Write a one-page (double spaced) paper describing and discussing the Basic Imperatives found in Chapter 2. Where and how do conflicts arise among the imperatives? Is one approach (Beneficence/welfare, Justice, or Dignity) more important than the others? How can we attempt to resolve these conflicts among values and imperatives?
You may use definitions or scenarios in your writing.
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Write a research essay that proposes a solution to a practical problem faced by the Science, Technology, Engineering, and Mathematics community and address your proposal to anyone who might help solve the problem.
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Provide a transnational analysis on issues facing women in the Global South. What are some of the pitfalls of attempts by some Western feminists to examine patriarchy and oppression in non-Western contexts? How can these be mitigated?
The essay must reference a minimum of two readings from the textbooks. You are not required or expected to use any sources external to the course. A maximum of one external source may be used per essay.
Each essay must have a thesis statement that directly answers the questionand separate paragraphs for each main point, as well as a brief conclusion.
APA documentation style must be used for all in-text citations and references.
Textbooks:
Cranney, B. & Molloy, S. (Eds.). (2015). Canadian woman studies: An introductory reader (3rd ed.). Toronto: Inanna Publications & Education Inc.
Mandell, N. & Johnson, J. (Eds.) (2017). Feminist issues: Race, class, and sexuality (6th ed.). Toronto: Pearson Canada Inc.
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How are women in Canada affected by gender and race? What are some of the barriers that women of colour face? What unearned benefits do white women gain from white privilege?
Each essay must reference a minimum of two readings from the textbooks. Not required or expected to use any sources external to the course. A maximum of one external source may be used per essay.
Each essay must have a thesis statement that directly answers the questionand separate paragraphs for each main point, as well as a brief conclusion.
APA documentation style must be used for all in-text citations and references.
Textbooks:
Cranney, B. & Molloy, S. (Eds.). (2015). Canadian woman studies: An introductory reader (3rd ed.). Toronto: Inanna Publications & Education Inc.
Mandell, N. & Johnson, J. (Eds.) (2017). Feminist issues: Race, class, and sexuality (6th ed.). Toronto: Pearson Canada Inc.
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You have been asked by the magazine Science News ( ) to write a feature article for their magazine. Below are the topics and guidelines that they have asked you to follow in writing your article.
You have been asked to explain evolution using as your specific examples, the Okapi and the Giraffe.
Okapia johnstoni information sites-
http://en.wikipedia.org/wiki/Okapi
http://animaldiversity.ummz.umich.edu/site/accounts/information/Okapia_johnstoni.html
http://www.ultimateungulate.com/artiodactyla/okapia_johnstoni.html
http://eol.org/pages/308387/details
Giraffa camelopardalis information sites-
http://en.wikipedia.org/wiki/Giraffe
http://animaldiversity.ummz.umich.edu/site/accounts/information/Giraffa_camelopardalis.html
http://http://eol.org/pages/308378/overview
http://www.ultimateungulate.com/Cetartiodactyla/Giraffidae.html
Explain the following
Where are the giraffe and okapi found?
What habitats are they found in?
What important features (plant life, climate, food, etc) of their habitat might explain the differences that evolved between these two organisms
Explain the importance of reproductive isolation and genetics in the evolution of the differences between the two species.
Using the 5 points put forth by Darwin, how would you go point-by-point through his explanation of evolution as it applies to the giraffe and okapi?
Given the description(s) of the giraffe and okapi, what other organisms do they seem to be related to? Explain using some of the types of information we used in class (anatomy, embryology, molecular biology, etc.).
In a conclusion, summarize all of the information above to describe how the giraffe and okapi evolved into what we see today.
Bonus Question: Thomas Huxley, known as Darwins Bulldog once held a famous debate with Bishop Samuel Wilberforce. Wilberforce made a comment about Huxleys grandparents and his descent from monkeys. What was Huxleys reply supposed to have been? (2pts)
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Overview
As you have learned in this module, the female and male reproductive systems are two homologous organ systems that developed from the same tissue embryologically speaking. Pregnancy involves anatomical and physiological changes in both the mother and the developing human that are driven by the nervous and endocrine systems. In this assignment, you will examine how hormones drive these anatomical and physiological changes.
Instructions
Prepare a written paper of at least 1000 words discussing the following bullet points:
Describe anatomical and physiological changes that occur at the gross and histological levels during pregnancy and postpartum in the mother and developing human during the following stages:
Fertilization
Embryonic development
Fetal development
Birth
Postpartum period
Examine how hormones regulate the ovarian cycle, in utero development, and the process of labor and giving birth.
Briefly discuss the similarities and differences in oogenesis vs. Spermatogenesis.
Your paper should be formatted as a proper research paper with an introduction and conclusion. Do not simply follow the bullet points above, but really think about what you have learned and how that relates to other material we have covered, and knowledge you have from other courses you may have taken. The Research and Report assignments in this course are capstone assignments for each module. You should be integrating everything that you learned in the textbook, explorations, discussions, and lab activities into your papers.
All references must be cited using APA Style format. Use more than 3 sources.
Use what you have learned from this module to complete the assignment. In some cases, you may need to conduct additional research.
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Write a research paper on the book The Hate U Give. The instructions say to use 3 outside sources but some quotations from the book would be beneficial.
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Between 1910 and 1920, over 200,000 Mexicans from the Mexican side of the newly emerging border migrated into the United States, doubling the Spanish-speaking population in Arizona, New Mexico, and Texas, and quadrupling it in California. There are reasons for this migration from Mexico to the United States and they are called push and pull factors. Push factors are those that encouraged Mexicans to migrate out of Mexico and into the United States. Historically, the United States has encouraged migration through recruitment campaigns and by creating economic instability in Mexico (More about this later). Pull factors are those that recruited Mexicans across the emerging border with promises of paid work for contributing to the creation of the United States. By the 1930s, this group and their children, as well as Mexican Americans who had been here for generations confronted a widespread forced deportation campaign erroneously called, “Repatriation.”
