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Research Title: The aim of this research is to investigate the opinions and sentiments of users e-learning in order to extract what users perceive as working well and not working well in e-learning to inform providers of the views of actual users, so that they will be able to make improvements to e-learning delivery. the L/R should have Headings and subheadings. |
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Issue
Research public attitudes on some current issue of controversy capital punishment, abortion, gun control, government funding of higher education, or some other issue. On the basis of this research, how would you tailor persuasive messages to the public in support of a particular viewpoint?
Your task is to thoroughly research the subject, determine and propose appropriate messaging for the target audiences taking into
Identify and discuss the most challenging issue faced by your Skills Lab group in working on your task (during your on- campus classes or the Residential School). Identify how the group responded to this issue and what other strategies might have been suitable to contribute constructively toward addressing it. Identify what role/s you took in the group’s response to the issue. Analyse this and discuss what you could have done differently to contribute more constructively to group processes. Connect your discussion, throughout, to the group work theory and practice material you have explored during this part of the subject.
Rationale
This Assessment task is aligned to the following student learning objectives:
• Demonstrate their understanding of group work theory
• Demonstrate consistent critical reflection on their own group work practice by incorporating new knowledge and skills into practice
• Demonstrate an ability to solve problems and deal with difficult issues in group process
• Demonstrate an ability to develop and implement an appropriate plan for conflict resolution relevant to the human services context
The most challenging issue was we got stuck with the topic, working as group we couldn’t move forward. Did not know how to approach the topic. The student we all got together and starting storming , idea of how to approach the situation.
Group work with Student during Residential school
Day 1
The class was divided in 2 groups. In my group we had 7 student we had 4 days to get to know each student and work on the project Addressing Stigma and social exclusion group work ex offender
Introduction and forming a group. Each student introduced to the group, name, where they were from, what do they like and dislike etc. getting to know each other as we did not the group. Each person had to share 3 things about what they like or dislike.
We read the article, and try to address the issue in relation to ex offender
We talked about organisation of how to address the issue in relation to the article Tracey McMahon.
What resources to use, organisation, Allies, charity organisation legal aid, politician
We went through the stages of the group which are : forming, storming Norming. Performing
We spend 2 hour in discussing the topic , we were stuck, did not understand of how to approach the topic.
We choose the ex offender topic as more student were interested in doing the ex offender
getting to know each student
Developing a trusting relationship
We had 2 leader each day, each student had the opportunity to lead the group.
We talks about organisation to be involve in forming the group for ex offender
We decide to use the narrative approach, strength based approach ( Please check what narrative approach and strength approach is
Communication. Verbal non verbal, empathy, listening to each student input
We discuss of rules and conflicts for example. Applied the I statement during discussion storming getting ideas from student
Learning about the process of group work /text book
We talked about house crisis. unemployment
Short term prison contribute to homelessness
Support housing helping
Agencies – private sectors- asking large deposit
Rental difficult for personal coming out from jail
Establishing a support group – stigma.
At the end of the 2 hours each stude
Wildlife
Animals are usually attracted to the airports by different factors depending on their adaptation and the prevailing weather conditions in the areas where the airports are located. There are several species of birds and mammals that have been found to pose serious dangers to planes just by their presence around the airports. This report scans a number of animals that are commonly found around the airports and their (animals) major attractions to the airport.
In the US
Coyotes
The first classes of animals that pose the greatest danger at the airports are the mammals. According to a survey by the Federal Aviation Authority, mammals accounted for more than 14% of strikes between 1990 and 2007 (Cleary & Dickey, 2010). The most common type of mammals is the coyotes found across the North American region. What attract Coyotes to the airports are the rabbits that live on the overgrown grass vegetation within the airports. Coyotes also feed on mice that sometimes burrow in the airport ground. They pose the biggest danger when they wander on the runway, especially during landing or take off, thereby increasing the chances of a strike. According to a report by the General Aviation Authority in Canada, coyotes are usually active during the night up to the early morning hours when there is minimal human activity (Cleary & Dolbeer, 2009). The best way to manage coyote is to remove the vegetation that supports the rabbit population. Airport management is also advised to use gas cartridges for fumigation to help destroy the rodents. Traps or snares can also be used as well as shooting the animals directly should they appear on the runway.
Date:
International Engagement
INTRODUCTION
There is a continued concern over the increase of asylum seekers around the globe. The recent scenario is where Africans and other people from third world countries are seeking refuge in European counties. Italy forms one of the European countries heavily affected by this reality. Many have so far lost their lives in the process of seeking greener pastures. Asylum seeking has been one of the issues that have triggered international relations and engagement (Sutch and Juanita 23).
There are many illegal trade that goes on in the name of seeking for an asylum. The current situation is mostly due to conflicts and poverty in such countries. Drug traffickers find their way in such situations. This paper seeks to describe a personal experience of asylum seeking scenario. It discusses the desperate journey of finding asylum in Australia from Pakistan.
