Modern scholars have wondered about the purpose of the story of Dinah.  It has no apparent etiological message, and no long term consequences.  Dinah herself is not reported to have become pregnant as a result of the rape; in fact she is never heard of again.  The slaughter of the Shechemites did not bring about any act of reprisal.  The incident appears to be referred to only once more in the Bible, when Jacob, near death, gathers his sons together to offer each his fatherly blessing.  For Simeon and Levi, however, he has no blessing to give; all he can think of, apparently, is their cruel act of revenge years earlier:

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 Simeon and Levi are brothers; 

 weapons of violence are their swords. 

  May I never come into their council; 

 may I not be joined to their company— 

 for in their anger they killed men, 

 and at their whim they hamstrung oxen. 

 Cursed be their anger, for it is fierce, 

 and their wrath, for it is cruel! 

 I will divide them in Jacob, 

 and scatter them in Israel.

 Gen 49:5-7

What, in your opinion, is the purpose does the story of Dinah serve?

Is it a story of a breach of honor?

Is it a story about rape?

Is it an etiological story?

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You are the internal training manager of your organization. As a staff of one, you are the main contact for everyone who needs training or who thinks they need training.

Because you are a department of one, you consistently call upon members within the organization when it comes to determining training needs, developing and delivering the training, and then determining if the training actually met the needs. Of course, if there are needs in which there is no organizational expertise, it may be necessary to outsource some of the training by hiring external vendors.

Throughout the course, you will be asked to perform specific training functions based on the material you have learned in the unit. When performing the specific training function, keep in mind the various people in the organization who can lend support, such as the manager of the trainees and the trainees themselves. Indicate how you will draw on their resources in your responses to the discussion questions, individual projects, and group project.

In this unit, you will design a needs analysis survey in the form of a Word document for 1 of the following positions:

• Accountant
• Human resource generalist
• Customer service representative

In the document, please include the questions you would ask to perform a(n):

• Organizational analysis
• Job analysis
• Individual analysis

To help you identify the type of work each of these functions performs, check out the Occupational Outlook Handbook published by the U.S. Department of Labor – Bureau of Labor Statistics (using the resources in course materials). Perform your search by job title (such as sales representative) or by using an alphabetical search.

After you finish creating your survey, answer the following questions in the same document:

• How will you use your survey (individual interviews, focus groups, and self-administered questionnaires)? You may administer different parts of the needs analysis to different groups or use different methods.
• Explain your reasoning for why you will collect data in this way. What are the advantages and disadvantages of the different methods?
• Why would a human resources development specialist conduct a needs analysis?

For this assignment, make sure to use a variety of resources and cite them using APA format.

____________________________________________________________________________________

DIscussion Board  3-4 paragrps

The sales manager for your company approaches you as the trainer and identifies an issue regarding team cohesiveness in her group. She has asked you as the trainer what type of training you can provide to her team to create more cohesiveness.

• Describe how you would determine if it is a training issue or whether or not it is a performance-related issue.
• If an issue requires training, how would you as the human resources development specialist be involved?
• In an issue is performance related, how would you as the human resources development specialist be involved?
• How could technology be used to aid in the process of determining training or performance-related issues?

1. review the principal region of the North American continent and human adaptations that made social life possible . discuss the differences between colonizing frontier of inclusion and exclusion
2. in what ways did colonial policy encouraged the growth of racism? why did the spanish and french close their colonies to immigrants?

The Michigan–Ohio State football rivalry, known as The Game by some people, is an American college football rivalry game played annually by the Wolverines of the University of Michigan and the Buckeyes of The Ohio State University. It has attracted particular national interest over the last four decades as most of the games have determined the Big Ten Conference title and the resulting Rose Bowlmatch ups, and many have influenced the outcome of the national college football championship. The game was ranked by ESPN in 2000 as the greatest North American sports rivalry.

