External link to Review video segment 2.1. a. Think about the importance of the leader being aware of both content…

Review video segment 2.1. a. Think about the importance of the leader being aware of both content…

Review video segment 2.1. a. Think about the importance of the leader being aware of both content and process. b. What would have happened if the leader would have just stayed with the content and had the members get into pairs? 1. Review segment 2.2. a. Why did the leader need to think about both content and process? 2. Review the first segment—The Leader Without […]

External link to Review video segments 7.1-7.6. a. Think about the importance of using the skills of getting,…

Review video segments 7.1-7.6. a. Think about the importance of using the skills of getting,…

Review video segments 7.1-7.6. a. Think about the importance of using the skills of getting, holding, shifting, and deepening the focus. b. Imagine how these groups would have gone differently if the leader had not been using the skills of holding, shifting, and deepening the focus.

External link to View segment 3.3. a. What would have happened if the leader had not had clarity of purpose in this..

View segment 3.3. a. What would have happened if the leader had not had clarity of purpose in this..

View segment 3.3. a. What would have happened if the leader had not had clarity of purpose in this segment? b. Would the teachers have talked about teaching or would they have been talking about the hospital and about the member’s mom’s medical condition? 3. Review the first two segments of the DVD—The Leader Without Skills (1.1) and The Leader With Skills (1.2)—and note the […]

External link to Review the first two segments of the DVD—The Leader Without Skills (1.1) and The Leader With Skills.

Review the first two segments of the DVD—The Leader Without Skills (1.1) and The Leader With Skills.

Review the first two segments of the DVD—The Leader Without Skills (1.1) and The Leader With Skills (1.2) – and note the difference in regards to the leader’s skills in holding and shifting of the focus. 1. Watch segment 14.3 and observe how the focus is held on a topic (forgiving yourself) and a person (the woman whose father abused her). Also watch the leader […]

External link to View segments 5.1, 5.2 and 5.3 and watch how the leader used rounds in the opening of the group. a..

View segments 5.1, 5.2 and 5.3 and watch how the leader used rounds in the opening of the group. a..

View segments 5.1, 5.2 and 5.3 and watch how the leader used rounds in the opening of the group. a. What do you see as an advantage of using rounds during the first few minutes of a group? b. How does the leader benefit from using rounds? 1. View segment 14.3 and observe the value of the round regarding unfinished business. a. How did the […]

External link to View again segment 14.1. Ask yourself the following: a. How effective was the in-depth round for the

View again segment 14.1. Ask yourself the following: a. How effective was the in-depth round for the

View again segment 14.1. Ask yourself the following: a. How effective was the in-depth round for the working member? b. How did the round help to engage the other members? c. Why did the leader go to the members for comments and then come back to Lauren? d. Why did the leader focus on the topic of forgiveness with the other members? e. Did the […]

External link to View again segments 5.5 and 8.6, in which the leader uses sentence completion exercises. a. How did.

View again segments 5.5 and 8.6, in which the leader uses sentence completion exercises. a. How did.

View again segments 5.5 and 8.6, in which the leader uses sentence completion exercises. a. How did the exercise help the leaders? b. How did the exercise help the members? c. How did the leader process the exercise? That is, how did the leader use the sentence completion in a way that it was interesting?

External link to View again segment 10.2 and watch how the leader uses a small chair in a middle session. The leader.

View again segment 10.2 and watch how the leader uses a small chair in a middle session. The leader.

View again segment 10.2 and watch how the leader uses a small chair in a middle session. The leader would know the members enough to assess that the exercise will generate deeper self-exploration. 1. Watch segments 9.2 and 9.3. In each of these, the leader uses an opening round to get a read on the members. Why are these opening rounds helpful during the middle […]

External link to Preliminary design work has been done on a process to recover a valuable product from an effluent…

Preliminary design work has been done on a process to recover a valuable product from an effluent…

Preliminary design work has been done on a process to recover a valuable product from an effluent gas stream. The gas will be scrubbed with a solvent in a packed column; the recovered product and solvent separated by distillation; and the solvent cooled and recycled. The major items of equipment that will be required are detailed below. 1. Absorption column: diameter 1 m, vessel overall […]

External link to View again segment 14.2.Think about the following: a. Note how the leader got the other members…

View again segment 14.2.Think about the following: a. Note how the leader got the other members…

View again segment 14.2.Think about the following: a. Note how the leader got the other members involved. Why was it important to get the members to comment? b. Note how the leader used theory in the session. c. Observe the many ways that the leader involved the other members d. Was it good that the leader cut off the member’s story when he said, “Stop, […]

External link to Under a strict command-and-control framework, suppose abatement standards are set equally across…

Under a strict command-and-control framework, suppose abatement standards are set equally across…

Under a strict command-and-control framework, suppose abatement standards are set equally across polluters. Assume the total abatement target is 30 units. Show the cost implications using three graphs, each of a different polluter with a uniqueMACcurve drawn to depict a low-cost abater, a moderate-cost abater, and a high-cost abater. On each graph, identify the abatement level corresponding to a uniform standards approach, and show the […]

External link to Think of four different groups. Plan the opening few minutes of each of them. Then go back and read.

