ENG 124 CC Pain Can We Resolve the Problem of Suffering Essay.
I’m working on a english writing question and need support to help me learn.
Academic Journal Protocol for English 124: Rhetorical Analysis : The Question of God, Chapter 8you will find the book online For each essay or piece that you read, you need to type ONE to TWO pages of analysis or more. Use Times New Roman, font size 12” in order to meet these specifications. Use doc, docx, or pdf to upload your files. Follow MLA protocol and include your name, my name, English 124, and the date you have uploaded your journal work to Canvas. The date will look like this: 27 June 2020. Be sure that all MLA address material is placed on the left hand side of your document. Include your last name and the page number on the right hand side of your document. Go to https://style.mla.org (Links to an external site.) to see sample student papers and MLA addresses from the MLA. Also, you should cite the title of the essay, and the author’s first and last name as the title of this journal entry. For instance, you might center this on top of your analysis: Michael Pollan, “Eat Food: Food Defined.” Whoever the authors are that you choose or are assigned to analyze each week, please be very clear on naming them and citing the title of their essays. All students will analyze the assigned essays using rhetorical analysis and rhetorical strategies in order to enrich your writing practices and to see what professional writers do in their own writing in order to win you over to their positions.In your four paragraphs or more of analysis, use this template to help you analyze each of our remaining essays/ books:Who is the intended audience for this essay or piece? What evidence is provided in the essay or piece to suggest that your inference is true? Analyze and find the presupposition/ assumption of the author or authors of this piece. Write it out and discuss its meaning/ significance.Recognize and analyze any logical fallacies and/ or problems in logic in this piece. What claims does each author make? How do they defend them or not defend them? Construct what the explicit thesis or implicit thesis is which drives this essay or piece forward. Why is it significant? How does the author build his or her argument? Is the evidence convincing? If it is not, why is that so? What is the counterargument? Show examples from the text of what this might be.Without citing ethos, pathos, or logos, what other rhetorical strategies are used to move this essay forward? Use the rhetorical analysis document as located in Canvas to assist you in your analysis. Find two or three rhetorical strategies that the author or authors use in this essay or piece to move the argument forward. Write what these strategies are and comment on their contributions to this essay/ piece. (Use the Rhetorical Analysis Document to help you identify various Rhetorical Strategies writers use to promote their arguments). Write your personal response to this essay or piece. Is the essay successful? Does it move you? Would you recommend this piece to a friend? What are your thoughts on this piece?
Human Genetic Disorder. HUMAN GENETIC DISORDER Introduction Human Genetic Disorder is a kind of illness which is caused by chromosomes or genes abnormalities. Some disorders like cancer are in part of genetic disorders but they can also be caused by environmental factors. Many disorders are quite rare and they affect one person in a million. There are some types of recessive gene disorders which have an advantage in heterozygous states in some environments. Both genetic and environmental factors play a role in development of any kind of disorder. Human genetic disorder is caused by abnormalities of individuals of genetic materials. There are four types of genetic disorders; single-gene, chromosomal, multifactorial and mitochondrial. Single gene disorder is caused by a single mutated gene. This disorder can be passed on in successive generations in various ways. This disorder is caused mainly by mutation or changes of the DNA sequence in one gene. Multifactorial is caused by a combination of mutation of multiple genes and environmental factors. Chromosomal is caused by abnormalities caused by chromosomes. Mitochondrial is a genetic disorder caused by mutation in the mitochondria nonchromosomal DNA (Driel, et.al, 57). Single-gene is caused by mutation in the DNA. Gene codes for proteins which are the molecules which carry out most of the work does most of functions in life and even make up various cellular structures. After gene mutation for its proteins product not to carry out its usual functions, this leads to disorder. There are many single-gene disorders which occur in one out of 200 births. Examples include sickle cell anemia, cystic fibrosis, Marfan syndrome, heredity hemochromatosis and Huntington’s disease. Single-gene disorders are hereditary in identifiable structures. Combination of mutation of multiple genes and environmental factors leads to multifactorial (Bennet, 896). There are various types of genes which influence vulnerability to breast cancer which has been found on different chromosomes. Due to complicated nature of chromosomes, this makes it difficult to analyze chromosomal and single-gene disorders. Most of the common chronic disorders are multifactorial. Examples of this disorder include Alzheimer’s, high blood pressure, heart disease, diabetes, arthritis, obesity and cancer. Inheritance of multifactorial is associated with genetic characteristics like height, fingerprint, skin color and eye color (Watson, 44). Chromosomal disorder is associated with chromosomes. Chromosomes are distinct structures which make up protein and DNA. Chromosomes which are mainly the carriers of heritable materials like chromosome structures abnormalities as missing leads to disease. The