There are always push and pull factors when one is seeking an asylum in a foreign country. In most instances, one has to go through various stages before he finally reaches his country of destination. In my case, as a young student, the push factor from Pakistan was that I was having a difficult time with the community of Hazaras back in 2012. The genesis of this was based on my color. My parents gave birth to me in Pakistan and therefore I was a Pakistan citizen by birth. However, after my high school in Pakistan, my parents left to America for an emergency trip. I could not accompany them since I had some exam pa
In this class, you will be using quotations from primary and secondary sources to provide evidence to support your arguments. A primary source (here, I am using the definition provided by the reference librarians of Princeton University) is “a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event.” The Princeton University reference librarians define a secondary source as a source that “interprets and analyzes primary sources. These sources are one or more steps removed from the event.” Primary sources include the various documents we have assigned for you to read. Most of these are from a two-volume document collection, titled Classics of American Political and Constitutional Thought. Secondary sources include the David Reynolds text book America: Empire of Liberty, essays from the Encyclopedia Brittanica, the Dictionary of American Biography, and various other on-line sources. Regardless of where you find a quotation, if you copy somebody else’s words into something you have written, you must enclose those words within quotation marks, and you must provide a citation. If you do not, you are committing plagiarism, and the consequences of that can be quite severe.
Text-based writing challenges you, as the composition student, to engage in critical reading, critical thinking, and critical writing, thus strengthening your analytic and intellectual skills. “Critical” in this context refers not to a judgment, negative or otherwise, but to analysis and dialogue–to your intellectual, logical, and aesthetic responses to writers’ ideas and styles. These ideas, in the case of text-based writing, may appear in a variety of written and visual media. You may encounter a variety of reading materials, including fiction, poetry, and drama. When you critically read these materials and discuss your response(s) through text-based writing, you engage intellectually in a process that will enhance your critical thinking skills not only in English classes but also across a spectrum of academic and professional experiences.
1a. Critical Reading and Developing upon a Topic
Because the text-based essay asks you to analyze a written (or visual) work, critical reading skills are essential to this form of writing. As you engage with your “primary texts” (this is what we call the poem, the story story, or the play)–or any texts for that matter–remember that a good critical reader does not make assumptions about the text or its writer, identifies and resists rhetorical manipulation, and does not take the text for granted as “truth.”
As you begin working your way through a cluster of reading assignments meant to generate your essay, you may have materials to guide your critical reading and your analytical processing of the texts upon these first readings. You may have written homework questions relevant to the texts, or a question asked during class discussion may direct some analysis of those texts. Be thoughtful as you respond to those questions, and try to stay specific to the text in your responses (both in class and in writing out of class). Read the material carefully, taking time to look up any words you do not know. As you critically read, do so actively–in writing. Highlight passages and write margin notes in order to focus your attention on information you think significant.
Consider the following, and realize that the following categories may overlap: a bulleted question can belong in more than one category; for example, discussion of the title can include both content and style; discussion of another passage in the primary text could include both style and logic. For the purposes of organization, Critical Reading questions are organized into categories as below:
Questions of Context
Author’s biographical informati
Introduction
Resources include both natural and artificial assets that are necessary for economic development. The distribution of resources is uneven throughout the world. The natural resources differ both in value and abundance resulting to an enormous difference in economic sustainability in different countries. The territories of some nations possess a significant amount of mineral resources that command high prices in the world market while others possess iron and coal reserves that enhance industrialization. The less advantaged nation-states possess meager levels of resources, which may be scarce or insecure to access because of the danger it implicates to essentials of life like clean water (Amstrong 3). A single nation may possess the majority of the valuable resources necessary for development while others lack them. Economists and historians have been in an argument on the necessity of finding a solution for the injustice since countries have the resources within borders that are agreed upon internationally. Some of the questions that have been asked include
• Are the nation-states custodians of the resources?
• Are the resources a kind of collective asset to all countries in the world?
• Considering, principles of distributive justice, is it possible to compensate or correct the unevenness of resource distribution and how can it be done?
The majority of national communities has opposed the idea of having an even distribution of resources since they are entitled to the resources, claiming different nations do not have the same needs hence the equality will result in greater unevenness. What is more, it would be unfair to transfer resources from one territory to the other, yet every country is endowed with unique resources that they can exploit. Some theorists agree with the claim, however, with the implication of the theory of justice by John Rawls in the direction of cosmopolitanism, there is the need to apply the resource distribution principle. It suggests that each nation should possess resources that are sufficient to allow just development of the institutions and provide basic needs of its members. It will involve the significant transfer of resources among countries that will help to regulate international inequalities and enhance development of disadvantaged nation-states. The distribution of natural resources is a morally arbitrary fact that will help in raising the overall standard of living, or it might otherwise result in serious disadvantage to the life of others through no fault of their own. Therefore, the document will support the need for equality in resource distribution in terms of both income and manpower to eradicate global poverty (Armstrong 3).
