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?

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.

Discuss an individual whom you consider a great leader. What qualities make them a great leader?

Explain why you would like to be a participant in this program?

Discuss one or two volunteer activities that are important to you. This may include (but is not limited to) boards, committees, faith-based communities, civic and educational groups.

In what areas of professional and/or leadership development do you think you need support?

Discuss an individual whom you consider a great leader. What qualities make them a great leader?

In your opinion, what is the top issue currently affecting the African American community?

How do you plan on affecting change in your community and city?

What are one or two of your long-term career aspirations?

Program description: empowers young, minority executives by providing them with the tools and skills necessary to thrive in increasingly responsible leadership roles. It accomplishes this through a curriculum that comprises six distinct program elements: (1) leadership modules; (2) historical and political perspective modules; (3) current issue modules; (4) individual leadership assessments; (5) the “Lessons in Leadership” speaker series; (6) one-on-one mentorship.

-Monthly modules include prominent academics,subject matter experts, and industry leaders to impart their knowledge and insights.

-Our Fellows grapple with ideas and challenge themselves and each other on an intellectual level, but more than that, they develop a practical understanding of how they are situated in present-day as emerging minority leaders.

-program’s classroom learning component, supplementary events and activities each month. These program elements are designed to provide a robust platform for inter-generational exchange and professional networking.

– “Lessons in Leadership” speaker series, which features senior leaders from the area who share their stories of challenges, triumphs, and lessons learned in their careers.

– develop a leadership action plan that is geared toward guiding them through the next steps of their professional advancement and helping them map out strategies for effective community engagement.

-integrate lessons from each program area into a dynamic leadership style that best suits them, their organizations, and their communities.

Summarize the book or article (usually in a single, brief, concise paragraph at the beginning of your critique) and state the author’s main point, or thesis. What is the argument?

1) Summarize the book or article (usually in a single, brief, concise paragraph at the beginning of your critique) and state the author’s main point, or thesis. What is the argument?
2) Place the author’s thesis in context. Describe the author’s viewpoint and purpose for writing. Why is the author’s argument significant? Note any aspects of the author’s background that are important for understanding the text. Is the author an expert in the field?
3) Briefly note the most important evidence the author presents to support his or her thesis.
4) Evaluate the author’s use of evidence. Is the argument convincing? Has the author provided enough compelling evidence to convince you that the argument is valid?
5) You are encouraged to compare this text with other books or material you have encountered in this course if appropriate. Is this author in conversation with other authors? How does the argument fit in with other interpretations?
6) Conclude with a final evaluation of the book. You might discuss who would find it useful and why. It might also be helpful to read a few professional book reviews. All major historical journals (such as the Journal of American History and the Journal of Southern
History)