Reducing the number of people living in extreme poverty throughout.docxcatheryncouper
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
The student movement of the 1960s demanded that the university become "relevant." In response, with war raging in Vietnam and civil disobedience against it at draft offices across the United States, a few philosophers began to revive ...
Americas Shame Author Singer, Peter Abstract Th.docxnettletondevon
America's Shame
Author: Singer, Peter
Abstract:
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of
the proportion of national income given as foreign aid. The ignorance of Americans about their nation's
role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer
discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full text:
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great
moral challenges of our time. Although the issue is by no means absent from what we study and teach,
as educators in the United States we appear to be falling short in the task of ensuring that our students
are adequately informed about world poverty, its consequences, and the ways in which it can be reduced.
Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have
uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national
boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a
broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as
they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and
sociology. In political-science courses, we should ask why we pay so little attention to people living in
poverty outside our borders. Psychology courses could take up the factors that limit our willingness to
give to distant strangers. Engineers might increase the amount of class time they devote to how their
skills can be applied to assist the world's poorest people. Medical schools could focus more on the global
burden of disease and how it might be reduced, and law students should be prompted to think about an
international legal regime that allows American oil companies to buy oil from dictators who pocket most of
the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic
and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-
related causes than died in any one year during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at
the University of Oxford. A few years earlier, such a question would not have been considered one for
philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the
meanings of words. The linguistic analysis that preocc.
Singer, P. (2009). Americas shame. The Chronicle of Higher Educ.docxmaoanderton
Singer, P. (2009). America's shame. The Chronicle of Higher Education, 55(27), B6-B10. Retrieved from https://login.libproxy.edmc.edu/login?url=http://search.proquest.com.libproxy.edmc.edu/docview/214643086?accountid=34899
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
The student mo.
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America's Shame
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The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
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Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United.
Americas ShameSinger, PeterThe Chronicle of Higher Education5.docxgalerussel59292
America's Shame
Singer, Peter
The Chronicle of Higher Education55.27 (Mar 13, 2009): B6-B10.
Abstract (summary)
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full Text
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The ling.
Alcohol Essay. Reflective Essay final - Reflective essay on Alcoholism In thi...xdqflrobf
Alcoholism and its effects on society Free Essay Example. Cause Effects of Alcohol Essay.doc. 005 Alcoholism Essay Effects Of Cause And Effect College Binge .... Effects of alcohol essay conclusion. Dangers of alcohol essay - writingblock.x.fc2.com. 015 Alcoholism Cause And Effect Essay Example Examples That Will Stir .... The Effects Of Alcohol Essay Example Topics and Well Written Essays .... Alcohol:What You Should Know - Sample Essay. Cause and effects of Alcohol Essay Example Topics and Well Written .... Cause and effects of alcohol essays. Narrative Essay: Essay on drinking alcohol. 004 Alcoholism Essay Effects Of Cause And Effect College Binge Drinking .... Effects Of Alcoholism - 1100 Words Free Essay Example on GraduateWay. Persuasive Essay: Teens and Alcohol Abuse. An In Depth Look At Alcoholism Free Essay Sample on Samploon.com. A Report on Alcohol Abuse and Its Consequences: Essay Example, 3936 .... Fearsome Alcoholism Cause And Effect Essay Thatsnotus. Negative Effect of Alcoholism Free Essay Sample on Samploon.com. The Dangers of Alcohol Consumption Essay Example Topics and Well .... essay: Essay on Drinking Alcohol. Alcohol Consumption Is Common - Free Essay Example PapersOwl.com. Addiction to alcohol essay. Introduction to Alcohol and Substance .... Alcohol age drinking - Free Essay Example PapersOwl.com. Alcoholism Is A Type Of Alcohol - Free Essay Example PapersOwl.com. Reflective Essay final - Reflective essay on Alcoholism In this essay .... Academic Text.docx Alcoholism Essays. Cause and effect of alcohol use. Causes and Effects of Alcohol Essay .... Alcoholism essay introduction / seamo-official.org Alcohol Essay Alcohol Essay. Reflective Essay final - Reflective essay on Alcoholism In this essay ...
Reducing the number of people living in extreme poverty throughout.docxcatheryncouper
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
The student movement of the 1960s demanded that the university become "relevant." In response, with war raging in Vietnam and civil disobedience against it at draft offices across the United States, a few philosophers began to revive ...
Americas Shame Author Singer, Peter Abstract Th.docxnettletondevon
America's Shame
Author: Singer, Peter
Abstract:
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of
the proportion of national income given as foreign aid. The ignorance of Americans about their nation's
role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer
discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full text:
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great
moral challenges of our time. Although the issue is by no means absent from what we study and teach,
as educators in the United States we appear to be falling short in the task of ensuring that our students
are adequately informed about world poverty, its consequences, and the ways in which it can be reduced.
Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have
uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national
boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a
broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as
they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and
sociology. In political-science courses, we should ask why we pay so little attention to people living in
poverty outside our borders. Psychology courses could take up the factors that limit our willingness to
give to distant strangers. Engineers might increase the amount of class time they devote to how their
skills can be applied to assist the world's poorest people. Medical schools could focus more on the global
burden of disease and how it might be reduced, and law students should be prompted to think about an
international legal regime that allows American oil companies to buy oil from dictators who pocket most of
the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic
and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-
related causes than died in any one year during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at
the University of Oxford. A few years earlier, such a question would not have been considered one for
philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the
meanings of words. The linguistic analysis that preocc.
