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BA 371 CTC Group Building Training Methods Discussion Replies and Article Review

BA 371 CTC Group Building Training Methods Discussion Replies and Article Review.

discussion:Think about traditional training methods: presentational, hands-on, and group building training methods. What method do you feel works best for you? explain.Your initial response should be a minimum of 175 word response with minimum one citation and reference. Your response will be due no later than Wednesday of this week. Please note that unless you respond, you will not be able to see other responses from your peers. Special note: If your response does not meet the minimum requirement may reduce credit for any of your responsesArticle review:Please post a current article related to training and development. Post a link to your article and write a minimum of two paragraphs relating to the article. The first paragraph should be a quick summary of the article and the second paragraph should be about how the article relates to class.
BA 371 CTC Group Building Training Methods Discussion Replies and Article Review

How often do females vandalize vehicles?. I’m working on a English exercise and need support.

Instructions and Tips for Synthesizing the Introductory, Literature Review, and Methods Outline Sections
Along the way, even though you may have adhered very closely to the procedures outlined, it is inevitable that the focus of your research project drifted a little. This is normal. After all, when you first wrote your research question you were relatively uniformed about your research topic. During the literature review process you became informed of the controversies within your research topic. You might have even become more interested in a related topic. These happenstances may have caused you to rethink your research question. And, after learning about the advantages and disadvantages of the various research methods you might have discovered a better method than the one you originally planned.
So, your task now is to merge the assignments into a single document, which we will call a research proposal or prospectus. Here are a few tips for doing this.

Write an introduction.

We did not have an introduction assignment, so this will be new material.
An introduction includes a statement of the issue, what the focus of research has been up until this point, a brief summary of what needs further investigation, and your research question.
Explain here is your study is explanatory, exploratory, descriptive, or evaluation. New material, refer to chapter 1: What are the different types of research?

Literature review. Refer to assignment 3.

Make the necessary changes to assignment 4 and add it below your literature review

Methodology section. Refer to assignments 5-8.

As you write the methods section, ‘tell the story’ of how you intend to conduct the research. Describe the steps the same way you might describe how you are planning to take a trip or vacation—progressing from one place to another. Try to avoid technical jargon to the extent possible.
Components to include:

Hypothesis: Refer to assignment 3.
What type of study you intend to conduct. New material, refer to chapter 4.
Variables: Refer to assignments 5&6.

Address any issues I commented on in those assignments.
Explain the IV and DV, and how they are conceptualized (defined) and how they are operationalized (measured).

Sample: Refer to assignment 7.
Design: Refer to assignment 8.
Ethical issues: Refer assignment 8 and to chapter 3.

Think about any ethical issues involved in your study and include the following:

The potential for harm to the participants.
What type of privacy you’re offering (confidentiality or anonymity) and how.
How you will obtain consent.

What I am looking for:

That you have the necessary components (Introduction, Literature Review, and Methodology) in your assignment.

Hint: title each section. It will help you stay organized.

That citations are used when necessary.

You must cite whenever presenting information learned from another source.
All claims must be supported by a legitimate citation.
APA format

The extent to which your introduction, literature review, and methods plan are congruent. (i.e. your literature review should be relevant to your research question and the methods plan should produce the data necessary to answer your research question).
That your methodology section includes and properly explains all of the necessary parts:

Research Question
How you defined and measured each variable (see assignment 5)
Sampling strategy (see assignment 7)
Design of your study / How you will collect your data (explain this in detail) (see assignment 8)
Any ethical considerations (see chapter 3)

The readability and organization of your manuscript.
Grammar, spelling, and punctuation.
This document should be no more than 3 pages in length. Bibliography is the 4th page.

