Introduction – I chose this statement because I have noticed this past semester the increase of cultural appropriation of Māori and Indigenous culture and tradition from those who are outside of these groups. The commodification of our taonga and intellectual property is sometimes sold without permission. It is even more alarming when the ‘seller’ has little to no understanding of the tikanga, whakapapa, history or mātauranga of the taonga and intellectual property. This essay will discuss (1) definitions of cultural and intellectual property rights; (2) what is cultural appropriation; (3) who gains from the commodification and cultural appropriation of indigenous culture, taonga and intellectual property, (4) provide personal examples of where I have seen the cultural appropriation of things sacred to me have been exploited and misused; and (5) solution(s) to stop the commodification and appropriation of indigenous culture. I will then finish this essay by concluding whether the statement “Indigenous cultural heritage should only be marketed by people of that group” is accurate. Cultural and intellectual property rights – The Treaty of Waitangi, Article 3 of the Māori version states that Māori should have “unqualified exercise of their chieftainship over their lands, villages and all their treasures”. I think this means that Māori would maintain ownership and control over all its taonga, including its indigenous culture and intellectual property. In 1993, the Mataatua Declaration on Cultural and Intellectual Property Rights of Indigenous People was written in Whakatāne with 29 recommendations about the “protection, preservation and revitalization of their traditional intellectual and cultural properties”. Section one was about what indigenous peoples are responsible for. Section two was about the role and responsibilities of the State including acknowledging that indigenous peoples are the guardians of their customary knowledge and have the right to determine when it is appropriate to use it. Section three was about recommendations to the United Nations in monitoring and protecting indigenous people’s rights to their cultural and intellectual property. The United Nations in 2008 adopted the “Declaration on the Rights of Indigenous Peoples”. Articles 11, 12, and 13 relate to maintaining, protecting, developing, revitalising, controlling, and using their own cultures, ceremonies, languages, histories, traditions and customs. Article 31 summarises this best “Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions”. The Cambridge Dictionary (2018) defines Cultural Appropriation as “the act of taking or using things from a culture that is not your own, especially without showing that you understand or respect this culture”. In Article 27 of the Universal Declaration of Human Rights “In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practise their own religion, or to use their own language”. While this says that we as Māori or Indigenous peoples can enjoy our right to our culture, what it does not say is those people that are non-māori or non-indigenous are not excluded from also enjoying our culture. Commodification and cultural appropriation of indigenous culture, taonga and intellectual property – There are four types of people who appropriate (for sale) indigenous culture, taonga and intellectual property. The first (“group one”) are those from within the ‘group’ who have learned the mātauranga about the taonga and know the culture, tikanga, whakapapa and history. These people know not to offend or compromise the tikanga or the knowledge that was passed onto them. This group of people are permitted to appropriate the indigenous culture, taonga and intellectual property, and within certain conditions commodify it for economic, social and environmental benefit. The second (“group two”) type of people are those from within the ‘group’ who do not have (or have very little) mātauranga about the taonga or its culture, tikanga, whakapapa and history. This group might compromise the tikanga of the taonga because they have not received the knowledge. This group of people might receive permission to appropriate the indigenous culture, taonga and intellectual property but would have conditions imposed about its use and intent. If the people within this group do not have permission to appropriate the indigenous culture, taonga and intellectual property then they can be seen to be misappropriating the culture for their own personal gain. The third (“group three”) type of persons are those from outside the ‘group’ who have learnt the mātauranga about the taonga and know the culture, tikanga, whakapapa and history. These persons could include those who have been whangai’d into a whanau and may not be indigenous. These people might be given permission to appropriate some or all the indigenous culture, taonga and intellectual property, but they would have conditions imposed about its use and intent. The last (“group four”) group of people are those from outside the ‘group’ who have no knowledge about the taonga and do not know the culture, tikanga, whakapapa and history of the taonga and intellectual property. It is this group of people who are most likely to appropriate and commodify our indigenous culture, taonga and intellectual property for their own person gain and without the appropriate permission. Mead (1996) identified