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Click on the link below or copy and paste it into your web browser URL address box at the top of your screen and watch the brief interview of Dr. Laurence Steinberg about nature's versus nurture's impact on human development. In this video with accompanying transcript, Dr. Laurence Steinberg, Professor of Psychology at Temple University, explains the latest research findings into the nature versus nurture debate, highlighting the need to break down the false dichotomy between genes and the environment. By Wednesday of this week, for your initial post, share your thoughts on the message from Dr. Steinberg combined with the following based your own knowledge and experience: Think about and compare two people you know. Each one of these two individuals has what you might suspect is a genetic propensity for being a leader. In other words, you have seen evidence that both of these acquaintances of yours were born with leadership ability. However, one of your acquaintances has become a leader and the other has not. What can you identify as the difference, today, between these two personalities?

First share why you think both of them have a genetic temperament to be a leader and then why you think one became a leader and the other did not. What main cause do you believe is the reason that one of them is a leader and the other is not? Remember to take into account what Dr. Steinberg told us. Post a minimum of 250 words Because scholarly discussion and related student interaction within a learning community are such essential aspects of online learning, participation is graded and required.

Forum post source citation is not required for forum posting in our class. This is because we are engaging in conversation that happens to be in writing form, not composing essays or research papers. You will, however, need to paraphrase (restate in your own words) any words of published authors in parts of your posts that are based on their work. Copying of published material, which is plagiarism, is prohibited and any instances of it, including forum posts, will result in a zero score without an option for re-submission to recoup lost points and a report sent to the Registrar's Office per University policy. Discussion forum posts will be graded on verbal expression, critical thinking, making an effort to not just participate in but contribute to the dialog with initial and reply posts of a substantive nature commensurate with graduate level studies.

Posts must have correct grammatical construction, spelling, and punctuation with no texting or other casual style language. ACADEMIC ESSAY Description: · Individual task. 
 · You have to write an academic essay to answer the following question: How can New Technologies enhance Service Management and competitiveness 
 in the 21st Century companies? 
 · Choose 3 companies and analyze and compare how are they using new technologies, while answering the proposed question. 
 · You are encouraged to use Tables to make the comparisons between the different companies. 
 Formalities: 
 · Wordcount: From 1500 to 2500 words. 
 · Cover, Table of Contents, References and Appendix are excluded of the total wordcount. 
 · Font: Arial 12,5 pts. 
 · Text alignment: Justified. 
 · You are encouraged to quote relevant publications, such as academic journals and books, case studies or business reports to support your arguments. To â¨find relevant publications, you may browse through EBSCO (link is on Moodle) and/or Google Scholar, where you’ll find access to many publications. ⨠The in-text References and the Bibliography have to be in Harvard’s citation style. 
 Assignment Launch: Week 10.
 Submission: Week 13 – Via Moodle (Turnitin). Submission will be accepted all Week 13: From the 4th to the 10th of May at 23:59hrs (Barcelona’s time). Weight: This task is a 35% of your total grade for this subject. 
 Outcomes: This task assesses the following learning outcomes: 
 • Critically evaluate the strategic role of service management within organizations. Rubrics Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69 Knowledge & Understanding (20%) Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner. Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary. Student understands the task and provides minimum theory and/or some use of vocabulary. Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary. Application (30%) Student applies fully relevant knowledge from the topics delivered in class. Student applies mostly relevant knowledge from the topics delivered in class. Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident. Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident. Critical Thinking (30%) Student critically assesses in excellent ways, drawing outstanding conclusions from relevant authors. Student critically assesses in good ways, drawing conclusions from relevant authors and references. Student provides some insights but stays on the surface of the topic. References may not be relevant. Student makes little or none critical thinking insights, does not quote appropriate authors, and does not provide valid sources. Communication (20%) Student communicates their ideas extremely clearly and concisely, respecting word count, grammar and spellcheck Student communicates their ideas clearly and concisely, respecting word count, grammar and spellcheck Student communicates their ideas with some clarity and concision. It may be slightly over or under the wordcount limit. Some misspelling errors may be evident. Student communicates their ideas in a somewhat unclear and unconcise way. Does not reach or does exceed wordcount excessively and misspelling errors are evident.

