Master of Science in Leadership RG 5043

Reflecting on the perceived value of critical thinking which, is the main focus of the academic content of this course, I have come to understand and learn the benefits of pursuing a self-development based critical thinking.  Critical thinking was the main tool that helped me in grasping the main idea of the content of this course.  It helped me to revisit past modules’ main points and got a deeper understanding of the content of those modules.  Critical thinking allowed me to connect with the main focus of this course that necessitates analyzing and critiquing the ideas at hand that enabled me to gain a higher level of understanding of the applicability of those ideas in my personal and professional life. The course in itself helped me in assessing and analyzing challenging course works or challenging work situations and most especially, it helped me in questioning appropriately information of varied kinds and examining the credibility of that information.               Although cr

"Technical knowledge is not enough. One must transcend techniques so that the art becomes an artless art, growing out of the unconscious." — Daisetsu Suzuki From my point of view, the essential element so of a good presentation is the same as a good written letter or story.  First, a presentation has to have a strong introduction that tells the story or message or the why behind the presentation and from the beginning, captures the audience attention.  Second, it has to have an informative body of information that is concise, clear and organized where it keeps a balance reality and passion or emotions.  And lastly, a presentation requires a strong closing or conclusion where it reiterates the pivotal message of the presentation.  The closing accelerates the conviction of its targeted audience and gives its audience a sense of satisfaction. Some of the essential elements needed to deliver a good presentation are: a) effective utilization of multimedia tools where the des

            McLeod, Saul (2008) described quantitative research as: …a research that gathers data in a numerical form which can be put into categories, or in rank order, or measured in units of measurement.  This type of data can be used to construct graphs and tables of raw data.   Experiments typically yield quantitative data, as they are concerned with measuring things.  However, other research methods, such as observations and questionnaires can produce both quantitative and qualitative information.   For example, a rating scale or closed questions on a questionnaire would generate quantitative data as these produce either numerical data or data that can be put into categories (e.g. “yes”, “no” answers).  Whereas open-ended questions would generate qualitative information as they are a descriptive response.  Experimental methods limit the possible ways in which a research participant can react to and express appropriate social behavior.  Findings are therefore likely to be conte

Saldana, J., Leavy, P. and Beretvas N. (2011) defined qualitative research as:  An umbrella term for a wide variety of approaches to and methods for the study of natural social life.  The information or data collected and analyzed is primarily (but not exclusively) nonquantitative in character, consisting of textual materials such as interview transcripts, fieldnotes, and documents, and/or visual materials such as artifacts, photographs, video recordings, and Internet sites, that document human experiences about others and/or one’s self in social action and reflexive states. According to Hoepfl, M. (1997), researchers have been for quite sometime debating the comparable value of qualitative and quantitative research.  Qualitative researchers quest for understanding, illumination and extrapolation to same situations while quantitative researchers quest for prediction, causal determination, and generalization of findings.  Hoepfl, M. (1997), claimed that there were various situati