MBTI – Self-Knowledge and the Paradox Gerzon’s argument

Discussion Posts Topics:

DQ 1 – MBTI – Self-Knowledge and the Paradox
What effect, if any, do the results of your particular MBTI results, or information garnered from the readings, have on your understanding of Flegm’s points of paradox about stereotypical images in the accounting field?
DQ 2 – Presence
To what extent can you endorse Gerzon’s argument for “Presence” as a critical leadership factor; the balance between the inner and outer worlds of one’s being (p.105).
Provide an example in your argument.

Discussions Posts Instructions

Write 3 individual posts (paragraphs) of less than 250 words each to reply to both topics above (3 posts per topic, 6 in total)
Post with support from your text and/or outside resources (which you provide APA citations for) yet do so within our 250-word limit. If you are citing to the text, simply put the page number of the text at the end of the applicable sentence or section in your post. i.e. (Cheeseman, p.12).
IMPORTANT: End all posts with a critical thinking question. Think about these questions as going beyond being answered “yes” or “no”. You want to promote conversation.

*Some notes on voice and protocol: “Voice” is developed within the discipline of making a statement of your position (support or refute) and then defending it with citations and references to support your point of view. Avoid beginning with “I think” or “In my opinion.” Claim your voice. You have a place at the discussion table. You must provide a supported point of view, away from opinion. In text citations support your position.
Be concise, 250-word limit.
*Complete your post with a question that will deepen our inquiry – not like a quiz or written exam question, but a question that continues to examine the topic, looking for elements or challenges.
Suggestion for PAPER FORMAT:
Topic 1:
Paragraph 1. Answer question asked in topic header, extend a bit, maybe mention the textbook, and come up with a new question
Paragraph 2: Extend on the topic, support your point with the textbook, and come up with another question (also maybe answer the question you asked in the first paragraph)
Paragraph 3: Extend on the topic more, maybe relate it to another topic in the readings, support your point with the textbook, and come up with another question (also you could answer the question you asked in the second paragraph)

Topic 2:
Paragraph 1. Answer question asked in topic header, extend a bit, maybe mention the textbook, and come up with a new question
Paragraph 2: Extend on the topic, support your point with the textbook, and come up with another question (also maybe answer the question you asked in the first paragraph)
Paragraph 3: Extend on the topic more, maybe relate it to another topic in the readings, support your point with the textbook, and come up with another question (also you could answer the question you asked in the second paragraph)

Theory of War Clausewitz and Mahan
The assessments in this course will provide you with the opportunity to address systematically the 12 Elements of Classical Theory Impact on Joint Theory and the Theory of War. Our first writing assignment asks you to consider the first three elements – the Purpose of War; the Nature and Character of War; and the Theory of Victory.
You will be able to make revisions to this assignment as part of your final paper to reflect what you have learned about these issues as we work through the material.
Analytical Paper 1 – Examine the ideas of a pair of classic theorists regarding three fundamental aspects of a Theory of War
This formative assignment requires you to present a comparison of the ideas of two classic theorists – Clausewitz & Mahan – regarding three specific fundamental aspects of a Theory of War. Focus on what the pair of theorists you select has to say about the Purpose of War, the Nature and Character of War, and the Theory of Victory (meaning how each determines success in war). You must support your assessments by references to the course readings to demonstrate mastery of them.
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