that the commercialisation of Māori taonga such as “koru on the tail of Air New Zealand planes” is acceptable because the airline is a national carrier, however it would not be acceptable if the airline were foreign owned and based outside of Aotearoa. Mead also says that the “public appropriates Māori art to satisfy the needs of individuals within it”. I have taken this to mean that when any tangible or intangible taonga is believed to be ‘saleable’ and money can be made off of that sale, then individuals whether they are indigenous or not, may decide that appropriating it (if it is not protected by Copyright or trademarks) is acceptable. Sometimes a person’s individual consciousness relating to personal gain outweighs the ethical and moral appropriateness of using culture in an in appropriate way. Culture is not normally ‘trademarked or copyrighted’. In western culture the ‘norm’ has been to consider tangible assets or intangible intellectual property as a brand that should be protected from commercialisation. According to the Ministry of Business, Innovation and Employment (2017), creating a trademark or copyright can “create market advantages…attract investment…protect your reputation…minimise the influence of competitor products or services…and be a point of differentiation for your products or services to the market”. Personal examples of where I have seen the cultural appropriation of things sacred to me have been exploited and misused – While I was growing up I didn’t realise that many taonga that connect Māori to their identity had been copyrighted or trademarked as ‘intellectual property’ and was now owned by ‘someone/something’. Sometimes the intellectual property did not always belong to an individual but sometimes to an organisation. I had been taught that the collective ‘Māori’ (whanau, hapū or Iwi) were the kaitiaki of the following: Māori Mātauranga (Māori knowledge) Taonga (Māori carvings) Whakapapa (Geneology) Rongoa Māori (Māori medicine). An example I have of my Māori cultural heritage being marketed by all four groups (group one, two, three and four) is Māori Haka. The Haka is performed by cultural groups. In group one these performers would know our Māori language, be from a whanau, hapū or iwi, have knowledge of our culture and be taught the history of the haka and what it represents. An example of these groups is those that perform at Te Matatini and those at Kura Kaupapa Māori schools where Te Reo Māori is there first language. In group two, this cultural group could be Māori, but have only learnt the haka from watching the All Blacks and therefore do not understand what the haka means. Group three could be non-Māori who have learnt haka at Kōhanga reo, kura Kaupapa or if they have been raised in a Māori environment that teaches haka. This group of people would be accepted within a kapa haka group. The last group could be those who have watched the All Blacks perform, and copy this. When the All Blacks go overseas and play against other nations, sometimes we see on TV non-māori imitating the All Blacks and sometimes getting it wrong. The false advertising of our Māori culture by western society to make it more commercially acceptable reduces the value of it in the eyes of many Māori. This need for the western society to have power and control over our Māori culture is another form of assimilation. Solution(s) to stop the commodification and appropriation of indigenous culture I believe one solution is for all Māori (group one and group two) to come together as a national body collective to have “unqualified exercise of their chieftainship over their indigenous culture” as intended in the Treaty of Waitangi. The national body collective would be kaitaiki to ensure our indigenous culture is not exploited or misappropriated. The government should provide legislation that allow for penalties against individuals or businesses to be imposed if it is found that they have exploited or misappropriated our indigenous culture. These penalties should be similar to the way trademark and copyright operates. Conclusion – Through my research I believe that having an understanding of our indigenous culture as well as having knowledge of tikanga, whakapapa and our history are necessary. Also, that people who use our indigenous culture do not offend or compromise the tikanga of that culture. Lastly, I believe that “Indigenous cultural heritage can be marketed by people who have gained the appropriate permission from a suitable collective body who are knowledgeable in our language, culture and identity”. References: Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly. Cambridge Dictionary. (2018). Cultural Appropriation. Retrieved from https://dictionary.cambridge.org/dictionary/english/cultural-appropriation Crowther, W.E.L.H. (1974). The final phase of the extinct Tasmanian race 1847-1876. Records of the Queen Victoria 49:1-34. Mead, A. T. P. (1996, September). Cultural and intellectual property rights of Indigenous peoples of the Pacific. In Workshop presentation, Inaugural Indigenous Peoples of the Pacific workshop on the UN Draft Declaration on the rights of Indigenous Peoples. Mead, A. T. P. (1993, June). Mataatua Declaration on Cultural and Intellectual Property Rights of Indigenous People. First International Conference on the Cultural
PSY 150 Cuyamaca College Cognitive Part of Human Development Questions.