(IV) Sex: M/F Nominal, 2. (DV) Vehicle Vandalism: Slashing tires, Keying body, Breaking Windows. Nominal

Research Question: How often do females vandalize vehicles?
Hypothesis: The profiles of female offenders are different and reflect the nature of crime and potential to reoffend.
Sampling Strategy: The population that will be sampled are female offenders in bell county who have been charged with vandalism
Members of the sample will be selected based on sex and female offenders 35 years of age will be sampled. For this study, a systematic random sample will be used to select members from the population. Members will be chosen at regular intervals from the sampling frame. The number of the first member to be included in the sample will be chosen randomly.
Research method: surveys focused on women who have vandalized vehicles.
Annotated bibliographies
Chan, H. C., & Heide, K. M. (2009). Weapons used by juveniles and adult offenders in sexual homicides: An empirical analysis of 29 years of data. Journal of Investigative Psychology and Offender Profiling, 5 (3) 89-208. DOI: 10.1002/jip.87
The primary research question aimed to determine which killing methods juvenile and sexual offenders used to murder children, adults, adolescent, and elderly victims. The scholars collected details of 452 juveniles and 3393 adult sexual murderers from the FBI’s Supplemental Homicide Reports database dating from 1976 to 2004. The researchers sampled people convicted of murder and sexual offenses such as rape. The scholars grouped the murders weapons into four distinctive levels, which included personal, firearms, contact and edged weapons, and other weapons
Ching, H., Daffern, M., & Thomas, S. (2015). A comparison of offending trajectories in violent youth according to violence type. Criminal Behavior and Mental Health, 27 (1), 8-14. DOI: 10.1002/cbm.1969
The study is based on the widespread public concern regarding thrill-seeking violence, also known as appetitive violence among the youths. The researchers want to learn if appetitive violence indicates an offending trajectory. The hypothesis was that youths, who engage in appetitively violent index offense have a high probability of recidivism than juveniles, who commit nonappetitive index crimes.
Cuervo, K., Villanueva, L., Gonzalez, F., Carrion, C., & Busquets, P. (2015). Characteristics of young offenders depending on the type of crime. Psychosocial Intervention, 24 (1) 9-15. DOI 10.1016/j.psi.2014.11.003
Cuervo et al. (2015) explored the profile of juvenile offenders by the nature of crimes they commit, which is either against people or property. The common crimes against material goods included robbery, burglary, and forced entry. The research suggests that males commit property crimes, whereas females commit crimes against individuals.

Literature review
The profile of violent juvenile offenders according to the nature of committed crimes has been the focus of criminal justice researchers. According to Cuervo et al. (2015), the findings from their studies showed that while male juvenile offenders are more interested in property crimes than female offenders who are convicted for violence against people. The type of crime and socio-demographic of juvenile offenders has gained attention from researchers.
Meanwhile, several investigations into the profile of juvenile offenders revealed contradictions in the research
In spite of the contradictions in the literature on the demographics of juvenile offenders, the need to investigate the relationship between the nature of the crime and recidivism was recommended as an area of future studies. The researchers encouraged future investigators to examine the motivational factors for committing juvenile offense in the general population as another focus of future studies (Ching, Daffern, and Thomas, 2015). In the case of this research study, its purpose is to explore how the profile of juvenile offenders can be used to identify behavioral patterns used for developing interventions.
Chan, H. C., & Heide, K. M. (2009). Weapons used by juveniles and adult offenders in sexual homicides: An empirical analysis of 29 years of data. Journal of Investigative Psychology and Offender Profiling, 5, 189-208. DOI: 10.1002/jip.87
Ching, H., Daffern, M., & Thomas, S. (2015). A comparison of offending trajectories in violent youth according to violence type. Criminal Behavior and Mental Health, 27 (1), 8-14. DOI: 10.1002/cbm.1969
Cuervo, K., Villanueva, L., Gonzalez, F., Carrion, C., & Busquets, P. (2015). Characteristics of young offenders depending on the type of crime. Psychosocial Intervention, 24, 9-15. Doi 10.1016/j.psi.2014.11.003

How often do females vandalize vehicles?

HCCC Relationship Between Lee and Austin Changes Essay.

After you have read the first two works answer the following two questions and provide specific examples and direct quotes to support your discussion. Your answers should take the form of essays.
1. For TRUE WEST, discuss how the relationship between Lee and Austin changes over the course of the play. What is the significance of the title in terms of important themes? 
2. For THE KITE RUNNER how does Amir’s “quest to become good again” shape the development of the novel? How does title reflect the conflicts ( religious, social, and personal) that divide the characters AND the means for overcoming them? 