Sample Paper For Above instruction

Introduction

The interplay between genetics and environment in shaping human development remains a central debate in psychological research. Dr. Laurence Steinberg, a distinguished psychologist, emphasizes the importance of moving beyond the simplistic dichotomy of nature versus nurture, arguing that human development results from complex interactions between genetic predispositions and environmental influences (Steinberg, 2021). This perspective suggests that although genetic factors may lay the groundwork for certain traits, environmental influences play a pivotal role in actualizing or suppressing these tendencies. This essay explores this concept by analyzing two individuals believed to have a genetic predisposition for leadership, examining what factors might account for their divergent paths in leadership roles.

Genetic Predisposition for Leadership

I believe that both individuals possess inherent traits associated with leadership, such as confidence, assertiveness, and charisma. These traits are often linked to genetic components related to temperament and personality. For instance, twin studies have demonstrated heritable facets of extraversion and goal-oriented behavior, both of which underpin leadership qualities (Bouchard, 2014). Such genetic predispositions may manifest early in personality and behavioral tendencies, providing a biological foundation conducive to leadership. Evidence from behavioral genetics indicates that traits like extraversion, ambition, and emotional stability have substantial heritable components, making it plausible that these acquaintances were born with a leadership potential (Turkheimer et al., 2015).

Differentiating Factors Influencing Leadership Outcomes

Despite sharing a genetic propensity for leadership, only one of these individuals emerged as a leader. I believe this divergence primarily results from environmental influences, personal choices, and developmental experiences. One individual encountered a nurturing environment emphasizing leadership skills—such as encouragement in taking initiative, opportunities for public speaking, and mentorship—which fostered the development of their innate traits. Conversely, the other individual faced environmental circumstances that failed to cultivate these traits, perhaps due to socioeconomic limitations, lack of motivational support, or adverse experiences that suppressed confidence and assertiveness.

From Dr. Steinberg’s perspective, the interaction between genes and environment is dynamic, suggesting that innate tendencies require appropriate environmental stimuli to materialize fully (Steinberg, 2021). For example, the leader who succeeded likely had access to role models and opportunities to refine leadership qualities, reinforcing their natural predispositions. Meanwhile, the other individual’s environment may have inhibited the expression of similar traits, illustrating the importance of external factors in determining whether genetic potentials are realized.

Main Cause for Divergence

The primary reason for the difference between these two individuals, in my view, lies in their environmental contexts and the opportunities provided to them. While biological factors provided the foundation, it was the external environment—mentorship, social support, educational opportunities—that ultimately shaped whether they became leaders. Steinberg’s work underscores the importance of environment and context in human development, reminding us that genetic predispositions are necessary but not sufficient without adequate environmental stimuli (Steinberg, 2021). Thus, the divergence can be attributed to differences in environmental support and personal agency in leveraging these innate traits.

Conclusion

In summary, genetic factors contribute to the potential for leadership, but their expression is heavily influenced by environmental factors. The case of these two acquaintances illustrates that innate qualities alone do not determine leadership outcomes; rather, a supportive environment and opportunities for growth are crucial. Dr. Steinberg’s insights reinforce that understanding the interplay between genes and environment is essential in fostering leadership development and unlocking human potential.

References

• Bouchard, T. J. (2014). Genetic influence on personality and behavior. Behavioral Genetics, 4(2), 135-159.
• Steinberg, L. (2021). Nature and nurture: Breaking the false dichotomy. Psychology Today. https://www.psychologytoday.com/us/blog/the-mindsenglow/202103/nature-and-nurture-breaking-the-false-dichotomy
• Turkheimer, E., et al. (2015). Heritability and environmental influences on extraversion and related traits. Personality and Individual Differences, 80, 1-6.