major abnormalities of chromosomal can be detected using microscopic examination. Trisomy 21 or Down syndrome is a common disorder which occurs when one has copies of chromosome 21. Mitochondrial disorder caused by mutation in nonchromosomal mitochondria DNA. Many genes are named after the disorder they are associated with. The normal functioning of gene is encoded with protein and this is not associated with cause of illness. Diseases linked with genetics occur when genes are not in a position to work properly. The hemochromatosis gene really codes for membrane protein after mutation of the gene in a manner which prevents if from encoding a functional and normal protein products (Milunsky, 67). Human genetic disorder is mainly caused by different kind of gene known as variation or modification of gene known as mutation. There are many diseases which are associated with the aspects of genes. Some like cancer are caused by gene mutation. Mutation can occur randomly or due to exposure to the environment like smoke from cigarette. Some of genetic disorders are inherited. Mutated genes are passed down from one generation to another through a family and each child can inherit those genes which causes the disorder. Other genetic disorders are because of problems with different number of packages of genes known as chromosomes like Down syndrome. Human genetic disorders are the main cause of death, disability and human tragedy. It is rare to find in a family which is entirely free from any kind of genetic disorder. Genetic defects are mainly known to cause pregnancy loss in developed countries and several spontaneous miscarriages involve fetus with abnormal chromosomes (McKusick, 15). Human genetic disorder is caused by nondisjunction which is the failure of chromosomes to replicate during the Anaphase II. Genes lacking chromosomes are not able to produce an embryo which is viable. Nondisjunction is most often linked with 21st chromosome giving rise to Down syndrome which increases chances of developing Alzheimer’s disease. Human genetic disorder is caused by abnormal genes groups which are passed down from one generation to another. Spontaneous mutation of genes is caused by error in the replication of DNA resulting in substitution base or insertion or deletion of one or two pair base from the DNA. Other disorder like somatic genetic disease is caused by sudden appearance of abnormal type of gene in one part of the body like cancer. Others like chromosomal abnormality are caused by abnormalities in the structure of chromosomes causing Down syndrome (Green and Waterston, 1968). Human genetic disorder can be diagnosed. Genetic test can be performed to determine whether the person has or doesn’t have the disease even as early as during fetus. This testing is known as antenatal testing. Chromosome test can also be performed to diagnose human genetic disorder. Diagnostic of human genetic disorder is conducted for chromosome disorders, congenital malformations, mental retardation, infertility, learning disabilities, miscarriages, metabolic and molecular disorders and paternity. There are available genetic services for all prenatal, pediatric and adult genetic disorders such as Alzheimer’s, cancer, heart disease and other late disease onsets. Defects of birth lead to death of infants. There are infants who are diagnosed with the main genetic disorders. Genes and DNA performs are arranged on chromosomes. There are no genes which really cause disease. Mutations in the genes caused serious genetic disorder. Gene mutation in chromosomes caused disorder. Not all mutations of genes lead to genetic disorder because some are unexpressed without any noticeable effect to the organism (Baird, et.al, 678). Conclusion Human genetic disorder occurs due to abnormalities of individuals of genetic materials. Human genetic disorders are of different types depending on the causes. There are four types of genetic disorders; single-gene, chromosomal, multifactorial and mitochondrial. Genetic disorders are mainly caused by mutation of genes and DNA. Each type of disorder has different cause. For example chromosomal disorder is caused by mutation of chromosomes. Swap of DNA by chromosomes to form variety of the gene pool can result to disorder leading to exchange of regions. Through abnormalities of genes and chromosomes human genetic disorder occurs. Some disease like cancer is as a result of genetic disorder but they can occur because of environmental factors. Most human genetic disorders are rare and they affect one person in a million. Some recessive gene disorders give advantage to the heterozygous states in some environments. Works Cited Baird Anderson, et.al, “Genetic Disorders in Children and Young Adults: a Population Study,” American Journal of Human Genetics, Vol. 42, pp. 677-693, 2000 Insert Surname here 6 Bennet Robin, “Genetic Disorder and the Fetus: Diagnosis, Prevention and Treatment,” The American Journal of Human Genetics, Vol. 77, No. 5, 2005, pp. 896-897 Driel Marc, et.al, “A New Web-based Data Mining Tool for Identification of Candidate Genes for Human Genetic Disorder,” European Journal of Human Genetic, Vol. 11, 2003, pp.57-63 Green Ernest and Waterston Roy, “The Human Genome Project: Prospects and Implications for Clinical Medicine,” Journal of American Medical Association, Vol. 266, 1999, pp. 1966- 1975 McKusick Charles, History of Medical Genetics, in Emery and Rimoin’s Principles and Practice of Medical Genetics, Churchill Livingstone, Inc.: New York, 1996, p. 1-30 Milunsky Aubrey, Genetic Disorders and the Fetus: Diagnosis, Prevention and Treatment, (5th Ed), JHU Press, 2005 Watson Jean, “The Human Genome Project: Past, Present, and Future,” Science, Vol. 248, 1990, pp. 44-49 Human Genetic Disorder
Northampton Community College English Literature Works Cited Reference Task.