Changing Landscapes and the Push and Pull factors of Mexican Immigration in Early 20th Century
Several factors contributed to this growth in migration from Mexico into the United States in the early twentieth century. The changing economy in the southwestern United States from ranches to large-scale agribusiness, mining, factory, and the railroad systems demanded laborers and the United States recruited heavily from Mexico. This creates a pull into the United States from Mexico. On the home front, the need for Mexican immigrant labor multiplied as WWI cut off the supply of immigrant labor from European countries and the United States heavily recruited from Mexico to meet the wartime labor shortages. Mexican Americans also participated in World War I (1914-1918) as U.S. soldiers and faced widespread discrimination in the military despite their loyalty to nation and willingness to fight and die for the United States on a global stage. Additionally, migrating Mexicans were fleeing the violence escalating in Mexico after decades of rule by Porfirio Diaz exploded into civil war over election fraud in 1910. This violence of the Mexican Revolution (1910-1920), from the Porfiriato, pushed many Mexicans into the United States, seeking a refuge. It should also be noted, the particular violence many Mexicans encountered in places like Texas also sent many Mexican Americans into the Mexican war zones that others were fleeing. That should tell us something about the level of violence Mexicans and Mexican Americans confronted in Texas, specifically. Much of this violence, was at the hands of a growing state-sanctioned militia group called the Texas Rangers that you should have learned about in our Module work last week.
Despite the time and labor poured into building this nation, Mexican Americans were blamed for the economic crisis in the 1930s and the United States targeted this group for deportation in a very expensive hate campaign, regardless of time spent in the United States.
The Decade of Betrayal: Mexican Americans and Unconstitutional Deportation in the 1930s
The Great Depression occurred in the 1930s and followed an era of prosperity based on the exploitation of labor in large scale agriculture, mines, and factories. As explained above, Mexicans were heavily recruited into the United States during the early 20th century to meet the needs of a changing economy. In the 1930s, this group was blamed for the social and economic ills of society and many were deported through a program called, “Repatriation.” Historically, ethnic groups are scapegoated in order to distract the masses from the failures of the nation to meet the needs of the people. Historians of Mexican Americans in the 1930s refer to this era as the “Decade of Betrayal,” a time in which Mexicans and Mexican Americans, specifically, were scapegoated, or blamed, for all the ills of society, demonized in the media, coerced, threatened, intimidated, rounded up, and deported to Mexico in a very costly campaign called “Repatriation.”
Please watch the following clips to supplement your understanding of this historical moment that specifically targeted Mexicans and Mexican Americans through visible appearance, cultural practices, neighborhood, and surname. The places that relied on Mexicans and Mexican Americans to build their infrastructure during the 1910s and 1920s, targeted those same people and their children in the 1930s and painted them as the reason for the struggles of the Great Depression. Many children were born in the United States, and therefore, natural born citizens. Often, children were given the “choice” to leave the country with their parents or enter into the foster care system.
The following videos contain testimonies from people who experienced this moment as children–a testimony to the reality of these events as living histories. These are not distant and detached stories. We still live with the people who experienced this past. Listen to the elders around you. They have stories to tell but have been taught that they do not matter and that they are markers of shame. On the contrary, these stories point to moments of courage, resilience, and creative survival in the context of widespread systemic oppression. We need to understand these stories more than ever.
Draw from the sources on this page to describe the “Repatriation” campaign of the 1930s and explain why it was unconstitutional (You may find and use additional sources too). Please note: Do not state that Mexican Americans were “sent back to Mexico.” Many had never lived in Mexico and had deep ties in the United States. Think critically about what you have learned.
Given what you learned from the sources on this page, how did the Repatriation campaign affect the daily lives of Mexican Americans in the 1930s and their sense of belonging in the United States?
Lastly, what things would remain undone if you were rounded up and illegally deported today (a real concern for many who currently live with and intimately understand what it feels like to be simultaneously needed by society and targeted for deportation). Imagine you had to leave everything behind today, right now, and were deported. Rather than where you would end up or what you believe about other places and people, your task is to think and write about what would remain left behind and undone in your life here because of your sudden removal in this moment (this very moment). Please note: This is not an invitation to share any anti-immigrant ideas that you may have carried with you into this class. This prompt is a chance to demonstrate your thoughtful engagement with historical thinking and willingness to consider what scapegoating and forced deportation felt like from the perspective of those who experienced the brunt of it in the 1930s.
Be sure to respond to the initial posts created by at least two peers and make efforts to reply to those who respond to your posts.
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Select one of the topics from Pros & Cons of Controversial Issues, state your position on the issue, and identify three premises (reasons) listed under either the Pro or Con sectionwhichever section opposes your position.
For the three premises (reasons) that oppose your position on the issue, answer these believing questions suggested by Elbow:
What’s interesting or helpful in this view?
What would I notice if I believed this view?
In what sense or under what conditions might this idea be true?
Read the excerpt about critical thinking processes: The Believing Game and How to Make Conflicting Opinions More Fruitful [PDF].
Engage in prewriting to examine your thoughts.
The paper should follow guidelines for clear and organized writing:
Include an introductory paragraph and concluding paragraph.
Address the main ideas in body paragraphs with a topic sentence and supporting sentences.
Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
This prewriting assignment has no page requirement.
There is no requirement at this time to include references in the assignment.
https://www.procon.org/
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