Category: Essay

 
Instructions:
(a) Write a clear, concise introduction that identifies the issue you will consider and indicates what position you intend to defend and how you intend to proceed.
(b) Carefully explain the issue. Make clear any key notions, premises, and inferences.
(c) Argue for your position. If you are rejecting an argument for a controversial conclusion, make clear exactly what about the argument you reject—one of the premises or the inference from the premises to the conclusion—and why. Then state the best objection to your position that you can think of and reply to it. This may, but need not, be an objection in our text or one we considered in class discussion. If you are accepting some argument for a controversial position, proceed to state the best objection to your position that you can think of and reply to it. Again, this may but need not be an objection noted in our text or class discussion. Then proceed to respond to the objection. Make clear exactly what claim or inference you are rejecting and why.
Topic : James on ‘the Will to Believe’
Carefully and fully explain the central argument of William James’ essay, “The Will to Believe,” whose conclusion is stated on the bottom of p.11. Be sure to explain what James means by certain options being “forced,’ “living,” and “momentous.” Then state what you consider to be the best objection to the argument. Finally, state and discuss the best response to the objection, explaining why you think the argument ultimately succeeds or fails

 
My assessment involves creating a 50 minutes seminar lesson plan for ONE session (I will provide a sample for a different subject) aimed for an undergraduate year 2 mathematics students (The topic of that session can be anything related to what a second year undergraduate student would be taught e.g.. Complex analysis, Numerical methods etc).

Following this, I need to write a 2000 word piece which demonstrates consideration of the activities within the plan accompanied by appropriate rationale for their implementation. This aspect of the work must draw on relevant theory and literature, and demonstrate an appropriate level of criticality and analysis.
Assessment Criteria:

-Explain and justify the focus of your teaching plan with reference to your previous, current or future practice (10%)
-Comprehensive lesson plan clearly outlined (10%)
-Consideration of appropriate activities within your plan with rationale for their implementation (30%).
-Critical discussion throughout with appropriate application of theory/literature (30%).
-Clear, concise and logical development of the work with accurate referencing using a recognised referencing system (10%)
-Completion of a self assessment with marks and comments provided (10%)
Lastly, for the self-assessment criteria, I will attach a document that has to be completed,
to fulfil the last criteria. That is to consider how well you believe you have met each assessment criterion, and what mark you would give yourself for each. Also you should comment on what you have been able to do well and discuss whether there are areas you could develop further.

 
please make sure that the assignment shoul have heading
The assignment should include 4 sactions heading
1) Compare/Contrast Compare /Contrast the different materials that you are working with and the results achieved This could include the properties(available colours durability, time implications, price, health and safety of the material etc.
2)Consider Consider the suitability of the effect for media use, i.e. TV/Theatre/ Film.
3 )Reflection/evaluation of your work as well as a plan of action to improve your performance, this may include further research, working on a variety of skin types, timing/practice etc.
4)Research You are required to research the following skin disfigurements/traurmas once only .please ensure that this corresponds with the make-up effect when you create it. Research relating to the disfiguring of skin to include real images and industry examples as appropriate. Spots and cold sores-Acne and Herpes Scaring hypertrophic and Atrophic scar tissue Bruising-Beaten up effects-swellings, split skin and blood skin disorders and injuries-tissue breakdown- burns Here the link show you exactly what i did on my application
and the attachments is the lecture and my own pictures of my work

To allow students to explore an additional topic or two of interest to them, we will ask you to listen to one or more of the smorgasbord talks. Each lecture has a lecture time associated with it. You will be asked to listen to the lectures of YOUR choice within that menu and accumulate at least 120 minutes of lecture. [Please show the “math”, i.e., give the official time for each presentation viewed.] We will then have you write a brief review of what you have watched: For each 20 minutes, write a point along the lines of what were the most IMPORTANT points of the talk? What question does the talk raise? What would improve the presentation? Are there other topics that this talk suggested that you might like to hear? A total of at least 6 points should be covered for the exercise. (A talk of 75 minutes can have 3 or 4 points – they do NOT need to be from the 1st 10 minutes, the 2nd 10 minutes etc. – just 3 or 4 appropriate points.) If the other talk is 55 minutes, you need 2 or 3 points to make your 6! PLEASE CLEARLY NUMBER YOUR SIX (6) POINTS. The actual discussion board postings can be very similar to those you use for the on-line lectures and in-class lecture discussion postings. Note: The Passover lectures for Cornell students are included in the regular course requirements and, therefore, cannot be used for the Smorgasbord requirement.