ENG 124 CC Pain Can We Resolve the Problem of Suffering Essay
http://owl.english.purdue.edu/owl/resource/747/01/https://style.mla.org/https://style.mla.org/category/ask-the-mla/https://style.mla.org/category/behind-the-style/Download and read the attached directions for the MLA Workshop. You are expected to complete this, and all, assignments in this course utilizing the most current 8th edition MLA formatting guidelines.To submit your assignment, click the red-text “MLA Workshop” link above to submit your assignment. You will need to attach your assignment as a single .doc, .docx, or PDF file (do not type your assignment directly into Blackboard).To see feedback on your assignment, including an annotated view of the project, re-enter the above red-letter submission link.Please follow the instructions provided No Plagiarism Please Check Spelling and
The lessening of the strategic importance of foreign aid has been reinforced by the end of the Cold War which led to its decreasing flows in the 1990s. Though the quantity of aid has decreased significantly, the amount of aid agencies has been seen to shoot up from approximately 7 in 1960 to around 50 by the 1990s. The multilateral institutions, most importantly being the World Bank and the International Monetary Fund have taken a somewhat distinguished right over the fiscal policies of the developing world. These organizations enforce firm circumstances on the beneficiary countries and intimidate them to withdraw aid if the states of affairs promised to them are not fulfilled. To some degree, aid flows have encouraged growth and structural change in the beneficiary countries, particularly in the period of natural calamities and post-war reconstruction. However, it is explicitly stated that the implications of foreign aid on growth and expansion are inadequate since foreign aid is frequently aimed at political and military fields in contrast to human development (Hang Le and Ataullah, 2007). 2.2.3 Types and nature of foreign aid Foreign aid has an extremely diverse and heterogeneous nature. We cannot give a single figure to it and analyze the whole situation based on just one figure (Mavrotas, 2002). 188.8.131.52 Sources of foreign aid At least four different categories of aid are presented in literature: “project aid with a rather lengthy gestation period, technical assistance, and food aid and other commodity aid which adds directly to consumption.” To these four types of foreign aid, emergency or relief aid could be added as a distinct category, given its rising importance in recent years (Mavrotas, 2002). 2.2.4 Theories and models of foreign aid in literature 184.108.40.206. The dual gap model A theoretical model of foreign aid in literature is the dual gap model. The Dual-gap theory emphasizes the role of imports and foreign exchange within the development process. The characteristic contribution of the dual-gap analysis is that though foreign exchange is the leading constraint, it points to the dual role of foreign borrowing in increasing not only scarce domestic saving but also foreign exchange. It is evident that domestic provision requires domestic saving; and that foreign provision of goods requires foreign exchange. There is always a need for a minimum amount of foreign exchange to sustain the growth process. The model takes both the traditional and modern view on foreign assistance- as a boost to domestic saving and, on the other hand, import of goods necessary for growth with the aid of foreign assistance. The dual-gap analysis also presents a more relevant theory of trade for developing countries which justifies protection and import substitution (Ahmed, 2001) 220.127.116.11 The foreign exchange gap The foreign exchange gap is defined as the deficit on the country’s current account where the balance of payments exceeds the capital inflows. The foreign exchange gap is a concept very pertinent to developing countries. They are usually characterized as being short of capital, since their saving and investment rates differ from developed nations. With external aid and other forms of monetary assistance, developing and underdeveloped countries can get initial capital required to embark on the pathway to industrialization. Once industrialization is underway, the problem of domestic saving resolves gradually. The two gap model is based on the assumption that for developing countries to maintain high growth and industrialization, foreign currency is needed to import capital equipment, raw materials and intermediate goods. Thus foreign exchange gap can become a big development constraint. Hence, recipient countries may require foreign aid in order to cater to their foreign exchange gap. 2.3 A review of the demand and supply side factors of foreign aid 2.3.1. Demand side factors and the three gap model As opposed to macroeconomic growth models of full employment, the three-gap model unambiguously considers the interplay between ‘capacity expansion and capacity utilization’. In addition, less data requirement of the model makes it well-suited to countries such as China and Pakistan, where the reporting, coverage and accessibility of time series data is very limited. Gap analysis assumes that the incremental capital-output ratio and other behavioral indicators are fixed in the medium-term and that there is restricted replacement and substitution between domestic and foreign resources. According to the three-gap model, the expansion and utilization of current productive capacity is constrained by not only the domestic and foreign savings, but also by the impact of fiscal limitations on government spending and hence on its public investment choices (Zhang and Chen, 2006). 