HCCC Relationship Between Lee and Austin Changes Essay

Analysis of the reading experience for the “Framing Class” Essay

Part 1 The writer of the essay introduces and actually bases most of the opening paragraphs of the essay on how the media frames the issue of class distinction in society. With proper usage of examples, it is easy to see how the media defines the rich, the middle class and the poor. This part of the essay is very interesting to read and it is easy to understand what the writer is trying to propose. The challenge comes in the paragraph introduced by the title “The realities of class” (Kendall, 236). By introducing the facts and figures, the author seems to contradict herself. Reading through at first, it almost seems that the writer is trying to argue that the statuses of individuals is determined by economic forces in a real-life situation and not dictated by the media as she had earlier said. The creative piece that had preceded this section looses its substance though it had initially made a lot of sense. While reading through the paragraphs embodied in under the sub-title “The realities of class” the smooth flow of ideas from the initial part of the essay is interfered with. It becomes easy to lose focus and most of the time I found myself getting tempted to skip this section altogether. The part with the statistical data was the most difficult to try and focus on and it was not until I got to the later paragraphs that I realized its connection to the development of the entire essay. However, even then I still did not find it absolutely necessary and I reached the end of the essay thinking that the author could have made her point without getting into the intricacies of economics. Part 2 In order to understand the section titled “The realities of class” I had to devise a strategy that would enable me connect it with the rest of the essay. This plan involved some personally crafted approaches to enable me make sense of the section. These approaches included: Get your 100% original paper on any topic done in as little as 3 hours Learn More Since I already knew that this paragraph was coming, I would spend some time to carefully read the section and try to understand the importance of every sentence in the section. I should be prepared to expect some change in the flow of the essay when I get to this section and will therefore not get disappointed to find it almost fully different from the initial paragraphs of the entire essay. The section contains facts and figures which on the face of it could be slightly intimidating. However, in order to understand the section, I will try not to get scared by the numbers and will spend time to find their relation to the general topic. This after all is not an economics paper and it would be safe to assume that the author did not intend for the figures to confuse the average reader. Therefore, chances are that it will not take a lot to make sense of the data. I will try and avoid the temptation to get over with this section of the essay and move on to the next part. This will be achieved by setting out from the onset to only proceed once I have completely understood the author’s intention in including it in the essay. Sentences that did not initially make sense will be read through attentively and if need be, they will be re-read until that point where I am satisfied that I have made sense of them. Part 3 After applying this strategy, the message of the author has now become clear. Contrary to initial opinion, the writer is not trying to deviate from the topic but is instead using the numbers to emphasize her argument that the media should try to positively cover issues of the poor and the middle class. For instance the percentages of people in the different categories of wealth have been used to emphasize the point that a majority of the population is in the middle and the low class sub-groups. With the super rich and the very rich altogether making a measly 1% it does not make sense for the media to dedicate a huge percentage of their airtime and paper space to address the issues of the people in this class. This essay is targeted at illustrating how improperly the media have framed the issue of class differences and it is supposed to come up with recommendations on how they can improve their performance. It therefore makes sense for Diana Elizabeth Kendall, the author, to use facts and figures from general society in order to support her argument. Failure to do this would have made the essay lose all the credibility. Using the strategy in analyzing the essay has made me aware that it is not wise to ignore some parts of a reading on the premise that they do not rhyme with what had been initially read. The strategy will definitely come in handy in analyzing other pieces of literature and will be used again to enhance understanding. Work Cited Kendal, Elizabeth. Framing class: media representations of wealth and poverty in America. Maryland: Rowman