Think of four different groups. Plan the opening few minutes of each of them. Then go back and read.

Think of four different groups. Plan the opening few minutes of each of them. Then go back and read the first few pages of this chapter and see if you have the best opening for the given group. 1. Think of at least two groups or classes where a good tone was set. What did the leader/teacher do to create that tone? 2. Think of […]

External link to View segment 6.3 again. a. How did the leader draw out other members? Was that helpful? 1. View…

View segment 6.3 again. a. How did the leader draw out other members? Was that helpful? 1. View…

View segment 6.3 again. a. How did the leader draw out other members? Was that helpful? 1. View segments 8.4 and 8.5 again. a. Note the differences in the two approaches. b. What did the leader do to get the male member talking? c. What are your thoughts about the delicate timing and art of drawing out?

External link to View again segment 5.1. a. What kind of tone would have been set if the leader had let the first…

View again segment 5.1. a. What kind of tone would have been set if the leader had let the first…

View again segment 5.1. a. What kind of tone would have been set if the leader had let the first member talk about her anti-war feelings? b. How did the leader help the male member feel comfortable? 1. View again segment 5.2. a. What did the leader do to set a very comfortable tone, even though he covered leadership concepts like the use of eyes […]

External link to For how long has the member been talking? 1. How many comments has the member made compared with…

For how long has the member been talking? 1. How many comments has the member made compared with…

For how long has the member been talking? 1. How many comments has the member made compared with other group members? 2. Are the member’s comments in line with the intended purpose of the group? 3. Is this member preventing others from talking? 4. Are others becoming bored or irritated with the member’s comments? 5. Does the member seem to be talking because of nervousness […]

External link to View again segment 14.3 and observe the many different techniques that were used. Also observe…

View again segment 14.3 and observe the many different techniques that were used. Also observe…

View again segment 14.3 and observe the many different techniques that were used. Also observe closely the different ways the leader handled the three members who had very heavy concerns. Here are some questions to think about: a. Why did the leader choose to focus briefly on the one member’s issue about voting for herself? b. What did the leader do to focus on the […]

External link to Review video segments 1.1 and 1.2. a. List the mistakes that the “bad” leader made. b. What skills..

Review video segments 1.1 and 1.2. a. List the mistakes that the “bad” leader made. b. What skills..

Review video segments 1.1 and 1.2. a. List the mistakes that the “bad” leader made. b. What skills did the second leader use to make the group go much better? c. What differences did you notice between the groups? How were the body language and energy of the group different?

External link to View segment 8.7 and watch how the leader introduced, conducted, and processed the exercise using…

View segment 8.7 and watch how the leader introduced, conducted, and processed the exercise using…

View segment 8.7 and watch how the leader introduced, conducted, and processed the exercise using movement to get quiet members talking. Why was this movement exercise valuable given that the leader had three quiet, hesitant members? 1. View segment 14.3 and watch how the leader introduced, conducted, and processed the simple round exercise regarding unfinished business? a. What skills did the leader use during the […]

External link to View segments 3.2, 3.3, and 5.1 and watch how the leader had to use cutting off skills. a. What…

View segments 3.2, 3.3, and 5.1 and watch how the leader had to use cutting off skills. a. What…

View segments 3.2, 3.3, and 5.1 and watch how the leader had to use cutting off skills. a. What would have happened if the leader had let the discussion continue in each of the segments? b. Think about how clarity of purpose and cutting off go together in the three segments. c. Note how in segment 5.1 the session could have turned into a debate […]

External link to View again segment 6.1. a. Did the leader do any linking? b. Was the leader aware of multicultural..

View again segment 6.1. a. Did the leader do any linking? b. Was the leader aware of multicultural..

View again segment 6.1. a. Did the leader do any linking? b. Was the leader aware of multicultural issues? What would you do with the woman who was talking about her child being the only black child? c. What would you do with the woman who was talking about being the only Chinese family in the neighborhood? d. Did the leader use her eyes effectively? […]

External link to Read the Pepsi case then explain what business areas (divisions, value chain activities,…

Read the Pepsi case then explain what business areas (divisions, value chain activities,…

If every one­point change in the federal funds rate alters aggregate demand by $200 billion, how far did AD shift in response to the News Wire “Discount Rates”? From June 2008 to June 2009, M1 increased from $1,400 billion to $1,656 billion. 1. By what percentage did M1 increase? 2. If the Fed had used a fixed rule of 3 percent growth of M1 , […]

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