Equality in Resources Distribution
The distribution of both natural and artificial resources is unequal in the world, and there should be clear policies on how to ensure each nation-state receives a share of the abundant resources all over the world. It is not easy to find an appropriate system, but rich countries must initiate a way of giving back to the poor countries since it is not the fault of any country to be found where there are limited resources. Theorist Brian Barry, who has been a great activist in resource redistribution policies suggested that, international taxation policy must be implemented in those countries with more natural resource so that it might be possible to transfer resources to the poorer countries from the rich and already developed nation-states. Most countries have natural resources that they explore, but some are not accessible simply because it is dangerous to both the human being and the environment, hence limiting them from being in the industry. Sanctions and treaties have been signed to protect the environment from industrial destruction and the dangerous mining activities that result in the emission of harmful gasses (John M 12). TThe sanctions limits some countries from exploring their minerals while others continue to flourish in the industry. Since those countries that explore their natural resources are affecting the living hood of all the people in the world, there should be a share to those countries. It is aimed at ensuring fairness and encouraging the countries to develop their artificial resources such as materials, energy, services, and most importantly education (Simone 45).
Countries with valuable and abundant natural resources should be able to provide necessary support to disadvantaged communities by ensuring artificial resources is developed. Also, not all countries with natural resources are successful since there are many challenges in both social and political sectors. However, it should not serve as an inhabitance on economic development; Japan is a resource-poor nation, but is highly developed compared to resource-rich Argentina. It is possible since they have far much developed their artificial resources that are necessary for economic development and their level of technology beyond many developing countries (Amstrong 9). Developing
Final Writing Assignment
For this paper, I attended the Spring Dance Concert that was in Coger theatre at Missouri State University on 5 / 1 / 2015, and it was a great concert due to its noticeable efforts. I noticed those efforts when I first entered the theatre, and saw that there were some staff who were willing to help the audience as much as they could. They also gave us paper that summarize the showcases. Before the showcases started, the stage manager welcomed us, and she did a great job in managing the stage because she did it in a sense of humor. People liked her way in that. The concert included 12 amazing showcases are different of each other. The approach that is the stage manager was taking is showing before each showcase and introducing the dance by an attractive statement that ended by the name of the dance. The music player and the singer were an elegant choice that contributed to success the concert. The showcases had been represented in this order Place Settings, Morning Glories, Just Like a Butterfly, Los Campanillas, I Never Do Anything Twice, There Are Fairies at The Bottom of Our Garden, My Buddy, Graceful Ghost, I Wonder Who’s Kissing Her Now, Solace, Minstrels, and Moonbeams.
The first showcase was Morning Glories, and it was enjoyable. It was started by two ladies who were wearing wide skirts, and were dancing by moving their skirts right, left, and around themselves as a circle. Then, they were spinning and put their hands upside. I liked that I imagined that they were dancing as a bird and moving their skirts as wings. After that, another dancer entered, and sat in the middle of the stage and the other dancers were dancing by spinning around her. I noticed that the dancers were comfortable, and they did not seem nervous. I have not seen like that before.
The second dance called Just like a butterfly as the stage manager introduced it. The lighting design played a significant role in success this showcase, the dancers’ costumes and umbrellas were full of lighted butterflies. The performance started by group of dancers who showed with umbrellas, and were dancing by hitting the ground making a sound by their legs, and that was perfect with the music. They were dancing together and making a shape by their umbrellas. I liked this dance the most because of the sounds that dancers were making by hitting the ground. It was
Answer these questions for turn-in on Monday, May 4.
1. Mohsen Ramat takes Zunaira out for a walk—something they used to do routinely—but this time they run into trouble; what happens to Zunaira (97-102) while Mohsen is in the mosque, and how does it make things worse between them?
2. Mohsen is forced by the Taliban to attend the sermon in the mosque by the radical mullah Bashir (93-97); this sermon describes the West as seen by Islamic fundamentalists such as Taliban, ISIS, and Alqaeda—what does it say about the West and the causes of Western demise? Is there any truth in this sermon?
3. Old Nazeesh is a different kind of mullah. What is his view of Kabul under the Taliban, and what does he keep saying he will do? (105)
4. What are Musarrat’s feelings as she gets worse from cancer, and how does her decline affect Atiq Shaukat when he returns home to find her unconscious on the floor? (119-123)
5. What finally happens between Mohsen and Zunaira when Mohsen tries to remove her burqa, which she now wears all the time to exclude him? What does she say to him three times, and why is it significant that she says it THREE TIMES? (126-134)