference entries per APA, as well as follow APA style when writing your paragraphs. However, as mentioned above, this is the extent of the formatting requirements APA has for annotated bibliographies.

The content of the paragraphs and how many paragraphs you include in each annotation follows academic writing conventions, your assignment guidelines, and your instructor preferences.

�This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

�This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

�This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.

Wk 5 Discussion (Due in 2 days) Urgent/Implementation of Supply Chain.pdf

Military-Madrasa-Mullah Complex 329

India Quarterly, 66, 2 (2010): 133–149

A Global Threat 329Article

Implementation of Supply Chain Management Practices: The Role of Transformational Leadership

M. Birasnav

Abstract Firms striving to achieve and sustain competitive advantage implement supply chain management (SCM) practices. It is reasoned that these practices significantly improve product quality and customer service level and increase market share and return on assets, and as a result, firms’ overall performance has been improved. The role of leadership, particularly transformational leadership, on implementing SCM practices is unexplained in the literature. In this direction, this study reviews literature in the fields of leadership and SCM to collect and systematically organize the findings in relation to the characteristics of transformational leaders and efforts they make to implement SCM practices in pursuit of achieving competitive advantage. This study indicates clearly that transformational leaders significantly contribute for implementing SCM practices. Further, implications for practices and future research are offered.

Keywords Supply chain management, Transformational leadership, competitive advantage, customer service, supply chain

Introduction

Calls for developing adaptive and flexible leaders within firms nowadays are increasing among stake- holders in order to cope up with the speed of uncertainty and competition emerging in the market. Firms have more chances to face the impact of environmental uncertainty, in specific, variations in the supply and demand and the introduction of new technologies. Adaptive and flexible leaders are required to confront challenges due to the reasons that they help firms to improve customer service level by provid- ing right product or service to the right customer at right time and most importantly, at lower cost. Bennis (2001) asserts that adaptive leaders can handle such challenges very effectively and efficiently, since they encourage employees to develop innovative solutions for difficult job-related problems. This situa- tion implies that these leaders have realized that establishing coordination among supply chain partners would create more competition in the market. Li et al. (2006) also proved this notion that implementation of supply chain management (SCM) practices have greater impact on achieving competitive advantage as well as improving firms’ performance. However, it is unexplained in the literature on what kinds of

M. Birasnav is Assistant Professor at School of Management, New York Institute of Technology, Adliya, Kingdom of Bahrain. E-mail: [email protected]

Global Business Review 14(2) 329–342

© 2013 IMI SAGE Publications

Los Angeles, London, New Delhi, Singapore,

Washington DC DOI: 10.1177/0972150913477525

http://gbr.sagepub.com

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Global Business Review, 14, 2 (2013): 329–342

330 M. Birasnav

leadership styles are executed in the organizational environment in order to achieve and sustain competi- tive advantage through implementing SCM practices. Bass et al. (2003) described that transformational leaders possess adaptive leadership behaviours.

According to employee perspective, development of transformational leadership behaviours is mainly concentrated in the organizational environment due to the reasons that such behaviours improve employees’ positive attitudes and their well-being in the work environment (Alimo-Metcalfe et al., 2008), risk-taking capability (Dubinsky et al., 1995), employees’ empowerment and organizational commitment (Avolio et al., 2004; Dvir et al., 2002) and employees’ performance (Dvir et al., 2002). As per the organizational perspective, development of transformational leadership is concentrated to improve organizational learning, creativity, innovation and performance (Aragon-Correa et al., 2007; Gumusluoglu and Ilsev, 2009). Researchers (for example, Kaynak, 2003) have attempted to explain the impact of leadership on SCM practices. Some research studies deeply investigated the contributions of visionary leadership in the supply chain environment (Anderson et al., 1994; Fredendall et al., 2005). Further, many research studies have explained the contributions of transformational leadership on establishing conducive supply chain environment (Adobor and McMullen, 2007; Driedonks et al., 2010; Hult et al., 2000a; 2000b; Jayakody and Sanjeewani, 2006; Liao and Chuang, 2007; Tari et al., 2007; Williams et al., 2002). On the other hand, various research studies have found that implementation of SCM practices leads firms to achieve competitive advantage and overall performance measured in terms of product quality, competitive position and customer service (Kannan and Tan, 2005; Li et al., 2006; Tan, 2002; Wisner, 2003).

Till date, studies are not initiated to examine the impact of transformational leadership on imple- mentation of SCM practices. Achieving and sustaining competitive advantage and improving organiza- tional performance are viable through such impact. Taking first step in this direction, this study carries out a survey in the literature in the fields of leadership and SCM and lists out the behaviours transforma- tional leaders exhibit in order to ensure employees’ participation during the implementation of SCM practices.

Definition of Transformational Leadership

Top management support is essential for establishing environment conducive for implementation of technological infrastructure and knowledge management process. Therefore, leadership is considered as an antecedent of human capital development. In other words, leadership behaviours have certain effects on employees’ skills, knowledge, capability and commitment. In general, Rost (1991, p. 102) defines leadership as ‘an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes’. Focusing relationship-oriented leadership, Bass (1985) classifies leadership into three types, namely transformational leadership, transactional leadership, and laissez-faire leadership. According to him, transformational leadership approach inspires employees, creates trust-based relation- ship, motivates employees and improves employees’ innovative behaviour. Transactional leadership encourages exchange relationship, which is in the forms of contingent reward—employees will be rewarded based on their level of performance displayed to accomplish the given tasks; management- by-exception (active)—leaders actively monitor employee performance and initiate immediate correc- tive actions when employees deviate from work standards, commit fatal errors and do not follow

Global Business Review, 14, 2 (2013): 329–342

Implementation of Supply Chain Management Practices 331

organization’s rules and regulations; management-by-exception (passive)—leaders wait for employees to report job problems and then forward solutions to employees (Bass and Riggio, 2006). In contrast to the previous two styles, laissez-faire leaders prefer to avoid making decisions and delay taking necessary actions, and importantly, they completely ignore authorities and responsibilities (Bass and Riggio, 2006). This study mainly concentrates on transformational leadership due to the reason that this style improves organizational learning, creativity, innovation and performance (Aragon-Correa et al., 2007; Gumusluoglu and Ilsev, 2009). In line with Burns (1978), Bass (1985) identified four components of transformational leadership: (1) idealized influence, (2) inspiration motivation, (3) intellectual stimulation and (4) indi- vidualized consideration. According to Bass and Riggio (2006), idealized influence behaviour describes leaders as most admirable, trustable and respectable. In addition, it encourages employees to emulate leaders and portraits them as risk-takers. Inspirational motivation behaviour describes leaders as moti- vating and inspiring leaders, since they provide meaningful and challenging work. It supports leaders to set vision for future and to provide employees the ways to accomplish it. Intellectual stimulation behav- iour encourages employees to be innovative and creative, encourages approaching job-related problems in all the directions, and importantly, does not allow employees to use traditional ways to solve job prob- lems. Individualized consideration behaviour transforms leaders into mentors to understand individual employee’s goals, encourages a two-way communication between leaders and employees, and personal- izes the interactions between the leader and employees. Charismatic theory postulates that charismatic– inspirational leaders exhibit combined behaviours of idealized influence and inspirational motivation to their followers (Bass and Riggio, 2006). Since scholars describe charismatic leadership, visionary leader- ship and inspirational leadership as forms of transformational leadership, this study interchangeably uses such leadership to represent transformational leadership.

Definition of Supply Chain Management

Farley (1997) showed that SCM

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