Brainstorm three potential project topics, Focus on the transition into the 21st century. Propose a project highlighting these fields’ evolution into the 21st century, focusing on recent innovations, current challenges, and future trends. See Instructions below
Brainstorm three potential project topics, Focus on the transition into the 21st century. Propose a project highlighting these fields’ evolution into the 21st century, focusing on recent innovations, current challenges, and future trends. See Instructions below
Please open pdf Students will write a 2-3 pages essay analyzing one of the chapters addressed during the semester for the book of Fernando Savater. The student will be free to choose any of the chapters or authors discussed duringclass as well as his/her opinion about it. The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required Links to an external site.A Grading Scale will be given to the students. This assignment will constitute 25 points of students’ final grade. DUE DATE 04/18-04/20 1. Choose a chapter from the book The Questions of Life. 2. What do you understood from it? 3. To which branch of philosophy this topic belongs? 4. Write about YOUR PHILOSOPHICAL POSITION ABOUT IT. 5. REFERENCES.
Please open pdf Students will write a 2-3 pages essay analyzing one of the chapters addressed during the semester for the book of Fernando Savater. The student will be free to choose any of the chapters or authors discussed duringclass as well as his/her opinion about it. The writing will be evaluated for clarity and […]
For this 2-part task, you will create the introduction for this proposal and provide a level setting of the 3 supply chain flows within the company you have chosen. Describe the flows and how they are connected and interrelated. Part 1 Create Section 1 of your Supply Chain Process Improvement Proposal: Company Profile. Introduce the company you have chosen for this project. Include a level-setting summary of the company that you have chosen to use as the subject of your Key Assignment. Part 2 Create Section 2 of your Supply Chain Process Improvement Proposal: Supply Chain Management Flows. Describe the following 3 flows within supply chain management in the organization you have selected: Information Financial Product or service From your research, describe how you would improve the 3 flows for your chosen company. Your instructor will provide feedback. Use this feedback to improve your plan to prepare your final Supply Chain Process Improvement Proposal. Please submit your assignment. For assistance with your assignment, please use your textbook and all course resources.
For this 2-part task, you will create the introduction for this proposal and provide a level setting of the 3 supply chain flows within the company you have chosen. Describe the flows and how they are connected and interrelated. Part 1 Create Section 1 of your Supply Chain Process Improvement Proposal: Company Profile. Introduce […]
ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMM ENGL101:9:Online English Composition I Writing Assignment – Using Core Concepts 1-5 Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers: Here is a list of topics to choose from, or you can choose your own: Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?) Topic 1: Topic 2: Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now. Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.) Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.) Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…). argument 1: argument 2: argument 3: Reading and Discussion Completion requirements Read Strength in Numbers by Eric Klinenberg Post your answers to these questions: 1) In your own words, what is Eric Klinenberg’s main argument in this essay? 2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain. Strength in Numbers TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD. In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.” Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects. Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll. As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t. Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city. Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town. Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal. This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both. In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week. Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines. Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?) Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure. WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS. The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city. Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore. Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt. Writing Assignment – Using Core Concepts 6-10 Submit: 1 essay outline and 1 argument essay Assignment summary: Create an outline and then write an argument essay based on the topic you chose in last week’s writing assignment. -Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion. -Type your essay, double-spaced (preferably in a Word document). 2-3 pages -Use your own ideas and words in this project. This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences. Step 6: Establish a Form and Structure for Your Project Create an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion. (Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline). Steps 7-10: Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later). Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct
ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMM ENGL101:9:Online English Composition I Writing Assignment – Using Core Concepts 1-5 Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers: Here is a list of […]
Chapter 8 Female Delinquency Theories 1 Introduction to Female Delinquency The study of delinquency has traditionally focused on males. Male law violations exceed female violations. Patriarchy refers to a social, legal and political climate that values male dominance and hierarchy. Recent research suggests patriarchy has a significant independent effect on female crime rates. Females’ delinquency has frequently been studied by comparing them to males. 2 Growing Up Female Historically, females have been viewed as inferior to males. Has implications for gender roles Relational Aggression Refers to behaviors that focus on damage to relationships, or threats of damage to relationships The “female” form of aggression 3 The Development of Gender Roles (1 of 2) Gender roles refers to the socialization of sex-appropriate behavior based on gender stereotypes. Socialization begins at conception; the womb is an environment. Parents treat children differently based on the child’s sex. Socialization leads girls to identify with traditional female roles where nurturing and caring are reinforced. 4 The Development of Gender Roles (2 of 2) Socialization influences and shapes a person’s gender identify. 5 Gendered Pathways into Delinquency Significance between risk factors and protective factors that shape a youth’s involvement with delinquency. Women have had similar criminal careers as men but female offenders were disproportionately likely to have arrests for prostitution, theft, forgery, fraud and drug violations. Female offenders have significantly more extensive victimization histories. 6 Girls and Violence Female delinquency is increasing at a faster rate than male delinquency. Concerns exist about the increase of violent offenses committed by females. However, there is no looming national crisis of serious violence among adolescent girls. 7 Theories of Female Delinquency Females have traditionally been viewed as less delinquent than males. As more women have entered the field of criminology, more research on female delinquency has emerged. 8 Biological and Psychological Theories Under these perspectives female violators are uniquely different than males. Lombroso and Ferrero’s “Atavistic Girl” A throwback to a prior evolution of women Thomas’s “Unadjusted Girl” Males and females are biologically different Pollack’s “Deceitful Girl” Women are more deceitful than men 9 Lombroso and Ferrero Female criminals are seen as biologically distinct and inferior to non-criminal women. Women are naturally more child-like, less intelligent, lacking in passion, more maternal, and weak, characteristics that make them less inclined to commit crimes. Women’s criminality is a product of their biology, but this biology also keeps women from crime. 10 W.I. Thomas In The Unadjusted Girl, published in 1923 Thomas argued that males and females are biologically different. “Wish fulfillment” Four distinct categories of wishes: The desire for new experience. The desire for security. The desire for response. The desire for recognition. 11 Otto Pollak In 1950, The Criminality of Women, Pollak argued: Women are actually as criminal as men, but their criminality is hidden or “masked.” The physiological nature of women makes them more deceitful than men. Chivalry Hypothesis: The belief that lower rates of delinquency among females reflect men’s deference and protective attitude toward them whereby female offenses are generally overlooked or excused by males. 12 Recent Biological and Psychological Explanations (1 of 2) Recent biological and psychological approaches to female criminality argue that biological nature interacts with social forces to produce delinquency. John Cowie’s “Delinquency in Girls” Female delinquency is dominated by sexual misbehaviors. Evolutionary psychology argues that psychological differences have developed between the sexes. 13 Recent Biological and Psychological Explanations (2 of 2) Recent attempts to link biology and physiology have stressed hormonal difference between males and females. Neurosciences have produced compelling differences between the sexes. Simon Baron-Cohen Systematizing versus empathizing 14 Sociological Theories (1 of 5) Sociological theories of delinquency examine how social forces influence behavior. Sociological theories have traditionally examined male criminality. Durkheim was the first sociologists to observe gender differences in homicide Shaw and McKay did not examine female delinquency in their studies. 