to the book Men’s Live)
This paper should thoughtfully demonstrate what you understood from viewing the film in light of your book.
When you give your opinion, please make sure to inform it by and base it on your understanding of our class readings and discussions. Make sure to back up your ideas with 1) references to the anthology, Men’s Live
 How are we failing our boys and young men by teaching them the wrong lessons about what it means to be a man?
 Discuss how journalistic language glosses over the unpleasant reality of men being the perpetrators of violence. And discuss
how men’s violence is perpetuated by our use of language. Likewise, discuss how our language naturalizes, habituates, and thus
excuses male violence.
 Discuss how and why public conversations about the culture of violence in the wake of the shootings at Sandy Hook,
Connecticut, and Aurora, Colorado get off point and disintegrate into shifting the blame.
 How do videogames (p. 509), the Hollywood film industry, and the military (p. 569) instigate and benefit from violence?
 What does the “boy”/“guy” code or the “man box” mean? See especially pp. 14-16 and pp. 100-113 in our reader. Discuss gender policing among young boys, connecting your discussion to pp. 73-79.
Discuss the paradox of trying to live up to these idealized male tropes. Discuss the variety of American tropes of
masculinities that define what it means to be a “real man.” Discuss the ways in which American men will co-opt existing
tropes to lay claim to being a “real man.”
 How do men who feel emasculated, that is, whose power has been undermined, subordinated, and exploited, buy into
masculine ideals to compensate for what they think has been denied to them?
 Discuss how men in marginalized positions feel pressure to conform to masculine ideals more acutely.
How does the media keep ratcheting up what it means to be a “real man,” while at the same time lamenting the
“wussification” of the American male?
 How might ordinary men actually share some of the same extremist male fears and disillusionment that we hear about in the media? How do men use sexist and homophobic talk and behavior to form bonds with each other?
How is American society (both men and women) complicit in normalizing male violence?
How do men demonstrate maleness through a pecking order? How is male violence an avenue to avenge feeling shamed or
disrespected?
Discuss how marginalization can abet the development of masculine violence, allowing a man to rewrite his life’s script so
that he becomes “the leading man.”
Men harm others: but what harm do they do to themselves by capitulating to violent norms?
How does the cultural ideal of the invincible man cause his downfall?
How does the culture of male violence affect men’s ability to live emotionally fulfilling lives? (See Men’s Lives, Part 12:
Men, Movements, and the Future.)

The United States has embraced the homeland security monolith having neither fully understood nor tamed all that it encompasses. This challenging course provides a broad overview of homeland security and homeland defense as undertaken in the United States since 9/11 and under different administrations. The goal is to provide the generally accepted body of knowledge required of the homeland security professional. The course focuses on four areas: the enemy, why they hate us, and the threat they pose; the policies and procedures enacted since 9/11; the key players at the federal, state and local levels; and legal issues critical to the conduct of homeland security and defense activities by the National Guard. The student will be gain an understanding in asymmetric thinking, develop an appreciation for the growing body of literature in the discipline of homeland security, and have the opportunity to examine a key issue in depth through a term research paper.
– The required Textbooks for this course (please see the syllabus
1. Forst, Brian – Terrorism, Crime, and Public Policy,
2. Harmon, C.C., Pratt, A.N., Gorka, S. – Toward a Grand Strategy Against Terrorism,

-The topic of this week, Wk 2: Critical Infrastructure Identification, Prioritization, and Protection (NOTE that there is a relationship between this topic of Wk 2 and the topic of the slides you’ve benn working on)
– THE RESOURCES (Reading Assignments) OF THIS WEEK: (PLEASE USE SOME OF THEM WHEN DOIN G THE ASSIGNMENT OF THIS WEEK):
1. Assigned Readings
a. National Infrastructure Protection Plan
b. Dagger and Sarin
The assignment of this week, Week 2, is as follows:
1- Identify critical components – nodes, links, and regions of the country – that are highly important to the sector.
2- Do you think the greater problem today generally is too little security? Describe the consequences of too little security. Explain your answer.

NOTE: PLEASE COVER BOTH QUESTIONS AND THEIR DETAILS COMPLETELY WITHOUT MISSING ANY PART REGARDLESS OF THE NUMBER OF PAGES.

 
Please divide into 2 parts:

Part I : Application 1 ( with explanation, graph, table) ~1000 words
at least 3 sections: introduction, main text, and conclusion.