Singer, P. (2009). Americas shame. The Chronicle of Higher Educ.docxmaoanderton
Singer, P. (2009). America's shame. The Chronicle of Higher Education, 55(27), B6-B10. Retrieved from https://login.libproxy.edmc.edu/login?url=http://search.proquest.com.libproxy.edmc.edu/docview/214643086?accountid=34899
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
The student mo.
Americas ShamefalseSinger, PeterPress the Escape key to clo.docxgalerussel59292
America's Shame
falseSinger, Peter
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. The Chronicle of Higher Education55.27 (Mar 13, 2009): B6-B10.
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The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer Translations powered by LEC.
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Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United.
Americas ShameSinger, PeterThe Chronicle of Higher Education5.docxgalerussel59292
America's Shame
Singer, Peter
The Chronicle of Higher Education55.27 (Mar 13, 2009): B6-B10.
Abstract (summary)
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full Text
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The ling.
Alcohol Essay. Reflective Essay final - Reflective essay on Alcoholism In thi...xdqflrobf
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InstructionsYou are to create YOUR OWN example of each of t.docxvanesaburnand
Instructions:
You are to create YOUR OWN example of each of the devices. One example per device. Please underline your example in each sentence.
Example:
1. The girl ran
as
fast
as
a cheetah in the relay race. (Simile)
2.
Ouch!
I hurt my hand moving the chair away from the desk. (Onomatopoeia)
.
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Instructions:
You are a research group from BSocialMarketing, LLC. -a marketing consulting company that evaluates the effectiveness of clients’ social media activities/ websites.
As a group, you will
select a publicly-traded company
and
analyze the social media
aspects of that company.
Overview:
Over the last several years, more companies have begun to use social media as part of their overall communication and marketing strategies, and you have been asked to investigate…
how successful is their social media campaign,
what are the current trends,
how companies have changed the way they do business,
and what the future looks like in the context of social media use.
Objective of research:
Investigate how your selected company is using social media to enhance communications and business interactions within the company (internal communication: Employee) and externally with partners, vendors, customers, and the community. Social media includes but not limit to: Twitter, LinkedIn, Facebook, YouTube, etc.…
Investigate the individual company by asking…
What specific examples and details is the company using social media?
How are they being implemented? Is there a strategy?
What are their objectives?
Are they successful?
What results have they seen that can specifically be tied to social media? Increase in revenue or customer satisfaction?
What improvements could they make?
.
InstructionsYou are attending an international journalist event.docxvanesaburnand
Instructions:
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples.
Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements:
(APA format) Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
.
InstructionsWrite the Organizational section of your project pap.docxvanesaburnand
Instructions
Write the Organizational section of your project paper. This section should be 4 page and include at least 5 APA formatted references one of which may be the company or SBA website depending on your type of project.
This section should include the following:
The organization’s mission and vision (business plan – write a mission statement)
The organization's structure - How does this compare to competitors? Based on the organization's structure - how receptive to change will the organization be?
The management chart showing levels and responsibility. What type of organization is it (matrix, hierarchical or something else?)
A description of employees and/or headcount in the organization:
For the company analysis: How diverse is the company’s workforce? Leadership? Is diversity company-wide or are certain levels or positions more or less diverse than others?
For the business plan: how will you incorporate diversity into your organization?
Discussion of concepts such as leadership, management, and role theories - how they are reflected in the organization?
.
InstructionsWrite a two-page (double spaced, Times New Roman S.docxvanesaburnand
Instructions
Write
a two-page (double spaced, Times New Roman Size 12) response to
one
of the following questions. Cite the week’s readings at least
twice
in your answer from
The Human Condition by
Hannah, Arendt. The University of Chicago Press; 2nd edition
Questions:
Define Labor, Work, and Action from the perspective of Arendt.
Where does politics fall for Arendt; the public or the private?
How are necessity and Action related to one another for Arendt?
.
InstructionsWrite a thesis statement in response to the topi.docxvanesaburnand
Instructions
Write a thesis statement in response to the topic:
Should world leaders use a pandemic crisis brought about by a killer virus to boost their own popularity?
To help you organize your paper, compose a topic sentence for each point in the thesis.
.
InstructionsWhat You will choose a current issue of social.docxvanesaburnand
Instructions:
What:
You will choose a current issue of social justice, research it, and write an analysis of the topic, using support from your research, and including knowledge gained and referenced from your textbook.
How:
should be 4-6 pages in length, double spaced, Times New Roman, 12 point font. Should include a title page and a reference page (these two pages are not included in the required 5-6 pages).
Some questions to consider while researching and writing about your topic:
• Why is this topic controversial?
• What are some of the causes?
• What are some of the effects?
• Who does it affect? (who = social class, race/ethnicity, age range)
• Is it happening all over the U.S., or are there regions where it is more of (or less of) an issue?
• What needs to happen for it to change?
• What is being done about it? What is NOT being done about it?
• Who (person, group or organization) might have the power to improve or fix it?
The Textbook is:
Making a Difference: Using Sociology to Create a Better World, 1st ed.
By: Michael Schwalbe
Please let me know if it is needed and I will try and upload the textbook
.