Discussion – Adolescence2424 unread replies.2525 replies.The text chapter does not do a great job about the brain…https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/introduction-to-adolescence/ (Links to an external site.)These first two videos discuss what’s happening to the adolescent brain and the connections between different functional units within the brain. This video talks about their brain (Links to an external site.)Connections – The Neuroanatomical Transformation of the Teenage Brain: Jill Bolte Taylor at [email protected] (Links to an external site.)Sleep is crucial for the development of the adolescent brain and often it is sacrificed. This video discusses the dangers associated with that.Sleepy teens: A public health epidemic | Wendy Troxel | TEDxManhattanBeach (Links to an external site.)I love this clip… Chimp vs Human! | Memory Test | BBC Earth (Links to an external site.)Ask yourself what is happening in the adolescent brain that can make us learn so much so fast?Altogether there’s obviously a lot going on during this period. The result is that there some profound changes as to how adolescents think, what the feel and how they act. The best way to make sense of all of it is to work together to figure out the key elements and mechanisms in order to gain a clear understanding. For the discussion I’d like you to exchange ideas concerning what the research has found is happening behind the scenes in terms of neural development and reorganization within the brain. And then your ideas as to how that relates to adolescent thought and behavior.In your initial submission discuss a few key elements from the videos that you found really interesting. And then discuss how do you think those changes impact their thinking and behavior. Then respond to two classmates as to what findings they found interesting and if you agree or not as to their conclusions as to how they might affect adolescent thought and behavior.
Mother Dairy Milk Case Study On Mother Dairy Abstract Mother Dairy is looking to take advantage of the opportunity which are in galore available for all milk manufactures. Mother Dairy-Delhi was set up in 1974 under the operation flood programme. it is now a subsidiary company of National Dairy Development Board (NDDB). Mother Dairy sources its entire requirement of liquid milk from dairy cooperatives. Similarly, Mother dairy sources fruits and vegetables from framers/growers associations. Mother dairy also contributes to the cause of oilseeds grower cooperatives that manufacture/pack the Dhara range of edible oils by undertaking to nationally market al dhara products. Of the three A’s of marketing-availability, acceptability and affordability, Mother dairy is already endowed with first two. Hence no efforts are needed to make it acceptable. Its availability is not a limitation either, because if the ample scope for increasing milk production, given the prevailing low yields from dairy cattle. It leaves the third vital marketing factor affordability. How to make milk affordable for the large majority with limited purchasing power? That is essence of the challenge. Current theories of strategy and organization suggest that Mother Dairy benefit from related diversification and tight coordination of the multidivisional structure. This Project aims to probe into this issue by using theoretical framework of strategy, structure and performance. three issues will be addressed by us: a) What strategies and structure does Mother Dairy adopt in a constantly changing and turbulent developing economy? B) Do the influences of Mother Diary have interaction effects with environmental conditions? C) How does Mother Dairy make its competitor not to grasps its market in the gurgaon area? Introduction “Mother Dairy” is the single largest brand of milk in Delhi, India as well as in Asia, marketing about 1.9 million litres of milk per day.Mother Dairy commands 40% market share in the organised sector in and around Delhi, primarily because of consistent quality and service what ever be the crisis-floods, transport strike, curfew etc. Mother Dairy, Patparganj, Delhi, is presently manufacturing
The NMC (2008) requires nurses to maintain competence in all areas of practice (Meretoja et al, 2004). Nurses can contribute to the ongoing maintenance and development of clinical competence and ongoing professional development through reflection (Gustafson and Fagerberg, 2004). Reflection supports clinical reasoning, critical thinking and review of clinical actions and knowledge, contributing to ongoing evaluation of practice, for self and others (Bowden, 2003). However, reflection can be challenged as a pointless or limited process (Jones, 1995), and therefore, to ensure reflection is effective, and contributes to knowledge, understanding, learning and development (Rolfe, 2005), it is best to use one of the many models of critical reflection that have been developed within the theoretical domain. As part of a process of critical reflection, I shall use Gibbs (1988) model of structured reflection, to structure and define the process