Part II: Application 2 (with explanation, graph, table) ~1000 words
at least three sections: introduction, main text, and conclusion.

2 Applications must be in different theory ( remark at the end of description)

*You are not allowed to repeat the examples used in this course in your term paper.
* You need to derive a new example/games with the existing theory
or construct a game outside the syllabus ( I will attach the notes)
*each one use 2 reference

The application can be related to economics, business, politics, sports, or other daily life observations.

Please choose the theory below:

Collective action
Evolutionary Games
Prisoners’ Dilemma and Repeated Games

Others: (not in the syllabus)
e.g. Pirate games

 
For this final major writing assignment for the semester, you are going to rely heavily on our second reading, Great Peacemakers. You are going to write an argument essay about what it means to live, be, and teach peace in the world, along w/ how ordinary folks like UTM college students, staff, and professors can work for peace right in their own communities.

Choosing 4 of the individuals profiled in the book (only 2 who can come from the same section), you are going to put what they’ve experienced, learned, and believe into a single idea you want to convey to your own readers about peace.

You will add 3-5 (no more) appropriate and well-chosen sources of your own that are not in the book to help you build your analysis, illustrate or explain your definition, support your argument. 1 of those additional sources must come from the Peace Reading Guides sources on B’board.

For example, perhaps there’s someone else you feel you just MUST add to your essay who’s not discussed in the book, so you’ll look for sources about that individual. OR perhaps you want to include information from the peace organization inkshed to show the kinds of actual work an advocacy or service organization does for peace on a daily basis that you want to illustrate. OR maybe, if you did the Nobel Prize inkshed, there’s informa-tion you found that will also be relevant to your discussion here. OR maybe there are peace efforts in the news right now that help you build your discussion relative to the selections you’ve chosen from the book. OR maybe you’ll look for more information about these individuals (so you might end up actually adding more than 2 sources, if you decide you want to find out a bit more about all 4 people you selected).

If it fits into the essay you end up writing, and supports the idea you are developing in your essay, you may also add Malala into your essay if you wish (not required). OR if any of your sources from your news inkshed fit into your discussion, you may choose one of those as one of your non-book sources if you wish (not required).

What kinds of points to address in your essay (this is a brainstorm list, not a required content list; you might find 2 of these bullets enough to build your whole essay; or 1 bullet may give you ideas for going in an entirely different direction in your essay; or you start w/ the general idea of 2-3 bullets, but you rework them somehow):
How do these individuals you’ve chosen define “peace”?
How does each individual add a new or completely opposite point about peace by what they say or how they live(d)/have lived?
What appear to be the main experiences (or kinds of experiences—struggle, surviving war, coming from poverty, being influenced by others, getting an education, etc.) that impacted their development as “peacemakers”?
What are some of the main points we can/should learn, and maybe also put into practice ourselves, from these individuals together?
What are some of the experiences/attitudes/actions for peace that your selected individuals share in common, that maybe offer a lesson for us?
How does their joint message relate to us in our communities, in our world today w/ all that’s going on around us?
How does their joint message relate to us individually in our daily lives/choices/atti-tudes/actions? In how we treat/think about others?
What do the individuals you selected, individually & together, reveal, as you see it, as “the most effective way[s] to create lasting peace? Why?” (Beller & Chase 171, #6)

Audience: Humans…tired humans who live in a world of hate, distrust, cruelty, destruction, intolerance, inequality, violence…humans who want a better world for their kids/grand kids…humans who maybe are trying to hope for the best but are finding hope/faith in short supply b/c it seems the ugliness of the world is winning…humans who probably have not read Great Peacemakers, I am Malala, or any of your sources…humans in need of some inspiration and good news for once…