InstructionsWrite a paper about the International Monetary Syste.docxvanesaburnand
Instructions
Write a paper about the International Monetary System that addresses each of the following issues:
· Define the International Monetary System and outline the history of the system.
· Describe and provide examples of what is meant by “currency regimes,” and define selected types of regimes and form an argument for selecting fixed exchange rate and arguments for selecting flexible exchange rates.
· Describe and define the creation of the Euro and discuss the benefits as well as the problems associated with the creation of this currency.
Support your paper with at least five (5) resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Length: 5-7 pages (not including title and reference pages).
Eiteman, D., Stonehill, M., & Moffett, M. (2016). Multinational business finance. Boston, MA: Prentice-Hall.
Read Chapters 1, 2
This is a major resource, however, I think the assignment can be accomplished without it. I can’t seem to be able to download the book.
The global company's challenge.
Authors:
Dewhurst, Martin1
Harris, Jonathan2
Heywood, Suzanne
Aquila, Kate
Source:
McKinsey Quarterly. 2012, Issue 3, p76-80. 5p.
Document Type:
Article
Subject Terms:
*International business enterprises
*Emerging markets
*Economies of scale
*Contracting out
*Risk management in business
*Business models
*Executives
*Financial leverage
*Globalization
*Research & development
Developing countries
Company/Entity:
International Monetary Fund DUNS Number: 069275188
Aditya Birla Management Corp. Pvt. Ltd.
International Business Machines Corp. DUNS Number: 001368083 Ticker: IBM
NAICS/Industry Codes:
919110 International and other extra-territorial public administration
928120 International Affairs
541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology)
541711 Research and Development in Biotechnology
Abstract:
The article focuses on the management of risks, costs, and strategies by international businesses in emerging markets. It states that the International Monetary Fund reported that the ten fastest-growing economies after 2012 will all be in developing countries. It mentions that technology company International Business Machines expects by 2015 to earn 30 percent of revenues in emerging markets compared to 17 percent in 2009, while Indian multinational conglomerate Aditya Birla Group earns over half of its revenue outside India and has operations in 40 nations. It talks about the benefit of economies of scale in shared services enjoyed by large global companies and comments that the ability to outsource business services and manufacturing is benefiting local busine.
InstructionsWrite a comprehensive medical report on a disease we.docxvanesaburnand
Instructions
Write a comprehensive medical report on a disease we have studied up to this point ( Gastroesophageal Reflux Disease, Appendicitis, Hepatitis, Cholecystitis and Pancreatitis , Myocardial Infarction, Digitalis or Hypertension)
Be sure to include all relevant medical history, testing/diagnostics, treatment options, and recommended plan of action. Paper should be in APA format and 4–6 pages submitted to the
Submissions Area.
By the end of the week, place your project as a Microsoft Word document in the
Submissions Area.
Submit your document to the
Submissions Area
by
the due date assigned.
.
InstructionsWhether you believe” in evolution or not, why is it.docxvanesaburnand
Instructions
Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory? How might genetics and evolution apply to our modern society when we consider the differences between people? Should we stratify people based on intelligence or other specific qualities? Have you observed traits in your parents that you do not like and see them in yourself? (You do not have to be specific about personal issues but can write about issues in a general sense.)Your journal entry must be at least 200 words in length. No references or citations are necessary.
.
InstructionsWe have been looking at different psychological .docxvanesaburnand
Instructions
We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment use Michelle Obama . Spend some time looking through her social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:
A good introduction including who your subject is and a good overview of them and their social media use
Examples and discussion of schema/script theory in your subject
Examples and discussion of cultivation theory in your subject
Examples and discussion of agenda-setting theory in your subject
Examples and discussion of social learning in your subject
Examples and discussion of uses and gratifications theory in your subject
Conclusions
.
InstructionsThis written assignment requires the student to inve.docxvanesaburnand
Instructions
This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governor’s office. The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations. (See Rubric)
.
InstructionsThe Art Form Most Meaningful to MePick the form .docxvanesaburnand
Instructions
The Art Form Most Meaningful to Me
Pick the form of cultural expression most important to you. It could be music, theater, dance, visual arts—whatever excites and/or inspires you most. Describe:
Its most significant characteristics (e.g., visual, audio, etc.)
Your favorite artists in this art, and why.
The one example of this art that inspires you most.
500 words
.
InstructionsThink of a specific topic and two specific kin.docxvanesaburnand
Instructions
Think of a specific topic and two specific kinds of audiences.
Then write a short example (150–200 words) of how this topic might be presented to each of the two audiences.
How does the intended audience influence the choice of words and use of language in a document?
.
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InstructionsYou are to create YOUR OWN example of each of t.docxvanesaburnand
Instructions:
You are to create YOUR OWN example of each of the devices. One example per device. Please underline your example in each sentence.
Example:
1. The girl ran
as
fast
as
a cheetah in the relay race. (Simile)
2.
Ouch!
I hurt my hand moving the chair away from the desk. (Onomatopoeia)
.
InstructionsYou are a research group from BSocialMarketing, LLC.docxvanesaburnand
Instructions:
You are a research group from BSocialMarketing, LLC. -a marketing consulting company that evaluates the effectiveness of clients’ social media activities/ websites.
As a group, you will
select a publicly-traded company
and
analyze the social media
aspects of that company.
