Respond to ten scenarios based on the principles of motivation and performance as presented in the textbook.

Respond to ten scenarios based on the principles of motivation and performance as presented in the textbook. Please DO NOT USE SHORT ANSWERS. Your answers must be in paragraph form. Please demonstrate your writing expertise.

Write a paragraph of at least three sentences that contain between 100 and 200 words for each answer to the following ten scenarios. Please format the scenarios as if it were a term paper. Make sure to add a title page to your paper and to double-space your responses.

1. Design an explanation for what motivates Alexis Dixon to struggle to be “normal like everyone else” (See pages 53-54 in our textbook).

2. Compose a paragraph to explain how both Rebecca and Cheryl Hines are “both risk-takers” (See pages 84-86 in our textbook).

3. Create a list of reasons that LaSonya Moore did not allow the acceptance or rejection of her ethnic identity to influence her beliefs about learning and school (See page 117 of our textbook).

4. Plan how you would explain to a high school class how Nicholas Formato (aka Nick Holes) is the personification of integrated task orientation. You will need to explain what that means as well. See pages 148-149 of our textbook).

5. Combine Principle #36 – “Past performance guide future motivation” with the story of Nick Lowery found on pages 188-189 in our textbook.

6. Formulate a theory of Jessi Colter’s possible egoistic or altruistic motives (See pages 221-222 in our textbook).

7. Invent a description of how Alec Torelli is the type of person described by the “broken and build” view of motivation (See page 251 in our textbook).

8. Hypothesize how Darren Soto became a motivational leader (See pages 288-289 in our textbook).

9. Examine Robert Knowling, Jr.’s example of how core values, candid communication, and organizational alignment contributed to his work motivation (See page 317 in our textbook).

10. Write a paragraph using Amanda Boxtel as an example of an evolution of someone’s behavior that occurred through belief change (See pages 358-359 in our textbook).

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Pg. 53 and 54 question 1 

The biopsychology of motivation 53 Motivational Leader—Alexis Dixon Alexis (Alex) Paige Dixon contracted pneumonia halfway through fourth grade. Prior to that, she was a bright, kind, and sometimes socially awkward child. Academics came easily to her. She loved animals, playing the piano, art, and being outside. The pneumonia triggered a glitch in her central nervous system (CNS), and she would never fully recover from her illness. The glitch caused her body to contort, and she experienced considerable pain. She missed a great deal of school and spent many of her days in hospitals seeking a cure for her illness. By the time she began sixth grade, she was painfully confined to a wheelchair. Despite her illness, Alex began sixth grade in the gifted program. She continued to excel academically as well as in art and piano. However, her condition worsened halfway through sixth grade, 2 years after the initial onset. Her body began contorting in terrible ways, causing hundreds of dislocations daily. It seemed that she would not survive. She was flown to a hospital in the Midwest and placed in a coma in an attempt to buy time as new medications were introduced, but to no avail. On February 23, 2010, Alex underwent brain surgery as a last effort to save her life. It was her sister’s 10th birthday and Alex was just 12 years old. The surgery did not go as planned, although it did resolve her original problems. A mishap caused a massive stroke to the left hemisphere of Alex’s brain. She was placed in a coma for weeks in order to increase her likelihood of survival. Her classmates were behind her and folded a thousand paper cranes so that she might get her wish and find motivation to live. Alex survived. She emerged from the coma and slowly recovered the memories of her life experiences, but not of her academics. She knew her family, but not their names. When I spoke with Alex, she told me, “I only really have half a brain, my left hemisphere was destroyed. My motor skills were intact, but everything else was gone” (A. Dixon, personal communication, March 23, 2014). She did not even know her own name. She came home from the hospital in June, 4 months after the surgery, and was determined to enter seventh grade with her peers in August. More motivated to succeed than ever before, Alex met her goal. Now, 5 years after her stroke, Alex struggles to be “normal like everyone else” (A. Dixon, personal communication, March 23, 2014). She devotes her time to relearning how to eat, walk, care for herself, speak, read, write, and do math. She has more determination than can be imagined. She is in regular classes with a one on-one aide. She works nonstop. Although her right hand is no longer very useful, she has learned to write better than many with her left hand. She has not given up on her right hand and spends countless hours in therapy trying to regain use. During her recovery, she discarded first the wheelchair and, eventually, her cane, and now she is walking unassisted (and playing a mean game of tennis as well)! At the end of ninth grade, Alex passed both her state algebra and reading tests, achieving a five-out-of-five score in algebra. She is liked by her peers and adored by her teachers. She has a “Yes I Can” attitude that is nothing less than contagious. Alex has certainly encountered roadblocks and hardship resulting in significant disabilities over the past 5 years. However, her resilience, strength, and determination are unmatched, and her future is wide open. When asked why she did not give up, Alex replied, “Obstacles make me want to work harder. I am going to do something great, it’s easier to give up than to keep on going” (A. Dixon, personal communication, March 23, 2014). Alex has decided to take her experiences and put them to good use by providing motivational presentations to teachers, parents, and medical professionals. At the tender age of 17, she has given keynote speeches at several educational and psychology research conferences. A marvel of perseverance and energy, Alex has found her “MO,” albeit in the most unorthodox way, through the massive biological upheaval brought about by her stroke. Alex feels that by sharing her story and how she overcame such immense hardships, she can motivate others to do the same. Every day, she gets one step closer toward her intended career as a rehabilitation specialist, specializing in motivating others to reach personal goals, regardless of the obstacles.