15 Sociological Theories (2 of 5) Merton did not address female criminality. Morris believes women have similar aspirations to men but are denied the same opportunities to achieve them. Agnew thinks females experience different types of strain and respond to strain differently than males. 16 Sociological Theories (3 of 5) Miller was generally unconcerned with female delinquency; he focused on the male, lower-class subculture. Cohen argued that delinquency is a male phenomenon; he recognized female delinquency primarily as sexual delinquency. Cloward and Ohlin focused on male delinquency. 17 Sociological Theories (4 of 5) Sutherland believed that girls encountered more anti-criminal patterns and are exposed to fewer criminal associations; girls who became delinquent have less parental supervision. Travis Hirschi excluded girls from his social control theory. 18 Sociological Theories (5 of 5) Michael Gottfredson and Travis Hirschi argued that delinquency occurs among youth who lack self-control for both boys and girls. Edwin Schur believed that labeling served as an informal social control over females and suggested that differential enforcement of status offending exists. 19 Power Control Theory John Hagan developed power control theory. Argues that girls engage in less delinquency because behavior is more closely monitored. Child supervision varies between patriarchal families and egalitarian families. Meda Chesney-Lind and Randall Shelden’s liberation hypothesis. 20 Marxist-Feminist Theories Combines the notions of patriarchal male dominance in the home and interpersonal relationships with male control of the means of production. Crimes are those actions that threaten the capitalist-patriarchal system. 21 James Messerschmidt’s Theory Women experience marginality doubly. Subordinate to both capitalists and men Three reasons women are less likely to commit serious crimes than men. Privatized resistance and accommodation. 22 Mapping Delinquency Theory: James Messerschmidt © Jones & Bartlett Learning. 23 Robert Regoli and John Hewitt’s Differential Oppression Theory (1 of 3) Adults oppress children as adults attempt to impose and maintain adult conceptions of social order. Girls in patriarchal societies are doubly oppressed: they are oppressed as children and as females. © Jones & Bartlett Learning. 24 Differential oppression theory contends that girls turn to prostitution because it helps establish a sense of power and autonomy. Does it? What are other reasons girls turn to prostitution? Is sex a form of social capital? © RapidEye/E+/Getty. Differential Oppression Theory (2 of 3) 25 Differential Oppression Theory (3 of 3) To counteract their oppression, girls use the following strategies: Passive Acceptance Illegitimate Coercive Power Manipulation of peers Retaliation 26 Mapping Delinquency Theory: Robert Regoli and John Hewitt © Jones & Bartlett Learning. 27 Juvenile Justice Policy Applications Meda Chesney-Lind argues that females are “invisible in terms of programming.” Most programs offered for girls are based on stereotypes of “girls’ issues,” such as teen pregnancy and sexual abuse, and focus on issues of girls in trouble rather than prevention. Traditional programs focus on intervention rather than prevention. 28 Programs Needed for Female Delinquency Include: Protecting females from physical and sexual violence. Reducing the risk of sexual diseases and pregnancy. Unemployment and job training. Safe housing, managing family problems and stress. Developing a sense of empowerment. Meda Chesney-Lind argues that programs need to separate at-risk girls from boys so girls’ needs will not be overshadowed by boys’ needs. 29 Conclusions Females have been relatively absent from criminology research until the twentieth century. Theories of female delinquency include: biological, psychological, sociological, Marxist-feminist, and differential oppression perspectives. Prevention programs tailored to females are needed. 30 image2.jpg image3.jpg image4.jpg image5.jpg image6.jpg image1.jpg
Chapter 8 Female Delinquency Theories 1 Introduction to Female Delinquency The study of delinquency has traditionally focused on males. Male law violations exceed female violations. Patriarchy refers to a social, legal and political climate that values male dominance and hierarchy. Recent research suggests patriarchy has a significant independent effect on female crime rates. Females’ delinquency […]