essay helper free In Aeschylus and Sophocles’ portrayals, women who are masculine are feminized when they confront death; the reassumption of orthodoxy reflects how women cannot truly break away from their femininity regardless if they resist it in Greek society. Aeschylus’ tragic heroine Clytemnestra is undoubtedly one of the most masculine women in the play, yet she is compelled to surrender her masculine features in the aftermath of her murder. When Orestes prepares to strike his mother, Clytemnestra elicits an evocation of femininity by exposing her breast to him and pleading, “Wait, my son — no respect for this, my child? The breast you held, drowsing away the hours / soft gums tugging the milk that made you grow?” (The Libation Bearers, 883-885) The image of Orestes tenderly suckling the nourishing milk from his mother’s breast temporarily makes Orestes question his own righteousness and signifies the queen’s return to motherhood. Aeschylus accentuates the feminine effect by contrasting this scene to Clytemnestra’s callous demand for a man-axe. Furthermore, Clytemnestra’s breast alludes to the maternity and sensuality associated with the female body. Despite exercising total control in prior events, Clytemnestra, in her most vulnerable moment, is forced to reoccupy her feminine role when threatened to pay with her life for Agamemnon’s death. Clytemnestra’s masculine power is ultimately illusory, and for her transgression she is reminded that she is, in essence, a woman. Sophocles reflects a similar sentiment to Aeschylus’ portrayal of women. Throughout the play, Antigone was firmly recalcitrant on dying, but her resolve wavers when she confronts death. Walking towards the the tomb where she will perish, she mourns, “No marriage bed, no marriage song for me / and since no wedding, so no child to rear / I go, without a friend, struck down by faith” (Antigone, 918-922). Antigone’s headstrong demeanor relents to self-pity, and she rues that she will never experience the joyous celebrations and hallmarks of female growth. She will die husbandless and childless, unfulfilled in her female role, with no family nor friends to bewail her death. The source of her masculinity, her willful act to die in defiance of the law, significantly weakens and is replaced with regretful yearning for her natural life. Antigone’s indifference to death is supplanted by feminine vulnerability and sensitivity. Sophocles portrays through her brief remorse that though she behaved masculinely, she is still emotionally overtaken by her foundation as a woman in the end. The examples discussed prior exhibit how Clytemnestra and Antigone react to the impending death. Hereafter, I will discuss the ways Aeschylus and Sophocles portray women when they take personal responsibility for their actions by means of death. Femininity is permanently imposed on Antigone and Clytemnestra in their demise regardless of their deliberate resistance against the social norm. Orestes reinstates Clytemnestra’s femininity by forcing upon her the proper role of a wife. He drags her to Aegisthus’ corpse and coldly says,”You love your man? Then lie in the same grave. You can never be unfaithful to the dead” (The Libation Bearers, 881-882). Criticizing Clytemnestra’s infidelity in her first relationship, Orestes sought to rectify her wrongdoing by coercing her into devotion for her second lover. Orestes demands that Clytemnestra fulfills her role as a wife with Aegisthus, the role that she had neglected with Agamemnon. By slaying Clytemnestra along with her lover, her loyalty will be imperishable and her duty as a wife eternally etched in death — a sour exit for someone who has been too keen in escaping their femininity. In this scene, Aeschylus portrays death as the mediator that conclusively resolves Clytemnestra’s ambiguity of gender in favor of her womanly roles. No matter how much Clytemnestra tries to escape her femininity in life, death is definite; the queen’s downfall perpetually reestablishes her role as a woman. Similarly, Antigone is forced against her will to be “wedded” in death. At first glance, Antigone’s death could be interpreted as masculine; she commits suicide as a final act of defiance against Creon, to take away his power by dying through her own hands. Additionally, Antigone dies a virgin, a symbolic rebellion against the traditional female role. Sophocles, however, refutes her masculine decisions by illustrating her as a bride in death, an expressive depiction of femininity. Antigone refers to her cave, “O tomb, o marriage chamber, hollowed out / house that will watch forever, where I go–” (Antigone, 891-892). The marriage chamber and house, commonly symbolic of the sphere of private life, will never depart from Antigone in death. Antigone’s death mirrors Clytemnestra’s demise in her actual home. Neither Antigone nor Clytemnestra can stray away from their obligations to the domestic sphere — the “houses” they die in restore their identities as women. Moreover, Antigone’s marriage chamber is fully realized when Haemon commits suicide beside her. The messenger describes the debacle, “Corpse on corpse, [Haemon] lies. He found his marriage, its celebration in the halls of Hades.” (Antigone. 1240-1241) Powerless to change her image, Antigone assumes the role of a bride in death, and Haemon her groom. The image of Haemon caressing and resting against Antigone’s corpse resembles intimate consummation after marriage. Their paired deaths echoes those of Clytemnestra and Aegisthus’ — Antigone’s rebellious act against the norm is involuntarily transformed into an image of exceptional femininity. In supplement to these portrayals of wifehood, Aeschylus and Sophocles emphasize the same body part to recall their essential femininity. When Antigone is “caught in a noose / of her own linen veiling,” (Antigone, 1221-1222), Sophocles directs the focus particularly on Antigone’s neck. Aeschylus also establishes an identical focus; Orestes confesses in his trial, “I drew my sword — more, I cut [Clytemnestra’s] throat” (Eumenides, 598) Attention is centered to the neck for the same reason as Clytemnestra’s breast; it magnifies the feminine aspects of vulnerability and sensuality. Moreover, the linen noose mirrors the delicate tapestries, “the life of the house” (Agamemnon, 946) that Clytemnestra laid out for her husband to tread on; these fabrics symbolize the daintiness of a woman that Agamemnon himself has violated by sacrificing Iphigenia. It is only cruel irony that the same material that created these tapestries is responsible for Antigone’s death; she has literally succumbed to femininity when forced to take personal responsibility for her actions, her masculine acts of disobedience overshadowed by her feminine presentation in death. Clytemnestra and Antigone’s fierce independence and persistent defiance of the social norm makes them appear strikingly heroic. But in their rebellious aftermath, death arbitrates this dispute in favor of the orthodox; women who transgress the territory of gender are forced to reconcile with their womanliness. In Aeschylus and Sophocles’ vision, masculine women cannot truly escape from their femininity. Ismene’s ominous warning, “wrong from the start, to chase what cannot be,” (Antigone, 92) epitomizes the position of women like Clytemnestra and Antigone in patriarchal Greek society — they are merely pursuing an impossibility.