Overview:
Over the last several years, more companies have begun to use social media as part of their overall communication and marketing strategies, and you have been asked to investigate…
how successful is their social media campaign,
what are the current trends,
how companies have changed the way they do business,
and what the future looks like in the context of social media use.
Objective of research:
Investigate how your selected company is using social media to enhance communications and business interactions within the company (internal communication: Employee) and externally with partners, vendors, customers, and the community. Social media includes but not limit to: Twitter, LinkedIn, Facebook, YouTube, etc.…
Investigate the individual company by asking…
What specific examples and details is the company using social media?
How are they being implemented? Is there a strategy?
What are their objectives?
Are they successful?
What results have they seen that can specifically be tied to social media? Increase in revenue or customer satisfaction?
What improvements could they make?
.
InstructionsYou are attending an international journalist event.docxvanesaburnand
Instructions:
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples.
Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements:
(APA format) Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
.
InstructionsWrite the Organizational section of your project pap.docxvanesaburnand
Instructions
Write the Organizational section of your project paper. This section should be 4 page and include at least 5 APA formatted references one of which may be the company or SBA website depending on your type of project.
This section should include the following:
The organization’s mission and vision (business plan – write a mission statement)
The organization's structure - How does this compare to competitors? Based on the organization's structure - how receptive to change will the organization be?
The management chart showing levels and responsibility. What type of organization is it (matrix, hierarchical or something else?)
A description of employees and/or headcount in the organization:
For the company analysis: How diverse is the company’s workforce? Leadership? Is diversity company-wide or are certain levels or positions more or less diverse than others?
For the business plan: how will you incorporate diversity into your organization?
Discussion of concepts such as leadership, management, and role theories - how they are reflected in the organization?
.
InstructionsWrite a two-page (double spaced, Times New Roman S.docxvanesaburnand
Instructions
Write
a two-page (double spaced, Times New Roman Size 12) response to
one
of the following questions. Cite the week’s readings at least
twice
in your answer from
The Human Condition by
Hannah, Arendt. The University of Chicago Press; 2nd edition
Questions:
Define Labor, Work, and Action from the perspective of Arendt.
Where does politics fall for Arendt; the public or the private?
How are necessity and Action related to one another for Arendt?
.
InstructionsWrite a thesis statement in response to the topi.docxvanesaburnand
Instructions
Write a thesis statement in response to the topic:
Should world leaders use a pandemic crisis brought about by a killer virus to boost their own popularity?
To help you organize your paper, compose a topic sentence for each point in the thesis.
.
InstructionsWhat You will choose a current issue of social.docxvanesaburnand
Instructions:
What:
You will choose a current issue of social justice, research it, and write an analysis of the topic, using support from your research, and including knowledge gained and referenced from your textbook.
How:
should be 4-6 pages in length, double spaced, Times New Roman, 12 point font. Should include a title page and a reference page (these two pages are not included in the required 5-6 pages).
Some questions to consider while researching and writing about your topic:
• Why is this topic controversial?
• What are some of the causes?
• What are some of the effects?
• Who does it affect? (who = social class, race/ethnicity, age range)
• Is it happening all over the U.S., or are there regions where it is more of (or less of) an issue?
• What needs to happen for it to change?
• What is being done about it? What is NOT being done about it?
• Who (person, group or organization) might have the power to improve or fix it?
The Textbook is:
Making a Difference: Using Sociology to Create a Better World, 1st ed.
By: Michael Schwalbe
Please let me know if it is needed and I will try and upload the textbook
.
InstructionsWrite a paper about the International Monetary Syste.docxvanesaburnand
Instructions
Write a paper about the International Monetary System that addresses each of the following issues:
· Define the International Monetary System and outline the history of the system.
· Describe and provide examples of what is meant by “currency regimes,” and define selected types of regimes and form an argument for selecting fixed exchange rate and arguments for selecting flexible exchange rates.
· Describe and define the creation of the Euro and discuss the benefits as well as the problems associated with the creation of this currency.
Support your paper with at least five (5) resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Length: 5-7 pages (not including title and reference pages).
Eiteman, D., Stonehill, M., & Moffett, M. (2016). Multinational business finance. Boston, MA: Prentice-Hall.
Read Chapters 1, 2
This is a major resource, however, I think the assignment can be accomplished without it. I can’t seem to be able to download the book.
The global company's challenge.
Authors:
Dewhurst, Martin1
Harris, Jonathan2
Heywood, Suzanne
Aquila, Kate
Source:
McKinsey Quarterly. 2012, Issue 3, p76-80. 5p.
Document Type:
Article
Subject Terms:
*International business enterprises
*Emerging markets
*Economies of scale
*Contracting out
*Risk management in business
*Business models
*Executives
*Financial leverage
*Globalization
*Research & development
Developing countries
Company/Entity:
International Monetary Fund DUNS Number: 069275188
Aditya Birla Management Corp. Pvt. Ltd.
International Business Machines Corp. DUNS Number: 001368083 Ticker: IBM
NAICS/Industry Codes:
919110 International and other extra-territorial public administration
928120 International Affairs
541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology)
541711 Research and Development in Biotechnology
Abstract:
The article focuses on the management of risks, costs, and strategies by international businesses in emerging markets. It states that the International Monetary Fund reported that the ten fastest-growing economies after 2012 will all be in developing countries. It mentions that technology company International Business Machines expects by 2015 to earn 30 percent of revenues in emerging markets compared to 17 percent in 2009, while Indian multinational conglomerate Aditya Birla Group earns over half of its revenue outside India and has operations in 40 nations. It talks about the benefit of economies of scale in shared services enjoyed by large global companies and comments that the ability to outsource business services and manufacturing is benefiting local busine.