Question 2 pg. 84-86

Motivational Leaders—Rebecca and Cheryl Hines Based upon the interaction between Rebecca and Cheryl Hines, the bond between sisters in arguably incomparable. On the surface, the two appear radically different in profession and demeanor; however, a unique and enduring cerebral connection transcends the superficial differences that often dominate the evaluation of someone you just met. Rebecca (Becky) Hines is a PhD Professor at the University of Central Florida (UCF) in Orlando, Florida, where she teaches preservice teachers how to teach, specializing in the instruction of exceptional children. Prior to her university position, she was a language arts teacher, a teacher of students with severe emotional challenges, and a middle school co-teacher. Her rich experiences working in and researching inclusive settings have led Rebecca to speak at seminars and conferences globally about her research and classroom experiences. She is the co-author of Co-Teaching in Secondary Schools , a guide book of evidence-based strategies supporting the challenges of co-teaching for educators. When not developing future teachers, Rebecca spends time with her family attending to her twin children. Cheryl Hines is a world-renowned actress, writer, director, and social activist. Cheryl is best known for her twice-nominated Emmy Award role as the irreverent and anguished wife of Larry David in the hit HBO show Curb Your Enthusiasm , as well as from the television show Suburgatory starring Jane Levy. As a Hollywood staple since 2000, Cheryl has appeared in many hit movies, including RV , in which she starred opposite Robin Williams, and Waitress . Her 2009 directorial debut of Serious Moonlight starred Meg Ryan and Timothy Hutton. Cheryl has recently attracted tabloid attention due to her 2014 marriage to Bobby Kennedy Jr., the third son of the late Senator Bobby Kennedy, brother of US President John F. Kennedy. When not acting or championing the Robert F. Kennedy Center for Justice and Human Rights, Cheryl lives in Malibu, California, with her husband and their combined families. Could the two sisters be so dramatically different on face value? Cheryl went to West Virginia University for a year before returning home to Tallahassee, where she earned a cosmetology degree and worked to pay her way through school. Rebecca worked her way through school at Florida State University as a paraprofessional at a school for special-needs children. Both ended up in Central Florida because of their brother who moved to the Orlando area. Cheryl landed a job at the Universal theme park in Orlando, and Becky followed to complete her teaching internship. The siblings were very close and roomed together in various configurations throughout their long college careers. Cheryl graduated from UCF and moved to Los Angeles a few years later, as Rebecca moved to the Tampa area to continue her education. The two sisters, who are obviously different in vocation, social circles, and interests, surprisingly have a lot in common, possibly leading the practitioner to conclude that similar motives can manifest into dramatically different behaviors. Motivationally, Rebecca and Cheryl are closely aligned. Resilience, perseverance, and the realization that failure is a distinct possibility define the sisters’ outlook on success. When asked to account for their mutual success, the sisters uniformly agreed they were both “bold risk takers.” Cheryl stated, “Things aren’t always going to go right; if you recognize this, you will succeed. Part of being an actor is not getting the job, but if I don’t feel I can get the part, I am wasting everyone’s time. There is a confidence factor.” (C. Hines, personal communication, May 22, 2014). Summarizing what leads to a fulfilling and satisfying life, Becky added, “It’s not about being motivated to achieve some abstract thing that someone else has defined, it’s about waking up and looking forward to every day, and going to bed every night feeling good about my day.” Cheryl added, “It’s all about your potential, asking yourself, did I reach my potential today? Did I challenge myself intellectually? Did I step outside of my comfort zone?” (Cheryl and Rebecca Hines, personal communications, May 22, 2014). Clearly, Rebecca and Cheryl realize that a combination of optimistic self-beliefs and the expectation of success are two critical factors that spark initiative as well as define motivated behavior.