**Pneumonia in the pediatric patient** *Powerpoint -> 12-14 slides Explain the Pathophysiology of the condition Describe the typical clinical manifestations Briefly describe the best practice medical treatment Describe the nursing intervention(s) and health education Correlate the nursing intervention/education to a nursing theory Identify the theorist and how the theory supports nursing intervention/education for this condition. Include at least three scholarly NURSING or other Healthcare articles from .gov, .edu. or .org within five (5) to ten (10) years that are appropriately cited and referenced Include slides and speaker notes with citations to support your information
**Pneumonia in the pediatric patient** *Powerpoint -> 12-14 slides Explain the Pathophysiology of the condition Describe the typical clinical manifestations Briefly describe the best practice medical treatment Describe the nursing intervention(s) and health education Correlate the nursing intervention/education to a nursing theory Identify the theorist and how the theory supports nursing intervention/education for this condition. […]
Habitat 67 Pros and Cons Start a New Thread Filter by: Sort by: Most Recent Activity LA_2… EU Emre Umit Course Home Content Syllabus Discussions Grades Classlist My Tools Get Help Table of Contents Module 7: Residential Conditions Module 7 Other Activities Habitat 67 Pros and Cons View topic instructions. Do some research on the “Habitat 67” residential complex designed by Moshe Safdie (pictured below). What are the pros and cons of this unique housing project, and can it be related to the residential architectures seen in this module? Enlarge Image + Habitat 67, by Moshe Safdie, Montreal (1967) All Threads Habitat 67 Zaenab Al-Amery posted Mar 24, 2024 8:01 AM Subscribe Habitat 67 is a unique housing complex designed by Israeli-Canadian architect Moshe Safdie, located at Cité du Havre on the Saint Lawrence River in Canada. This visionary project is a landmark example of high-density urban housing, which more javascript:void(0); ?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-2376875 ?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-2377002 javascript:void(0)
Habitat 67 Pros and Cons Start a New Thread Filter by: Sort by: Most Recent Activity LA_2… EU Emre Umit Course Home Content Syllabus Discussions Grades Classlist My Tools Get Help Table of Contents Module 7: Residential Conditions Module 7 Other Activities Habitat 67 Pros and Cons View topic instructions. Do some research on the […]
Rational Choice, Biosocial, and Psychological Theories.html Our coverage of theories begins with a discussion of rational choice. You will want to consider if offending is a “rational” activity. By rational we usually mean the use of costs and benefits analysis. Thus, we are less likely to engage in an activity if it is costly and has little reward, but more likely to participate if the costs are low and the benefits are high. The problem with notions of rationality is that some criminal behavior appears to be quite irrational. Among other things, it is difficult to explain as fully rational impulsive behavior and activities performed under the influence of alcohol and drugs. Current perspectives on biosocial theories, in particular brain science, find rational choice theories especially problematic for explaining juvenile delinquency. One important rational choice theory in juvenile delinquency is deterrence theory. Crime is deterred when punishment is swift, certain and severe. This is a cost-benefit analysis theory because deterrence is likely when the costs of criminal behavior is high in the form of punishment. However, behavior that is impulsive and under the influence of alcohol or drugs, affects the cost-benefit calculus. Juveniles in particular routinely engage in activities where there is little to gain and much to lose. The section on biosocial theories mentions the work of William Sheldon (1898-1977). His work is famously noted for a methodological mistake that unfortunately many researchers continue to make in the social sciences. Sheldon observed that criminal activity was more common with people who are muscular (mesomorphs), as opposed to those who are thin or fat (ectomorphs and endomorphs, respectively). Sheldon’s mistake was thinking that mesomorphic body type caused criminality. Rather, Sheldon found a correlation between body type and crime. Another important methodological mistake was committed by many early biological criminologist. Their research (i.e., autopsies) convinced them that physical defects were responsible for criminality. The problem is that they did not do similar autopsies on people who were not criminals. It turns out that non-criminals have the same physical characteristics. This methodological mistake has been referred to as sampling on the dependent variable. Biological theories today have come a long way since but it remains critical that we consider the implications of these theories and potential policies. Consider, too, how/whether this type of research/theory advances our understanding of juvenile delinquency. Psychological theories have generally received more attention from sociologists than biological theories. These include identity, cognition, personality, and abnormal traits/propensities. With regard to psychopaths/sociopaths, there is at least some evidence that this kind of personality type (about 1-4% of the population) can be identified through various methods including brain imaging. It should also be said that there are “functional” psychopaths/sociopaths who may not commit criminal acts. Students should consider to what degree labels like psychopaths and sociopaths are scientifically useful especially regarding juveniles.