Parameters for WA#3:
• 5-6 1/2 typed pages + bibliography, correct MLA paper format
• Correct MLA in-text citations and bibliography format
• Engaging Title that reflects your main message about peace from our book
• 4 individuals from the book (from at least 3 different sections); 3-5 non-book sources
Note: You will only cite Great Peacemakers ONCE in your bibliography; the whole book
is written by Beller & Chase, not by the individuals you write about. So follow exactly the format for citing a “book w/ two authors” for the bibliography. That means you’ll have a bibliography that has a total of 4 to 6 sources cited, depending on how many non-book sources you select.
• 1-2 quotes of each peacemaker, each w/ good introductory phrases.
• At least 2 paraphrases from the chapters on each selected peacemaker w/ good introductory phrases
• Quotes & paraphrases from all of your others sources (unless all you are getting from a source is an important or relevant statistic or historical fact)
• A clear thesis statement—the main point you wish to make from the individuals you selected. Remember, this is an argument essay, so your thesis is the main argument you are defending throughout your essay.
• Also remember, you’re analyzing what these individuals have to say about peace, so your essay will have compare/contrast—how the individuals are alike or have a similar message; how the individuals are different or add something new to what the others say; your essay will also show synthesis—what, taken together, is a message we can take from these selected individuals. These are the main skills you’re practicing in this essay.
• Well-organized essay; well-organized paragraphs (each w/ a clear topic of its own) w/ a flow of thought that is easy to follow. If you need to, create a topic sentence for each paragraph to help you ensure every sentence in the paragraph flows from that topic.
• At least 2 sentences correctly using a semi-colon; at least 1 sentence correctly using a dash.
• A short 3-5 item bulleted list, smoothly included in your essay, is recommended
• Thoughtful, appropriate, correctly used vocabulary.
• Correct Standard English sentence structure, punctuation, grammar, spelling.
• Few-no typos, indicating careful proofreading.
• At least 2 WC visits w/ WA#3 TYPED drafts, 2 different weeks.
• Participation w/ TYPED copies of your draft in PR
• Turn in printouts of all non-book sources
• Paper submitted in 2-pocket folder w/ all PR and WC drafts

 
Child Development
BCD Program
School of Early Childhood Education
Foundations of Teaching and Learning
Engaging Minds: Cultures of Education and Practices of Teaching (name of the book)
Include the following units:

1. Standardized education
2. Authentic education
3. Democratic citizenship education
4. Systematic sustainability education
ASSIGNMENT
Reflective Essay

This assignment is a reflective paper that explores your own experiences as a learner and a developing teacher. Many of the theories that we discuss in this course will be addressed with greater depth and detail in future courses. This paper will act as a foundation from which you will be encouraged to look back upon in years to come. It is critical that you bring to this paper a sense of “where you are” and “where you want to be” and to demonstrate a beginning understanding of the theories of teaching and learning.

Your essay will be developed around a critical reflection of the following ideas:
1. How do you think the educators and caregivers in your childhood viewed teaching and learning? What was important for you to learn and how were you expected to learn it? What theories can you see in their practice?
2. What kind of teacher do you hope to be? What theories and practices do you gravitate towards and why? How might they look in practice? Which theories and practices would you avoid and why?

This paper will rely heavily on class readings, lectures and discussions. Students are expected to incorporate the text and additional research to support their ideas.

The nature of the essay encourages discussion and reflection. However, it is critical that you do not mistake this as a casual, journal style piece. The discussion must include your understanding of various theories in education. The essay also requires the use of formal essay mechanics.

REFLECTIVE ESSAY – 35%
ATTACH THIS TO YOUR ASSIGNMENT

F
Work Is
UNSATISFACTORY: Submission does not meet expectations D
Work Is LESS THAN
SATISFACTORY: Submission meets very few expectations. C
Work is
SATISFACTORY:
Submission meets some expectations. and demonstrates effort in others B
Work is VERY GOOD: Submission meets most expectations and demonstrates effort in all. A
Work is OUTSTANDING: Submission meets all expectations with a high level of analysis and critical thinking.

CRITERIA MARK
1.
THEORY
Student demonstrates an introductory understanding of the theoretical foundations of learning theories and practices. Demonstration of these understandings is evident through theoretical analysis, use of examples, and citations from accurate and relevant sources (i.e. – education journals, textbooks, interviews, and academic websites). At least 3 sources are used.

/15
2.
APPLICATION TO PRACTICE
Student is able to apply key areas of discussion in the text and class lectures to their developing practice. Students must discuss their views on the key areas in terms of relevance, practicality, suitability, and adaptability to the field. A balanced argument is presented that demonstrates critical thinking. This includes an analysis of the student’s biases and how they may impact teaching.
/10
3.
MECHANICS
Student produces a clear, concise essay (4-6 pages) that includes the following elements: accurate interpretation of information, sound mechanics (APA), effective use of citations, balanced and plausible arguments, and ownership of information. Submitted on SAFEASSIGN by due date.
**IMPORTANT NOTE – Students are encouraged to read the college’s plagiarism policy. Any assignment that does not meet these standards will be graded with