of reflection and critical analysis involved in this scenario. Description (What Happened) I was involved in the care of a fifty two year old gentleman who has been under my care for some time in relation to monitoring of blood pressure. After initial tests were carried out, the gentleman was assessed according to standard definitions of hypertension. The gentleman, who shall be called Mr J for the purposes of this reflection, and to maintain confidentiality in accordance with the NMC Code of Conduct (NMC, 2008), had been complaining of some intermittent headaches, occasional dizziness, and blood tests were taken: full blood count, urea and electrolytes (to rule out any renal involvement), and creatinine. Blood pressure measurements were one week apart, and his blood pressure was found to be 150/100 mmhg and 150/98 mmHg respectively. I carried out a further blood pressure measurements on three subsequent days and found the blood pressure to be within these two ranges on several occasions. There was no abnormality detected in the blood test results, and therefore, the decision was made to commence the patient on antihypertensive medication. I also carried out tests for diabetes and referred him to the GP for further assessment of cardiovascular risk. In order to make this decision, I consulted not only reference books such as the British National Formulary, and the guidance on nurse prescribing, but the guidelines provided by the National Institute for Health and Clinical Excellence (NICE, 2006). In this guideline, NICE (2006, p 2) clearly state that: “Treatment and care should take into account patients’ individual needs and preferences. Good communication is essential, supported by evidence-based information, to allow patients to reach informed decisions about their care. Carers and relatives should have the chance to be involved in discussions unless the patient thinks it inappropriate” Therefore, having explained the findings to the patient, I discussed with him the issues surrounding the diagnosis of hypertension, and what the consequence of this condition could be for his long term health. I also discussed the type of medication that was used, in order to make sure that he understood how this would affect him and how important it was to maintain a good treatment regimen and not to miss his medication. This allowed me to assess his ability to self-medicate and also monitor his own condition and any effects of side effects of the medication. I also discussed with him the need to inform his family or next of kin of his condition and its treatment, as this would allow him to have support and help in adjusting to a chronic condition, and also other people who would assess symptoms and side effects during the treatment process. This is important as it can take time to adjust to the use of anti-hypertensive medication and sometimes the regimen needs to be altered in order to suit the individual patient (NICE, 2006). Feelings (What were you thinking and feeling) My thoughts during this process were focused on the need to properly diagnose this patient’s condition, and to ensure that the prescribing process was correct, within the guidelines laid down for nurses by the NMC. I was concerned with getting the right dosage and frequency, choosing the right medication within the boundaries of my prescribing role, and also, ensuring that the patient was fully aware of the implications of his condition. However, more challenging to my current role was the realisation that my concern for the patient, and for his adjustment to being told he had a chronic illness that needed treatment, was overshadowed by my focus on the prescribing process, and therefore, on reflection, I realised that there was a degree of dissatisfaction, in that I could feel that I was finding it more difficult to focus on his psychological and emotional needs because of the prescribing role. Evaluation (What was good and bad about the expereince) The positives of this experience relate to the ability to apply the principles of the NICE Guidance (NICE, 2006), whilst at the same time being able to provide continuity of care, quality of care, and holistic nursing care to an individual based on his own needs and reactions. While I became aware of the way in which the process of diagnosis and prescription started to eclipse the more holistic and humanistic elements of my nursing care for this patient, I did identify this and so was able to redress this during the consultations and to develop a more holistic approach. Thus, identifying my own feelings allowed me to take immediate action and to spend time with the patient discussing the impact of the diagnosis and his own feelings, particularly in relation to his social life and family life. As an active individual, he was concerned about the impact on his lifestyle, and the NICE guidance (NICE, 2006) does suggest that lifestyle advice should be provided at appropriate moments during care, so it was also good to be able to both meet the individual needs of the client and ensure I was taking the optimal approach to his