18.104.22.168 Motives of Recipient Countries of Foreign Aid Many beneficiaries obtain aid from some OECD benefactors annually. Recent research suggests that corrupt recipient governments, especially of the developing world, have incentives to comply with donor objectives in the public health sectors but they will do so in aid sectors, in which compliance is less costly. This strategy allows corrupt recipients to achieve at least some developmental tasks successfully, hence justifying additional aid inflows (Dietrich, 2011). 22.214.171.124 Policies of recipient countries regarding foreign aid Many developing nations experience a phenomenal debt burden in lieu of the increasing tendency towards giving loan aid as opposed to giving aid as grants while tying aid to the donor countries’ exports. Given the ambiguous effects of foreign assistance and inadequate power over the quantity of aid received, practitioners and policy makers in developing nations make an effort to seek substitute basis for overseas capital, such as foreign private investment and direct and portfolio investment. Also, the conditions imposed by aid agencies such as IMF and World Bank, may lead to limitations on policy autonomy of the recipient country and become influential in dictating governments of recipient countries. Observed evidence recommends that aid has not added intensely to the growth and economic development of beneficiary countries and in many cases it has amplified inequalities among different groups (Hang Le and Ataullah, 2011). Many studies even suggest that aid has the potential to delay the timing of important improvements and changes by giving supplementary capital to vested benefits which persuade authorities of the recipient country to refuse to accept adjustments (Casella and Eichengreen, 1996). 2.3.2. Supply side factors 126.96.36.199 Determinants of donor’s aid allocation policies The mounting propensity toward giving aid in the form of loans as opposed to giving aid in grants and towards fixing aid to the donor countries exports is a way of the donor to increase the debt burden of the recipient country so that it becomes economically dependent on it for servicing its debt (Le and Ataullah, 2011). Foreign Aid institutions, such as WB and IMF, have become even more dominant in using the governments of recipient country in their own strategic interests. Bermeo (2011) studies data to investigate the relationship between foreign aid and the possibility of democratization in aid recipients. According to him, the association of democratization and foreign aid lies on individuality of the aid benefactor. In the period 1992 to 2007, aid from democratic donors was found to be linked with an increase in the probability of a democratic transition. It suggested that self-governing and independent donors use limited aid capital to support democracy. However, within the same phase, foreign assistance from authoritarian governments shows a negative relationship with democratization. Authoritarian donors are doubtful to embrace democracy endorsement in their purpose to determine the policy of aid. China, for example, puts small conditionality on the aid it extends and does not prioritize democratization. Examining the websites for the Abu Dhabi Fund for Development, the Kuwait Fund for Arab Economic Development and The Saudi Fund for Development confirms that problems of governance are not listed as big priorities for these donors. The Saudi Fund clearly puts its stance forward that loans it makes are without any stipulations and that it has direct deals with government departments of developing nations in sponsoring developments projects, providing direct evidence that it does not follow new ways of directing aid which many OECD donors comply with. It is possible that the difference seen in the contrast between democratic and authoritarian aid is in their association with regime change and is driven by the choice of recipients to a great extent. Balla and Reinhardt (2008) have another viewpoint. They find that donors have responded to balanced incentives to decrease recipient poverty and further donor political and economic goals. Every bilateral donor conditions aid on conflict. The U.S. allocates huge amounts of development aid to countries bordering a conflict, in both pre- and post-Cold War times. However, controlling for development levels and donor economic and political interest, ‘most donors reduce aid to a recipient with an in-house or nearby intense conflict’ (Balla and Reinhardt, 2008). It is seen that most western donors give substantial amounts of foreign aid to corrupt countries. While this might suggest a policy failure to some, it may well be indicative of donor practice that is often overlooked in literature: recipient governments’ ‘good behavior’ in foreign aid sectors, irrespective of their poor national institutions, matters for allocation. ‘When evaluating the high fiduciary risks associated with spending money on the world’s poorest and often most corrupt countries, donors look for specific sector-related progress’ (Dietrich, 2011). 