InstructionsWrite a comprehensive medical report on a disease we.docxvanesaburnand
Instructions
Write a comprehensive medical report on a disease we have studied up to this point ( Gastroesophageal Reflux Disease, Appendicitis, Hepatitis, Cholecystitis and Pancreatitis , Myocardial Infarction, Digitalis or Hypertension)
Be sure to include all relevant medical history, testing/diagnostics, treatment options, and recommended plan of action. Paper should be in APA format and 4–6 pages submitted to the
Submissions Area.
By the end of the week, place your project as a Microsoft Word document in the
Submissions Area.
Submit your document to the
Submissions Area
by
the due date assigned.
.
InstructionsWhether you believe” in evolution or not, why is it.docxvanesaburnand
Instructions
Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory? How might genetics and evolution apply to our modern society when we consider the differences between people? Should we stratify people based on intelligence or other specific qualities? Have you observed traits in your parents that you do not like and see them in yourself? (You do not have to be specific about personal issues but can write about issues in a general sense.)Your journal entry must be at least 200 words in length. No references or citations are necessary.
.
InstructionsWe have been looking at different psychological .docxvanesaburnand
Instructions
We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment use Michelle Obama . Spend some time looking through her social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:
A good introduction including who your subject is and a good overview of them and their social media use
Examples and discussion of schema/script theory in your subject
Examples and discussion of cultivation theory in your subject
Examples and discussion of agenda-setting theory in your subject
Examples and discussion of social learning in your subject
Examples and discussion of uses and gratifications theory in your subject
Conclusions
.
InstructionsThis written assignment requires the student to inve.docxvanesaburnand
Instructions
This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governor’s office. The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations. (See Rubric)
.
InstructionsThe Art Form Most Meaningful to MePick the form .docxvanesaburnand
Instructions
The Art Form Most Meaningful to Me
Pick the form of cultural expression most important to you. It could be music, theater, dance, visual arts—whatever excites and/or inspires you most. Describe:
Its most significant characteristics (e.g., visual, audio, etc.)
Your favorite artists in this art, and why.
The one example of this art that inspires you most.
500 words
.
InstructionsThink of a specific topic and two specific kin.docxvanesaburnand
Instructions
Think of a specific topic and two specific kinds of audiences.
Then write a short example (150–200 words) of how this topic might be presented to each of the two audiences.
How does the intended audience influence the choice of words and use of language in a document?
.
InstructionsThere are different approaches to gathering risk da.docxvanesaburnand
Instructions:
There are different approaches to gathering risk data which include qualitative and quantitative data collection.
Select three limitations to traditional cost risk analysis. Explain in 250 words how qualitative and quantitative data collection are different. Also, discuss how the risk driver approach can be useful in minimizing the limitation to traditional cost risk analysis.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
InstructionsThe Public Archaeology Presentation invites you.docxvanesaburnand
Instructions
The Public Archaeology Presentation invites you to evaluate the public archaeology outreach of a site such as an archaeological excavation that is open to the public, an outdoor museum that is hosting or has hosted archaeological excavations, a museum with archaeological collections, etc.* Using the insight you have gained in this course about important topics in archaeology such as archaeological method and theory, subsistence, cultural patterns in prehistory, and environmental interaction, evaluate the ways in which, at the site you have chosen, the knowledge gained from archaeological excavations is being used, or is not being used, to highlight and address issues in the local, regional, or global communities. For example, current issues often addressed in public archaeology include historic preservation, economic growth, environmental degradation, looting, STEM (Science, Technology, Engineering, Math) education, volunteer opportunities, and more. You will present your findings to your classmates in the Week 8 Public Archaeology discussion in the form of a multimedia presentation.
Any of the sites listed above are ideal for this project. If you are considering a site and are unsure whether it would be suitable for the Public Archaeology Presentation, discuss the site with your instructor. If you are having trouble locating archaeological excavations or museums in your area, check with your local Chamber of Commerce or Tourism Bureau or the Anthropology department/professor at the nearest college or university. Some small sites have limited funding and are not able to advertise extensively.
Guidelines
Your assignment will take the form of a multimedia presentation, such as a YouTube video, blog, PowerPoint presentation, etc. Ideally, your presentation will include audio, but if this is not possible, your presentation must include sufficient text to explain your findings and conclusions.
By Wednesday of Week 8, you will submit a short introduction and a link to your presentation in a designated discussion area AND in the Assignments Folder (this allows me to provide you with private feedback and a grade). Your presentation must be shared online, but you may choose how to do so. There are many free tools out there. Check out the following website for some ideas:
http://blog.crazyegg.com/2013/05/28/online-presentation-tools/
.
Speak and/or write professionally using standard English. If speaking, pay attention to correct grammar and enunciation. If writing, check your spelling and grammar carefully. Poor grammar, spelling, and/or enunciation may affect your grade.
Your presentation must include a written References section in proper citation format detailing the sources you used.
Initial Research
Once you have chosen a site and your instructor has approved it, conduct research using the UMUC Library databases, the internet, and other sources (nearby public librarie.