monitoring, treatment, support and health education. Analysis (What sense can you make of the situation) The literature suggests that decision making in nursing is focused on optimal treatment and management for the best possible outcomes, and the first stage of this is assessing and observing all features of the patient, ie their condition, clinical signs and symptoms, and their holistic state of being (Hedberg and Satterlund, 2003). In this case, the decision making process began with the assessment of the blood pressure measurements, and these were the first indication that there was a need to intervene, as the readings were above the diagnostic ‘line’ on more than two separate occasions (NICE, 2006). Thus, I knew that I would need to intervene, and that there was a need to prescribe medication appropriate to the client’s needs, within the guidelines set out locally (Latter and Courtenay, 2004). My competence in the diagnostic and prescribing processes was confirmed by my recognition of patient need and the ability to also carry out further tests, or refer the patient for further tests relating to their condition (Meretoja et al, 2004; Ashworth and Saxton, 1990). The NICE (2006) guidelines clearly state that in the absence of established cardiovascular disease, when raised blood pressure persists, they need further testing to identify cardiovascular risk, and further tests specifically in relation to diabetes and renal disease, due to the connections between these two chronic conditions and hypertension. A key feature of this diagnostic process however was the intersection of advanced nursing competence in relation to diagnostic and prescribing practice, and general holistic nursing care principles, including person-centred care (Price, 2006). The management of the complex clinical knowledge required in a situation like this, and the more interpersonal and humanistic side of nursing practice, is almost second nature to many nurses, but I became conscious of it during this encounter, and it was an important learning point for me. Older clients have complex personal and social lives, and complex histories, and therefore it is important to see and understand them as individuals in the light of that complexity, rather than falling into the bad habit of reducing them to their signs, symptoms, and disease (Redfern and Ross, 2001). Thus it was possible to view the clinical decision making process from multiple angles: from the clinical and objective angle and from the holistic viewpoint (Harbison, 1991). Critical thinking processes were involved, in assessing the need to take action, in assessing the patient as a person, and in assessing their self care ability and their ability to cope with this new medication regime and its likely effects, all part of ensuring that they are being monitored appropriately after the introduction of the anti-hypertensive medication (Department of Health, 2004). It was also apparent that this was an appropriate time to discuss health promotion and lifestyle changes to improve patient health and wellbeing (Croghan, 2005), and taking a positive and patient centred approach, focusing on patient empowerment during the transition to acceptance of their condition (Funnell, 2004). Thus it is possible to see how the process of diagnosis and prescribing fits into the overall assessment and decision making processes of clinical nursing practice, in the context of an effectively developed nurse-patient relationship (Luker et al, 1998). Conclusion (What else could you have done?) On reflection, I could argue that there is always scope for improvement within nursing practice. Therefore, I could have perhaps considered earlier on in the process what the full implications of this diagnosis were. I did consult the NICE guidelines, the local guidelines, and worked within the rules laid down by the NMC, but perhaps I should have been considering the patient holistically first, and considered lifestyle factors and changes earlier on in the process (NICE, 2006). I could have also perhaps asked if he would like to bring his wife/primary carer with him to an appointment so I could have involved her, with his permission, in discussions of his condition, and in the explanation about his medication and its potential effects. Action Plan (If it arose again, what would you do?) If this occurred in the future, I would focus on the nurse patient relationship immediately, and would consider the holistic view more consciously earlier on in the diagnosis, assessment, and prescribing process. This might allow the patient to come to terms more effectively with their condition, and would also allow them to get carers involved if necessary. However, the adherence to the NICE guidelines is also something I would repeat in future, as this has provided a useful source for supporting practice, decision making, and prescribing.
PSY 150 Cuyamaca College Cognitive Part of Human Development Questions
Ferris State University Presidential Election Voting System Questions
Ferris State University Presidential Election Voting System Questions.
