Prior to James McGregor Burns work on leadership, leadership theories were defined primarily as comprised of two dimensions. These two dimensions are best exemplified by which one of the following scenarios?
a. A team leader outlines a calendar for meeting the principal's deadlines; the team leader finds time each day to talk with all of the other team members.
b. A principal distributes the teacher handbook at a meeting and insists that teachers follow procedures; the principal focuses her day on completing the paper work that is on her desk.
c. A principal visits the teacher's lounge each day to chat with the teachers; the principal has a social gathering at his house once a semester.
d. The chair of the high school science department asks teachers to turn in their book orders on time; the chair calls weekly department meetings to get the report done that the principal has requested.
A
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Several factors must be considered when planning menus. In descending order of importance (most to least important), these factors are:
a. introduction of new foods, color contrast, nutrient adequacy b. color contrast, licensing requirements, nutrient adequacy c. licensing requirements, color contrast, nutrient adequacy d. nutrient adequacy, licensing requirements, introduction of new foods
Wendy sees her mother fill a BAND-AID box with stickers for storage. Wendy's brother didn't see this take place, and when Wendy is asked where her brother will look when he is cut and needs a BAND-AID, she says the BAND-AID box (even though she knows it is only filled with stickers). Wendy is demonstrating an understanding of ______.
A. sarcasm B. a false belief C. intentionality D. different desires
Performance assessments can be structured or unstructured
Indicate whether the statement is true or false
Major stages of the assessment process include:
a. Early identification, comprehensive evaluation, assessment, and program planning b. Early identification, comprehensive evaluation, program planning, and program evaluation c. Early identification, assessment, program planning, and program evaluation d. Early identification, comprehensive evaluation, and program evaluation