InstructionsThe tools of formal analysis are the starting point .docxvanesaburnand
Instructions
The tools of formal analysis are the starting point for understanding any work of art; these tools help you realize how a work of art was made and develop a deeper appreciation of it.
Step 1: Examine
Choose a work of art (1.3.6 (Caravaggio p. 79);
or
2.2.27 (Baca p. 224);
or
4.1.13 (Rivera p. 576)).
Start your formal analysis by taking a long look at the artwork using Part I of this book, the elements and principles of art as they relate to your chosen work.
Step 2: Write
Work of Art information:
State the title, artist, date, dimensions, and medium (what it is made of).
State the name of the exhibition in which the work was displayed/ where the artwork is located
Draft a thorough, detailed description of the work of art you chose.
Be sure to:
Write your
formal analysis
. Visually analyze and describe the contents of the work of art. Apply a minimum of 5 elements
and
5 principles of art vocabulary words as you discuss the art.
Include an additional
method of analysis
that is discussed in chapter 1.10 (Learning Module 2.5) to guide your research in order to understand why the artwork was made and what its message is.
Investigate the artist’s life when the work was created. Delve into the time and place in which he or she lived.
What symbols did the artist use, and what was his or her state of mind? Recognize that some artworks are meant to convey distinct messages, which were clear to their contemporary audiences.
Step 3:
Organize your findings into a combined analysis paper
using MLA format
. Your analysis should be a minimum of 800 words.
Use reliable sources. Include your research, as well as your own opinions, to form your interpretation of the artwork.
Before you submit... make sure that you have the following:
Formal analysis of the work of art selected
Identify and discuss one additional mode of analysis
The analysis length should be 3 - 5 pages
Use MLA format (Times New Roman 12 point size font, double-spaced, appropriate in-text citations, Works Cited page, etc...)
Cite external sources
Similarity Report must within 0-10%
.
InstructionsThe Homeland Security (DHS) agency is intended t.docxvanesaburnand
Instructions
The Homeland Security (DHS) agency is intended to be the stronger line of defense against terrorism in the U.S. Write a 10-12-page paper answering the following questions:
1. How is the DHS structured, and what are its current anti-terror and counter-terror capabilities? Given those capabilities, what does this indicate about what the DHS considers the most likely type of attack and by whom/what (Individuals? Organizations? Domestic militias? Radicalized residents? Foreign nationals?...)
2. What have you identified as DHS areas in need of improvement? What are its strong points?
3. Are there indications of how the DHS works with national intelligence agencies? Comment on this point, examining what may need improving regarding inter-agency relations and cooperation.
4. Summarize your findings and recommendations as an 'executive brief' (no more than 2 pages long). Your recommendations should be realistic, soundly based in current structures and capabilities (this includes strengthening those capabilities as identified). It should take into account potential restrictions of human rights, too. It should also reflect the current state of knowledge regarding homeland security and counter- / anti- terrorism. Include a statement that reflects your findings on what types of terror-related incidents are considered most likely to occur inside the U.S. (all 50 states, not just the 48 continental ones).
Thesis Statement
Write a thesis statement summarizing the main argument you will be making in your final paper. This may change as you move forward, but it will be your general road map.
THE TOPIC IS ---- Increasingly, Cyberspace
.
InstructionsThe student should describe how learning abou.docxvanesaburnand
Instructions:
The student should describe how learning about entrepreneurship would help them (a) know more about themselves, (b) identify their purpose in life, and (c) identify how they could positively transform the world.
To answer, the student must:
to. Use a maximum of 150 words
b. Choose font size 12 points Times New Roman or Arial
c. Separate lines to space and a half (1.5)
d. Validate your answer using at least two references
and. Include bibliography of references at the end of the forum
.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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America's Shame
6. Singer, PeterAuthor Information.聽The Chronicle of Higher
Education55.27聽(Mar 13, 2009): B6-B10.
. Full text
. Abstract/Details
Abstract
TranslateAbstract
The US has, for many years, been at or near the bottom of the
list of industrialized countries in terms of the proportion of
national income given as foreign aid. The ignorance of
Americans about their nation's role in aiding the world's poorest
people is widespread, and it has been shown in many surveys.
Singer discusses the ethical obligations of citizens of developed
countries to those living in extreme poverty.
Full Text
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·
Reducing the number of people living in extreme poverty
throughout the world is clearly one of the great moral
challenges of our time. Although the issue is by no means
absent from what we study and teach, as educators in the United
States we appear to be falling short in the task of ensuring that
our students are adequately informed about world poverty, its
consequences, and the ways in which it can be reduced. Is it
possible that some of the reluctance to deal with the topic stems
from the fact that it may have uncomfortable conclusions for
our own lives?
If we take seriously the idea that the value of a human life does
not diminish when we cross national boundaries, then we ought
to be giving a much higher priority to reducing world poverty. I
have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses
7. on international development (valuable as they are). The issue
should be prominent in anthropology, cultural studies,
economics, ethics and sociology. In political-science courses,
we should ask why we pay so little attention to people living in
poverty outside our borders. Psychology courses could take up
the factors that limit our willingness to give to distant strangers.
Engineers might increase the amount of class time they devote
to how their skills can be applied to assist the world's poorest
people. Medical schools could focus more on the global burden
of disease and how it might be reduced, and law students should
be prompted to think about an international legal regime that
allows American oil companies to buy oil from dictators who
pocket most of the proceeds. Programs could also be produced
to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on
teaching in fields that have timeless artistic and cultural value.