Assignment 1 ( create a question with a brief description): Americas always think of the Presidential election when thinking about voting. However, there are countless other times voting is used in our lives. Think everything from voting for you school board, your local judge, or who has to go get the next round of beverages from the fridge. Ask questions about voting systems beyond the biggest elections. Ask you classmates which systems would be best in specific scenarios and why. Be specific when you set up your questions. Describe the types of candidates and how they are perceived by the voters. Or, ask you classmates which system they would use if they were seeking to get elected and why they would choose that system.Please respond to the Student Response (50 words each:* Lily B. Do you think the President should win by popular vote or electoral college?I have seen a lot of people saying we vote by people not land. Do you find it unfair if the presidential candidate receives the most votes of the American citizens but loses because of electoral college? Many people ask what the point of voting is when the electoral college mainly chooses. Donald Trump won from electoral college four years ago whereas Hillary Clinton won the popular vote. Do you think this is fair (don’t think about who you personally would want to win, but if you were not bias toward either person, would you consider this fair)?* A. J M. Why do we have an electoral college if the population is not proportional to its representation?The electoral college was made to make the representation of all states equal but cities are populating much faster them when the electoral college was invented. So what is the purpose of the electoral college and is it fair in today’s society or does it need to be restructured?****************************************************************************************************Assignment 2: Create a question about the following paragraph below (50 words with a short description), and answer to 2 student responseAlthough some of the archaeological work in the early twentieth century examined the social and ideological aspects of past cultures, these types of studies have only become popular in recent decades. The new or processual archaeology that emerged in the 1960s tended to focus on ecology, but many archaeologists at this time also began to study social systems, attempting to identify social inequality and categorize societies into the classification systems developed by anthropologists. Identity and ideology emerged as a focus in the 1980s, associated with the development of postprocessual archaeology. Reconstructions of the social and ideological aspects of culture tend to be more difficult than those of culture history and ecological adaptations. Because most of what archaeologists excavate, including ecofacts and features, is directly related to ecological adaptations, it is relatively easy to make inferences about palaeoenvironments, settlement patterns, subsistence strategies, and diet. For example, inferring diet from plant and animal remains found in pots or a midden can hardly be considered a great intellectual leap. Using those same remains, usually people’s garbage, to make inferences about the social and ideological aspects of culture is clearly more difficult. It can be done; it just isn’t as easy. While inferences about subsistence and diet, for example, are made by identifying the remains themselves, the patterning of those remains tends to be more important to archaeologists interested in reconstructing the social and ideological aspects of culture. Answer Student Response ( 50 words each): Jessie C. How are archaeology sites protected?What methods are in place to keep people from destroying archaeological sites? There has to be many different protective layers to ensure that important artifacts and active dig sites cannot be tampered with. Especially with how detailed and delicate some artifacts are, how are they protected from the elements? Are dig sites often tampered with or effected by the weather? Delia R. Will a new legislation create opportunities for ecological restoration?As we approach a Democratic presidency, many of us are wondering whether or not our government will make strides to repair ecological damage that has been done over the past four years and in decades prior. Will a new president and legislation work to restore our environment? Though restoring an ecosystem to its preindustrial state is difficult (and sometimes impossible, as stated in the linked article) could new legislature be set in place to protect our current ecosystem?
Ferris State University Presidential Election Voting System Questions
University of San Diego Cast Your Burden on The LORD Journal Entries
write my term paper University of San Diego Cast Your Burden on The LORD Journal Entries.
Students will document their professional, personal, and spiritual development as they move through the class. A Scripture will be given in class and students need to submit Four, one-page journal entries per week the Monday before class. Students will reflect on the specific scripture given and how it relates to their personal lives and business.1. Reference Psalm 55:22: “Cast your burden on the LORD, and he will sustain you; he will never permit the righteous to be moved.”2. Reference Psalm 62:6: “He only is my rock and my salvation, my fortress; I shall not be shaken.”3. Reference Psalm 119:114-115: “You are my hiding place and my shield;I hope in your word. Depart from me, you evildoers, that I may keep the commandments of my God.”4. Reference Psalm 119:50: “This is my comfort in my affliction, that your promise gives me life.”