The annual matchup between the two Midwest state schools has been held at the end of the regular season since 1935 (with exceptions in 1942, 1986, and 1998). Since 1918, the game’s site has alternated between Columbus, Ohio, and Ann Arbor, Michigan (Michigan hosts it in odd years and Ohio State in even years), and has been played in Ohio Stadiumsince 1922 and Michigan Stadium since 1927. Through 2010, Ohio State and Michigan have decided the Big Ten Conference championship between themselves on 22 different occasions, and have affected the determination of the conference title an additional 27 times.
The Toledo War (1835–36), also known as the Michigan–Ohio War, was the almost entirely bloodless boundary dispute between the U.S. stateof Ohioand the adjoining territory of Michigan. Originating from conflicting state and federal legislation passed between 1787 and 1805, the dispute resulted from poor understanding of geographical features of the Great Lakesat the time. Varying interpretations of the law caused the governments of Ohio and Michigan to both claim sovereignty over a 468-square-mile (1,210 km²) region along the border, now known as the Toledo Strip. When Michigan petitioned for statehoodin 1835, it sought to include the disputed territory within its boundaries; Ohio’s congressional delegation was in turn able to stall Michigan’s admission to the Union. Beginning in 1835, both sides passed legislation attempting to force the other side’s capitulation. Ohio’s governor Robert Lucas and Michigan’s 24-year-old “Boy Governor” Stevens T. Mason were both unwilling to cedejurisdiction of the Strip, so they raised militias and helped institute criminal penalties for citizens submitting to the other’s authority. The militias were mobilized and sent to positions on opposite sides of the Maumee Rivernear Toledo, but besides mutual taunting there was little interaction between the two forces. The single military confrontation of the “war” ended with a report of shots being fired into the air, incurring no casualties
In conclusion, although why we must continue to preserve and support rivalry like this for future generations. The greatest rivalry in college football for two main reasons. First, the rivalry goes beyond football. But most importantly, the two schools are considered to have the greatest rivalry in sports across the board.

The ongoing Contemporary Era has seen a significant change in the student pool. Colleges and Universities look very different today than they did in the early 1990s. 25% of all students involved in Higher Education are now ethnic minorities.

There are two primary theoretical perspectives that you will be examining throughout this course—the behavioral approach and the cognitive approach. As you begin this course, it is important to understand the foundation for each of these theories and how they differ from each other. As you come to understand these two perspectives, consider which of these is a good fit for your perspective on learning and behavior. Alternatively, you may find that you prefer a combination of the two, which is the basis for the cognitive-behavioral theory of learning.

Using the module readings, the Argosy University online library resources, and the Internet, research the behavioral approach and cognitive approach. Conduct two searches using the following phrases:

• Behavioral theory of learning
• Cognitive theory of learning

Place quotation marks around the phrase you are searching for so your search engine is more effective in locating relevant results.

Then, address the following:

• Describe the foundational principles of each approach.
• Compare and contrast the two approaches, specifically detailing where they differ from each other.
• State which of the two approaches you most identify with. Give reasons for your answers.

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When you have completed the assignment, please send it to your tutor to arrive no later than 23 January 2014. Remember to put a word count at the bottom of your assignment and to follow academic conventions as set out in Section 4.5 ‘Presentation and academic conventions’ in this Assessment Guide.
There are two parts to TMA 03:

First, write a reflective commentary of 350 words describing how the feedback from your tutor on your first two assignments will inform your approach to TMA 03.
Then in an essay of 1,500 words compare and contrast the ways in which Shelley and Hoffmann depict ‘a life in pursuit of the ideal’ in the two passages below.
Please note that both parts of the TMA are compulsory. Fifteen per cent of the marks are allocated to your reflective commentary and eighty-five per cent to your essay.

Mont Blanc yet gleams on high: – the power is there,
The still and solemn power of many sights,
And many sounds, and much of life and death.
In the calm darkness of the moonless nights, [130]
In the lone glare of day, the snows descend
Upon that Mountain; none beholds them there,
Nor when the flakes burn in the sinking sun,
Or the star-beams dart through them: – Winds contend
Silently there, and heap the snow with breath [135]
Rapid and strong, but silently! Its home
The voiceless lightning in these solitudes
Keeps innocently, and like vapour broods
Over the snow. The secret strength of things
Which governs thought, and to the infinite dome [140]