It is legitimate to ask: In a situation in which more people die
each year from poverty-related causes than died in any one year
during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our
students?
I began to think about our obligations to the poor in 1971, when
I was a graduate student in philosophy at the University
of聽Oxford. A few years earlier, such a question would not have
been considered one for philosophers to discuss. The prevailing
view then was that the business of philosophy was to analyze
the meanings of words. The linguistic analysis that preoccupied
philosophers was supposed to be ethically neutral. We would
discuss whether the statement "You ought to return the book
you borrowed" expressed an attitude or stated a fact, but not
whether it was always obligatory to return a borrowed book --
let alone to give to the poor.
The student movement of the 1960s demanded that the
university become "relevant." In response, with war raging in
Vietnam and civil disobedience against it at draft offices across
the United States, a few philosophers began to revive
8. discussions of the criteria for a just war, and of our obligations
to obey the law. When a crisis broke out in East Pakistan (now
Bangladesh) and nine million refugees poured across the border
into India, I wrote an article, "Famine, Affluence and Morality,"
which appeared in the first volume of Philosophy & Public
Affairs. (The journal's title was itself a manifesto, an assertion
that philosophy did, after all, have something to say about
public affairs.)
Over the 37 years since that article appeared, I've written about
many other issues in applied ethics -- our treatment of animals,
new reproductive technology, euthanasia, globalization, climate
change, and what we eat. At the core of my work is a desire to
draw attention to points at which conventional morality causes,
or fails to alleviate, a significant amount of suffering that could
be reduced. What we owe the poor is part of that core.
The World Bank defines extreme poverty as not having enough
income to meet the most basic human needs for adequate food,
water, shelter, clothing, sanitation, health care, or education.
One widely quoted statistic is that a billion people are living on
less than one U.S. dollar per day. That was the World Bank's
poverty line until 2008, when better data led to a new poverty
line of $1.25 per day. As a result, the number of people whose
income puts them under the new poverty line is 1.4 billion.
On hearing the "$1.25 a day" figure, the thought may cross your
mind that in many developing countries it is possible to live
much more cheaply than in industrialized nations. But the
World Bank has already made that adjustment in purchasing
power, so those it classifies as living in extreme poverty are
existing on a daily total consumption of goods and services --
whether earned or homegrown -- comparable to the amount of
goods and services that can be bought in the United States for
$1.25.
The 1.4 billion people living in extreme poverty are likely to be
hungry for at least a part of every year. Even if they can get
enough food to fill their stomachs, they will probably be
malnourished because their diet lacks essential nutrients. In
9. children, malnutrition stunts growth and can cause permanent
brain damage. The poor may not be able to afford to send their
children to school. Even the most basic health-care services are
usually beyond their means.
That kind of poverty kills. While life expectancy in rich nations
averages 78 years, in the poorest nations -- those classified by
the United Nations as "least developed" -- it is below 50. In rich
countries, fewer than one child in 100 dies before the age of 5;
in the poorest countries, one in five does. Unicef, the United
Nations Children's Fund, estimates that nearly 10 million
children under 5 die each year from causes related to poverty.
That's 27,000 a day -- a football stadium full of young children,
dying every day (along with thousands of older children and
adults who die from poverty every day as well). Some children
die because they don't have enough to eat or clean water to
drink. More die from measles, malaria, diarrhea, and pneumonia
-- diseases that don't exist in developed nations, or if they do,
are easily cured and rarely fatal.
Describing a case in Ghana, a man told a researcher from the
World Bank: "Take the death of this small boy this morning, for
example. The boy died of measles. We all know he could have
been cured at the hospital. But the parents had no money, and so
the boy died a slow and painful death, not of measles but out of
poverty."
Unicef, Oxfam, Doctors Without Borders, and many other
organizations are working to reduce poverty and provide clean
water and basic health care, and those efforts are reducing the
toll. If the groups had more money, they could do more, and
more lives would be saved.
Despite the recent economic downturn, we are nevertheless
living in a time that is particularly opportune for reducing
extreme poverty worldwide. The first decade of the 21st century
has seen the proportion of people unable to meet their basic
physical needs shrink to less than it has been at any time in
history, and perhaps at any time since human beings came into
existence. At the same time, the proportion of people with far
10. more than they need is also unprecedented. Those in affluent
societies work an average of only six hours a week to earn
enough to buy an adequate amount of food.
Most important, rich and poor are now linked in ways they
never were before. Real-time moving images of people on the
edge of survival are beamed into our living rooms. Not only do
we know a lot about the desperately poor, but we also have
much more than before to offer them in terms of better health
care, improved seeds and agricultural techniques, and new
technologies for generating electricity. More amazing, through
instant communications and open access to a wealth of
information that surpasses the greatest libraries of the pre-
Internet age, we can enable them to join the worldwide
community -- if only we can help them to get far enough out of
poverty to seize the opportunity.