2.3.3 Politics and geopolitics of foreign aid 188.8.131.52 Geopolitics and foreign policy Many democratic aid donors state the promotion of democracy as a major goal in their foreign policy. The United States Agency for International Development (USAID) puts forward the view the view that their work gives support to evenhanded economic growth while extending U.S foreign policy motives by helping in sustaining growth, trade, agriculture, democracy, humanitarian assistance, global health and conflict prevention. The United Kingdom’s Department for International Development (DFID), however, gave shape to a Governance and Transparency Fund which redresses issues which enable citizens of nations to voices their views and hold their governments accountable to their actions (Bermeo, 2011). 184.108.40.206 Geopolitics and foreign aid Tingley (2009) uses a time-series cross-sectional data set to examine the influence of changes in political and fiscal variables. According to him, as governments become more and more conservative, their aid effort starts to fall. Domestic political variables emerge to influence aid effort, however, only for aid to low income countries and multilaterals as compared to aid effort to middle income countries which remains unaffected. This emphasizes donor economic and international strategic interests as reasons of donor aid policy may be misjudged. His results also suggest foundations of aid volatility that might pressure recipient growth prospects (2009). 220.127.116.11 Governance and its relation to foreign aid Burnside and Dollar’s (2000) study introduces governance into the effectiveness of aid debate. They analyze the fact that aid increases overall economic growth in the recipient country, provided it is used optimally with good governance practices and fiscal and monetary policies. They shift their focus from policies to institutions, finding empirical support and evidence for a multiplier effect of good governance. The focus of research aid effectiveness is the conditioning effect of political institutions. Kosack (2003) also looks into the conditioning effect of democracy but adds the aspect of human development to it too. He shows that more democratic governments are more efficient at channeling aid by improving peoples’ lives, as calculated with the Human Development Index (Dietrich, 2011). Recent research suggests that corrupt recipient governments, especially of the developing world, have incentives to comply with donor objectives in the public health sectors but they will do so in aid sectors, in which compliance is less costly. This strategy allows corrupt recipients to achieve at least some developmental tasks successfully, hence justifying additional aid inflows (Dietrich, 2011). This implies huge loopholes in good governance by recipient countries. There are examples that state otherwise. Good governance practices can be found in corrupt recipient countries too. Bangladesh, which ranks among the world’s most corrupt countries by Transparency International (2006), received US$ 833 million in foreign aid in 2006, of which only US$ 170 million was health-related aid. Despite extremely high corruption levels, the country has shown notable success over the last couple of years in improving the condition of basic health services. Donor representatives appreciate Bangladeshi collaboration in addressing essential needs of their citizens, particularly on child health outcomes. Whether a country is receptive to the donor’s calls will have an effect on the nature and size of foreign aid. Similarly, Mali, which is also seen as a corrupt country recently received a positive mentioning by an OECD health aid assessment (2009), but accomplished very little in other sectors. Targeted and sustained immunization, special government programs to reduce pneumonia-related deaths, national awareness campaigns on the treatment of diarrhea, better sanitation, and better access to safe water. For theories of aid effectiveness focused on the quality of governance, such stories might appear inconsistent. The high corruption scores should mean that Bangladesh’s government would direct substantial amounts of public health aid for private gain and less to leave aside for development purposes (Dietrich, 2011). There is growing agreement that aid transparency and good governance must be improved to get better aid effectiveness. Aid transparency can be defined as complete accessibility of aid information in a systematic and timely manner, which would allow community contribution and membership in government accountability (Ghosh and Kharas, 2011). Greater transparency helps donor nations to evaluate their aid programs more efficiently. Some countries, such as the US, provide aid through multiple agencies, often with overlapping responsibilities. The result is a confusing replication of activities and diffuses accountability. ‘Greater transparency is necessary for recipient country citizens to be able to hold their government accountable over discrepancies in the figures for foreign aid spent and received. For example, in Afghanistan, an official at the Ministry of Finance when interviewed by Oxfam America said that since 2001, the US had pledged $32 billion in aid but less than 20% ($6 billion) was recorded in the government databases. This means that Afghans have no way of knowing what happened to the other $26 billion that the US could have spent in their country. 