Assignment Question(s): (Marks- 05) Case Questions: – 1. Write Summaries of your Case Study. 2. How have the personal beliefs of the McCoy and Cathy families influenced the organizational cultures of their firms? 3. What lessons for developing hig

Assignment Question(s): (Marks- 05) Case Questions: – 1. Write Summaries of your Case Study. 2. How have the personal beliefs of the McCoy and Cathy families influenced the organizational cultures of their firms? 3. What lessons for developing hig. I need help with a Management question. All explanations and answers will be used to help me learn.


These assignments are an individual assignments.
All students are encouraged to use their own words.

Be three to five pages in length, which does not include the title page, abstract or required reference page, which are never a part of the content minimum requirements.
Use Saudi Electronic University academic writing standards and APA style guidelines.
Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles unless the assignment calls for more.
It is strongly encouraged that you submit all assignments into the safe assignment Originality Check prior to submitting it to your instructor for grading.
Write a three-part essay (i.e., an essay that includes an introduction paragraph, the essay’s body, and a conclusion paragraph) that address the questions using a question and answer format.
Your well-written paper should meet the following requirements:

Assignment Question(s): (Marks- 05) Case Questions: – 1. Write Summaries of your Case Study. 2. How have the personal beliefs of the McCoy and Cathy families influenced the organizational cultures of their firms? 3. What lessons for developing hig

Accreditation According to the National Patient Safety Goals & Joint Commission Essay

Accreditation According to the National Patient Safety Goals & Joint Commission Essay.

paper should be a submitted as a 3- to 4-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and sources cited in APA formatDescribe the current status of accreditation, considering National Patient Safety Goals and their accreditation standards. In your paper, specifically address the following questions:What is the role of accreditation in ensuring patient safety?What is the relationship between an organization’s achievements in meeting National Patient Safety Goals and the results of the Joint Commission survey?If patient safety goals are not met based on the benchmarks set by the Joint Commission, what are the consequences?What strategies will you use to assess your own organization’s readiness for the Joint Commission survey?What actions need to be taken to prepare for the survey?
Accreditation According to the National Patient Safety Goals & Joint Commission Essay

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