3) PG. 117

Motivational Leader—LaSonya Moore LaSonya Moore is a 39-year-old African American female, who for many is regarded as an exceptional role model. However, based on Phinney’s (1990) model of identity formation, others may perceive LaSonya as an ethnic anomaly. LaSonya dispels the cultural stereotype often erroneously ascribed to people from a particular ethnic group. She grew up in an inner-city urban environment, or in what LaSonya and most other people call “the ghetto.” As a young girl growing up in the projects, it was difficult for LaSonya to have big dreams because she claimed her life appeared so small. She had the first of her two sons while still in high school, but motherhood did not temper her drive and ambition. LaSonya refused to become what society considered “another statistic” because of the color of her skin or because of what she did not have (L. Moore, personal communication, February 19, 2014). Seeking challenge and overcoming adversity are routine for LaSonya. After high school, while raising her son, she worked full-time to pay for school, earning a Child Development Associate certificate that allowed her to become a Head Start teacher in Pinellas County, Florida. Challenging herself even more, she continued to finance her own education, earning a Bachelor of Science degree. She then became a high school teacher and worked with emotionally and behaviorally disturbed students who were extremely challenging— you know the kind, the ones they call “deviant”; however, LaSonya never saw them that way. Her passion for helping the disadvantaged continued as she opened the first alternative school in Pinellas County, Florida, where she helped agedout students and juvenile offenders increase their possibilities of earning a high school diploma. Along the way, LaSonya completed her graduate studies in Educational Leadership and Administration at the University of South Florida. Today, LaSonya is a proud mother of two sons and a devoted wife. She has been an educator since 1995 and is currently employed with Pinellas County Schools on Florida’s gulf coast as an Assistant Principal and she supervises a variety of faculty and staff, as well as providing support to over 1000 students. She regularly coordinates training and meetings for programs, such as Response to Intervention (RTI), Positive Behavior Support (PBS), Pinellas County Girlfriends, Character Education, and Safe Schools. In addition to organizational training, she oversees and conducts extracurricular mentoring and tutoring programs, as well as business and community partnerships. Oh yes, one more thing, LaSonya is now studying for her Ed.D in Educational Leadership at the University of Central Florida, which she will complete in 2015.
4) PG. 148-149

Motivational Leader—Nick Holes Nicholas Formato (aka Nick Holes) is the personification of integrated task orientation. Nick was born and raised in Elmont, New York, a sleepy bedroom community about 30 miles east of New York City. Nick graduated from high school in 2001 and went on to earn a Bus

 

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