University of San Diego Cast Your Burden on The LORD Journal Entries
Florida National University Community Family Health Discussion Questions
Florida National University Community Family Health Discussion Questions.
Case ManagementFamily HealthAnswer the following questions:Define case management and care management and compare the differences.Mention and discuss the case management concepts into the clinical practice of community health nursing.Give the definition of family, mention, and discuss the different types of families, mention, and discuss the model of care for families.Describe strategies for moving from intervention at the family level to intervention at the aggregate levelAs stated in the syllabus present your assignment in an APA format word document. A minimum of 2 evidence-based references (besides the class textbook) no older than 5 years must be used. A minimum of 800 words is required and not exceeding 1,000 words (excluding the first and reference page). Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.
Florida National University Community Family Health Discussion Questions
Should athletes be allowed to use performance-enhancing drugs steroids or EPO, blood doping,oxygen?, homework help
Should athletes be allowed to use performance-enhancing drugs steroids or EPO, blood doping,oxygen?, homework help.
Initial Argument PaperThis assignment is not an essay but an exercise that helps build toward your Final Paper for the course. Your task in this assignment is to construct the best argument you can for a position on a controversial topic. Your argument should be your own creation. You may take inspiration from other arguments, but the formulation of the argument you present should be original to you.Prepare:Begin by choosing a topic from the PHI103 Final Paper Options list.Construct an argument for a position on the topic. This is the position that you will defend in your Final Paper. Make your argument as high quality as possible: In particular, make sure that all of your premises are true and that the truth of the conclusion is demonstrated by your premises.Consider possible objections to your argument, and revise it several times until you have an argument that is as strong as possible.Search in the Ashford University Library for quality academic sources that support some aspect of your argument.Constructing quality arguments is harder than it sounds; you may find that your first few attempts have problems and that it takes quite a bit of time and effort to revise an argument to a point that the premises adequately support the conclusion. You will be revising this argument for each of the remaining assignments in this course.Write: In your paper,Present a main argument in standard form with each premise and the conclusion on a separate line. Here is an example of what it means for an argument to be presented in standard formAll men are mortal.Socrates is a man.Therefore, Socrates is mortal.Provide support for each premise of your argument. Explain the meaning of the premise, and provide supporting evidence for the premise. [One paragraph for each premise]Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For further information about discovering and including high-quality research take a look at the [email protected] (Links to an external site.)Links to an external site. Tutorial.Explain how your conclusion follows from your premises.For an example of how to complete this paper, take a look at the Week One Annotated Example The Ethics of Elephants in Circuses (Links to an external site.)Links to an external site.. Let your instructor know if you have any remaining questions about how to complete this paper.Writing specialists are here 24/7, every day of the year, ready to support you!Click HERE to instantly chat with an online tutor.Click HERE to submit your paper for a review. Papers are returned within 24 hours with a revision plan.Click HERE to email us any writing questions.For additional writing resources like Grammarly (Links to an external site.)Links to an external site., click on the Writing Center tab in the left navigation pane.For guidance about how to paraphrase sources visit the Ashford Writing Center Guidelines for Paraphrasing Sources (Links to an external site.)Links to an external site. webpage. For guidance about how to quote sources visit the Ashford Writing Center Integrating Quotes Into Your Essay (Links to an external site.)Links to an external site. webpage. For guidance about summarizing visit the Ashford Writing Center Guidelines for Summarizing Sources (Links to an external site.)Links to an external site. webpage. The Initial Argument PaperMust be 400 to 600 words in length (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students (Links to an external site.)Links to an external site..Must include a separate title page with the following: Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust use at least one scholarly source in addition to the course text.The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List (Links to an external site.)Links to an external site. webpage.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Should athletes be allowed to use performance-enhancing drugs steroids or EPO, blood doping,oxygen?, homework help