Identify 5 defense mechanisms that the members utilized and then identify how you utilize them in your life.

1. Shame
How does the facilitator define shame?
What types of questions did he use to have the members understand and process the concept?
What member’s processing stuck or resonated with you – why?
How is shame connected to self-identify? What are your thoughts as to why he choose the concept of shame with this group? Shame as a deterrent to making change…. What are your thoughts about this – how have you seen this in your life?
2. Belonging
Define belonging…
Differentiate between belonging and fitting in.
Why did he make this distinction with the members?
How did the group leader help facilitate the member’s thoughts, feelings about belonging…..
Observe the prompts the facilitator utilized in the group process – identify two…..
How did the process change when the leader used “hustle”?
3. Guilt
Identify how the facilitator reflected the meaning of guilt with the members?
When the facilitator said “I’m not sure I’m understanding – what skills was he utilizing?
Define defense mechanisms – who coined these mechanisms.
How are they used?
Identify 5 defense mechanisms that the members utilized and then identify how you utilize them in your life.
Empathy – define it and offer 2 examples of an empathetic response in the group session.

What is the significance of the forbidden macaroons that Nora likes to eat?

In her introduction, Wollstonecraft (2017) states, “I dismiss those pretty feminine phrases that the men condescendingly use to make our slavish dependence easier for us” (p. 5). What does Wollstonecraft mean by this, and how does it relate to A Doll’s House? Find and quote at least three examples of Torvald Helmer “condescendingly” using “feminine phrases” when talking about his wife, Nora.
How do you feel about Nora and Torvald’s relationship? What about Nora and Christina’s relationship?
What is the significance of the forbidden macaroons that Nora likes to eat?
What does Krogstad threaten Nora with and why? What do you think will ultimately happen to Nora in this story?

Explain why COIVD-19 required a different vaccination rate than measles.

In this essay, you will only be writing the results and discussion sections make sure to read the requirements and instructions thoroughly and follow the rubric. make sure to read the attachments provided. the information used is coming from the excel sheet and attachments.
Results: This section should include, in this order:
• In writing: for each disease, explain the relationship you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation) (reporting trends)
• In writing: for each disease, state the minimum vaccination rate required to prevent the spread of that disease. Then compare this value between the three diseases. (reporting trends)
• Provide at least one graph or table that shows the relationships you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation). There should be either a graph/table for each disease or a combined graph/table (appropriate graph/table)
• Each graph or table should be labeled with a figure or table number (ex: Figure 1 or Table 1) and include a descriptive caption that explains what data is being shown in the graph. (figure logistics)
Discussion: This section should include, in this order:
• Summarize your findings about the minimum vaccination rate for COVID-19 and how that compares to the other diseases. State whether this supports your hypothesis or not. (results summary and link to hypothesis)
• Explain why COIVD-19 required a different vaccination rate than measles. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? Then explain why COIVD-19 required a different vaccination rate than seasonal flu. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? (results interpretation)
• Based on your data, what do your results suggest about how we can best prevent future outbreaks of COVID-19? What strategies should public health officials take to achieve the minimum vaccination rate you have measured in your investigation? (relation to “Big Idea”)
• What assumptions did you make in your SIR simulation model (think of other variables in the model besides vaccination rate)? Which of these variables do you think we need more information about before making more informed decisions about vaccinating for COVID-19? What kind of further studies would give us this information? (future studies)
Writing/grammar: All sections should have headings and consist of separate paragraphs. Make sure your methods and results are in past tense. Also, make sure you cite any info that is not your own ideas.
Results: This section should include, in this order:
• In writing: for each disease, explain the relationship you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation) (reporting trends)
• In writing: for each disease, state the minimum vaccination rate required to prevent the spread of that disease. Then compare this value between the three diseases. (reporting trends)
• Provide at least one graph or table that shows the relationships you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation). There should be either a graph/table for each disease or a combined graph/table (appropriate graph/table)
• Each graph or table should be labeled with a figure or table number (ex: Figure 1 or Table 1) and include a descriptive caption that explains what data is being shown in the graph. (figure logistics)
Discussion: This section should include, in this order:
• Summarize your findings about the minimum vaccination rate for COVID-19 and how that compares to the other diseases. State whether this supports your hypothesis or not. (results summary and link to hypothesis)
• Explain why COIVD-19 required a different vaccination rate than measles. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? Then explain why COIVD-19 required a different vaccination rate than seasonal flu. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? (results interpretation)
• Based on your data, what do your results suggest about how we can best prevent future outbreaks of COVID-19? What strategies should public health officials take to achieve the minimum vaccination rate you have measured in your investigation? (relation to “Big Idea”)
• What assumptions did you make in your SIR simulation model (think of other variables in the model besides vaccination rate)? Which of these variables do you think we need more information about before making more informed decisions about vaccinating for COVID-19? What kind of further studies would give us this information? (future studies)
Writing/grammar: All sections should have headings and consist of separate paragraphs. Make sure your methods and results are in past tense. Also, make sure you cite any info that is not your own ideas.

Assess how comprehensive this organizational ethical code appears to be and what you feel may be missing.

There is a growing body of knowledge indicating that organizations that act in a socially responsible manner and follow ethical standards outlast and outperform companies that pursue profits at all costs. This connection between value and ethics has been around for a long time, but several studies have confirmed it. In fact, according to research conducted by Dr. Curtis Verschoor, “Of the 87 companies where an ethics code was clearly stated, the average Market Value Added (MVA) was 2.5 times larger than those not mentioning a code of ethics or conduct” (Verschoor, 1999).

1-Assess how comprehensive this organizational ethical code appears to be and what you feel may be missing.
2-Compare this code with a similar code from your organization or one with which you are familiar.
3-Assess the value of ethical codes for financial management in general.