18 With greater transparency of how much aid is coming into their country, citizens and government officials can have a greater say in how best to use the funds’ (Ghosh and Kharas, 2011). 2.4 Foreign aid inflow, tax reforms and tax effort 2.4.1 Aid effectiveness on tax effort The relationship between aid effectiveness and tax effort can be highlighted using the case of Pakistan as a typical developing nation. Pakistan was among the major aid beneficiary countries in the 1960s, 70s, and 80s. Unfortunately, the benefits of such aid could not reach the society as a whole, especially in areas of fiscal revenues. Foreign aid failed to induce the government to develop a sound education standard for the country. Though Pakistan had a great influx of aid within this time period, the enrollment rate in schools of children- and the overall illiteracy rate- continued to being at its former level (approximately 59-65%). Other Asian countries such as Malaysia and Sri Lanka which got only a partial share of aid comparative to Pakistan in the 1970s were successful in improving the literacy rates significantly. Other indicators, like employment and health, present the same depiction.
Northampton Community College English Literature Works Cited Reference Task
University of Virginia Data Mining Writing Question
University of Virginia Data Mining Writing Question.
I’m working on a writing question and need an explanation to help me understand better.
Complete the following assignment in one MS word document:Please complete Chapter 5 –discussion question #1-5 & exercise 1Discussion Questions:discussion question 1: Define data mining. Why are there many names and definitions for data mining ?discussion question 2: What are the main reasons for the recent popularity of data mining ?discussion question 3:Discuss what an organization should consider before making a decision to purchase data mining software.discussion question 4: Distinguish data mining from other analytical tools and techniques.discussion question 5: Discuss the main data mining methods. What are the fundamental differences among them ?Chapter 5 exercise 1:1. Visit teradatauniversitynetwork.com. identify case studies and white papers about data mining. Describe recent developments in the field.When submitting work, be sure to include an APA cover page and include at least two APA formatted references (and APA in-text citations) to support the work this week.All work must be original (not copied from any source). Title: Business Intelligence and Analyticsbook url: https://seu1.org/files/level8/IT445/IT445%20BOOK%2… attached screenshot ISBN: 9780135192016Authors: Ramesh Sharda, Dursun Delen, Efraim TurbanPublisher: PearsonPublication Date: 2019-01-04Edition: 11th ED.**Critical ** Plagiarism will not be tolerated.You must also ensure that you properly, paraphrase, cite and reference your sources following proper APA guidelines.I recommend you check your work using SafeAssign to ensure the work is your own original work. Papers over 29.9% similarity score in the content of the work is unacceptable and may not be accepted for credit with an academic integrity review sent to the University.To avoid plagiarism, you must ensure that you do the following:Use your own words, to include proper use of paraphrasing for all work that you submit.If you choose to use another’s words, you MUST place it within quotes and properly cite it and reference it.Rule of thumb – 80% of the submission MUST be in your own words. No more than 20% of the submission should be copied and pasted from another source and it must be properly quoted, cited, and referenced.Understand, plagiarism is a serious offense that could lead to earning a 0 for the assignment, a 0 for the course, or expulsion from the University. **Critical ** if it is plagiarized will ask for refund.
University of Virginia Data Mining Writing Question
Capella University Improved Knowledge and Skills Reflective Essay
i need help writing an essay Capella University Improved Knowledge and Skills Reflective Essay.
Prepare a Reflective Essay in which you address each of the following items:Describe how you improved your knowledge, skills, abilities, and yourself in this session through this course.Evaluate the work you did during the session for the class and explain ways you could have performed better.Identify topics you did not understand or successfully implement and suggest how to improve the course material on those topics.Identify ways to measure the future effects of what you have learned in this course or your future progress/improvement.State whether you achieved the course outcomes (listed on the Module 6 Home page and course Syllabus page).