Rational Choice, Biosocial, and Psychological Theories.html Our coverage of theories begins with a discussion of rational choice. You will want to consider if offending is a “rational” activity. By rational we usually mean the use of costs and benefits analysis. Thus, we are less likely to engage in an activity if it is costly and […]
3.1 [Assignments] Site Selection and Ethical Themes LA_2… EU Emre Umit Course Home Content Syllabus Discussions Grades Classlist My Tools Get Help Table of Contents Module 3: Earth, Wood, Grass Module 3 Graded Coursework 3.1 [Assignments] Site Selection and Ethical Themes View topic instructions. Instructions Once your instructor has approved your research category and site candidates from the assignment in Module 2, your next task is to select one site that you will spend the rest of the assignments researching. In one page of writing, explain why you have selected your site (Why does it interest you?), and try your best to answer the three questions attached to the following ethical themes. You will be asked to focus on one of those ethical themes later in the Midterm and Final Research Project assignments. Ethical Themes: labor and construction: Which people built it, and from what position in the social hierarchy? privacy and publicity: Does spatial access privilege some and marginalize others? environment and energy: How have natural materials and passive techniques benefitted the users? On a second page, include two images: one photograph of the site and one plan drawing. These should be high-quality images and not fuzzy or pixelated. The third page should list at least 10 credible sources you have found for research. Here is an MLA resource, and you can download a useful guide here: ARH Citation Standards (pdf, 600.1 KB) javascript:void(0); ?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-2376867 ?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-2376945 Feedback F Start a New Thread Filter by: Sort by: Most Recent Activity Purpose To begin to address ethical themes found in your research project building Tools word-processing program (e.g., Microsoft Word) Due Date By the end of this module. Submission Directions Please submit your assignment as a PDF, using the following naming convention: 3.1_Surname.pdf Reference Rubric Please see the accompanying Site Selection and Ethical Themes: Reference Rubric page for details on expectations. more All Threads 3.1 Steven Parmer posted Mar 7, 2024 8:31 AM Subscribe javascript:void(0)
3.1 [Assignments] Site Selection and Ethical Themes LA_2… EU Emre Umit Course Home Content Syllabus Discussions Grades Classlist My Tools Get Help Table of Contents Module 3: Earth, Wood, Grass Module 3 Graded Coursework 3.1 [Assignments] Site Selection and Ethical Themes View topic instructions. Instructions Once your instructor has approved your research category and site […]
7.1 [Research Project] Midterm LA_2… EU Emre Umit Course Home Content Syllabus Discussions Grades Classlist My Tools Get Help Table of Contents Module 7: Residential Conditions Module 7 Graded Coursework 7.1 [Research Project] Midterm View topic instructions. Instructions This submission will represent the first half of your Research Project work. You will combine assignment topics from Modules 2, 3, 4, 5, and 6 and write a conclusion that focuses on one of the ethical themes introduced in Module 2. Choose one of the themes to specifically address in your conclusion, and know that you will return to this theme later in the Research Project as well: labor and construction: Which people built it, and from what position in the power hierarchy? privacy and publicity: Does spatial access privilege some and marginalize others? environment and energy: How have natural materials and passive techniques benefited the users? The ethical theme you choose may help you define your specific approach to your site. This should be reflected in your title; come up with a title phrase that communicates your interests in your building (not just the name of the building). Your submission should be the best version of your research, so this is the time to expand and/or elaborate on certain parts that may need more than one page of writing. It should read as one continuous piece of writing, so while you will have titles/headers for the different parts (i.e., 2.1, 3.1, etc.) you should combine all your sources into one Works Cited at the end (instead of one after each part). The format of your submission must be as follows: Title Page (title, your name, assignment, course name, term and year, instructor name) Parts 2.1, 3.1, 4.1, 5.1, 6.1 javascript:void(0); ?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-2376875 ?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-2377001 Start a New Thread Filter by: Sort by: Most Recent Activity Conclusion (Focus on one of the ethical themes in one page of writing.) Works Cited (Works Cited, Supplemental Bibliography, Image Sources) Here is an MLA resource, and you can download a useful guide here: ARH Citation Standards (pdf, 600.1 KB) Purpose To exhibit the first half of research progress in clear writing and proper citation Tools word-processing program (e.g., Microsoft Word) Due Date By the end of this module. Submission Directions Please submit your assignment as a PDF, using the following naming convention: 7.1_Surname.pdf All Threads 7.1 Midterm Salvador Garcia posted Mar 23, 2024 11:54 PM 7.1_Garcia .pdf (1.05 MB) 0 Unread 0 Replies 0 Views Subscribe Attached below. more javascript:void(0)
7.1 [Research Project] Midterm LA_2… EU Emre Umit Course Home Content Syllabus Discussions Grades Classlist My Tools Get Help Table of Contents Module 7: Residential Conditions Module 7 Graded Coursework 7.1 [Research Project] Midterm View topic instructions. Instructions This submission will represent the first half of your Research Project work. You will combine assignment topics […]