Capella University Improved Knowledge and Skills Reflective Essay
M1D2 Excelsior College Terrorism Digging Deeper Discussion
M1D2 Excelsior College Terrorism Digging Deeper Discussion.
This activity addresses module outcomes 1-4. Upon completion of this activity, you will be able to:
MO1: Articulate the main challenges associated with coming up with a common definition of terrorism. (CO1)
MO2: Explain how and why terrorism is defined differently by different organizations within the United States government. (CO1)
MO3: Identify some of the complexities associated with the study of terrorism. (CO1)
MO4: Differentiate among terrorism, insurgency, warfare, and criminal acts. (CO1)
Now that we have begun to discuss some of the core issues surrounding the definition of terrorism, it is time for you to display your knowledge and flesh out your opinions on some of the peripheral issues, here.
Respond to the following:
For this discussion, you have been assigned to a group that answers one of the following three questions. Post an original response (300-400 words in length) in your assigned forum (Part A, Part B, or Part C), and then respond to two peers who were assigned to a different group than yours.
Part B: Come up with your own concise definition of terrorism and post it on the discussion board. Explain why your definition includes the specific elements you chose.
In your original posting, please reference and cite the ideas from at least one of the three articles you read in this week’s assigned readings:
Gibbs, J.P. (1989). Conceptualism of terrorism (Links to an external site.). [PDF, file size 535.8 KB] American Sociological Review, 54(3), 329-340. Retrieved from http://www.jstor.org/stable/2095609
Boaz, G. (2010). Defining terrorism-is one man’s terrorist another man’s freedom fighter (Links to an external site.)? International Institute for Counter-Terrorism. Retrieved from http://www.ict.org.il/Article.aspx?ID=1123#gsc.tab…
Martin, E. (2006). “Terrorism” and related terms in statute and regulation: Selected language (Links to an external site.). [PDF, file size 64.44 KB] CRS Report for Congress. Retrieved from https://fas.org/sgp/crs/terror/RS21021.pdf
M1D2 Excelsior College Terrorism Digging Deeper Discussion
Purpose: This week, you are being asked to propose an argumentative topic. Of course, you will likely not have Essay
Purpose: This week, you are being asked to propose an argumentative topic. Of course, you will likely not have a complete research plan ready by the end of the week. However, given the larger theme within the first module of our textbook, The Bedford Researcher, what “conversation” will you join? What’s even being argued about the topic? Skills: This discussion board will help you practice the following skills: Develop an appropriate argumentative research topic Identify potential scholarly and credible source material Demonstrate relevance of current research Reading: To prepare for your initial discussion post, read The Bedford Researcher pages 1-25. Page 6 encourages this five-step process: List an argumentative topic that interests you. Because you’ll be searching for sources, jot down a list of search terms, or keywords (p. 146), that you can use to locate sources on the topic. Choose a scholarly peer-reviewed journal article. Browse the databases in the library using keywords you jotted down about your topic. Identify additional credible sources that seem to address the topic. Skim each source (p. 61) to get a sense of how it addresses your topic. Decide whether the sources are engaged in the same conversation. Ask whether the sources are addressing the same topic. If they are, list the ways in which they are “talking” to one another about the topic. Identify any agreements, disagreements, or differences in their approach to the topic. Reflect on the conversation. Ask whether the sources you’ve identified tell you enough to understand the conversation. Consider whether you might need to locate more sources to give you fuller picture of the conversation. (Palmquist, 2018, p. 6) Task: Complete the five steps listed above. Number your responses according to the text above (i.e. 1., 2., etc.). Here are the requirements for the discussion: Choose an argumentative topic that is related to your career or field of study. After viewing the following video, share your research question. For additional help see pp. 24-25. Identify two different sources that are conversing on your topic. Share some commentary on each of these two sources. Two peer-reviewed journal articles, which can be located in the Keiser Library online. (Use ProQuest, EBSCO, and JSTOR as starting databases.) Identify how both sources relate to what you listed as your topic in Point 1. Explain how these sources relate to one another. How are they adding to one another? Finally, identify what these sources add to your knowledge, what questions these sources raise, what is missing from them, and what you might be able to add to this “conversation.”https://youtu.be/PPDZMaIh8aA