The economist Jeffrey Sachs has argued convincingly in The
End of Poverty (Penguin Press, 2005) and Common Wealth:
Economics for a Crowded Planet (Penguin, 2008) that extreme
poverty can be virtually eliminated by the middle of this
century. We are already making progress. Although the figure
of 1.4 billion people living in extreme poverty is an increase
from the one billion that we thought there were before the
World Bank recalculated its poverty line, in 1981 the
comparable figure was 1.9 billion. In 1960, according to Unicef,
20 million children died before their fifth birthday because of
poverty. In 2007, Unicef announced that, for the first time since
record keeping began, the number of deaths of young children
had fallen below 10 million a year. Public-health campaigns
against smallpox, measles, and malaria have contributed to the
drop in child mortality, as has economic progress in several
countries. The decline is even more impressive because the
world's population has more than doubled since 1960.
To do better, however, we need to dispel some prevalent myths
-- myths that our students too often embrace. When I speak
about world poverty at聽Princeton University, where I teach, or
at campuses around the country, students often suggest that
11. America is a generous country: It's already doing its part.
When my students cite American generosity, I show them
figures from the Organisation for Economic Co-operation and
Development on the amounts given by all the group's donor
members. The students are astonished to find that the United
States has, for many years, been at or near the bottom of the list
of industrialized countries in terms of the proportion of national
income given as foreign aid. After several years of vying with
Portugal and Greece, we fell to the absolute bottom in 2007.
Norway led the way, giving 95 cents per $100, followed by
Sweden, Luxembourg, the Netherlands, Denmark, Ireland, and
Austria. Other rich countries give less than 50 cents, with the
average that year 45 cents; the United States gave only 16 cents
of every $100 earned.
The ignorance of Americans about their nation's role in aiding
the world's poorest people is widespread, and it has been shown
in many surveys. Asked by the Gallup International Association
in 2005 whether the United States gives more, less, or about the
same amount of aid as other wealthy countries do in terms of
percentage of national income, only 9 percent of Americans
gave the correct answer; 42 percent of the respondents said the
nation gave more than four times as much as was true at the
time. At the extreme, 8 percent of Americans thought that the
United States gave more than a quarter of its national income as
aid, a portion that is more than 100 times as great as the actual
amount.
Americans also suffer from gross misconceptions about how
significant the country's aid is as a percentage of all federal
spending. In four surveys that asked Americans what portion of
government spending goes to foreign aid, the median answers
ranged from 15 percent to 20 percent. The correct answer is less
than 1 percent.
A majority of people in those surveys further said that America
gives too much aid -- but when asked how much America should
give, the median answers ranged from 5 percent to 10 percent of
government spending. In other words, people wanted foreign aid
12. cut -- to an amount that is five to 10 times as much as their
country actually gives.
Some observers contend that such figures are misleading
because the United States gives more than other countries in
private aid. But although we give more private aid than most
rich nations do, we still trail Canada, Ireland, and Switzerland
in private aid as a percentage of national income. Adding
nongovernment aid, of 8 cents per $100 earned, to government
aid leaves the nation's total contribution at no more than 24
cents of every $100 earned, still near the bottom of the
international aid league.
Moreover, the majority of U.S. aid is not directed to helping the
extremely poor. The leading recipients of official U.S.
development aid are, in descending order, Iraq, Afghanistan,
Sudan, Colombia, and Egypt. Iraq alone received about one-
fifth of the U.S. foreign-aid budget in 2007. Iraq and
Afghanistan are the top recipients because of their central role
in the war on terror; Egypt has ranked near the top for decades
because it is an important partner in U.S. efforts to stabilize the
Middle East. Colombia is not an especially poor country -- its
aid is associated with the attempt to suppress cocaine cartels.
Only about a quarter of U.S. aid goes to countries classified by
the OECD as "least developed."
Another obstacle to giving is the belief that most aid is wasted
by corrupt regimes and never reaches the people for whom it is
intended. That things sometimes go wrong is inevitable in any
large-scale human enterprise, but most critiques of aid focus on
government-to-government assistance or on giving by
institutions like the World Bank. Aid by nongovernment
organizations is less susceptible to diversion because it is given
not to governments but directly to communities and grass-roots
organizations working with the poor. Misappropriation happens,
of course -- but the poor live on so little, and need assistance so
much, that even if some aid is wasted, the remainder will almost
certainly do much more good than the money we donate would
have done for us, had we retained it.
13. A 1995 Duke University study of more than 500 lifesaving
interventions in the United States put the median cost of saving
a life at $2.2-million. In 2008 the U.S. Environmental
Protection Agency valued a generic American life at $7.22-
million, while the Department of Transportation uses a figure of
$5.8-million. (Government agencies use such figures to judge
whether measures that save lives by, for example, reducing air
pollution or building safer roads are economically justifiable.)
In contrast, when GiveWell.net, an organization dedicated to
rigorous evaluation of the cost-effectiveness of aid, studied the
work of the nonprofit group Population Services International in
preventing HIV infection in Africa, it calculated a cost of $200
to $700 per infection avoided. Bear in mind: In countries where
antiretroviral drugs are not available, an infection prevented is
likely to be a life saved. Other organizations, according to
GiveWell, save lives for amounts ranging from $250 to $3,500.
It is reasonable for governments to spend more to save the lives
of their own citizens than to save the lives of people in other
countries. We all give more when our compatriots are facing
tragedy. The tsunami that struck Southeast Asia just after
Christmas 2004 killed 220,000 people and rendered millions
homeless and destitute. It prompted Americans to give $1.54-
billion for disaster-relief work, the largest amount that they
have ever given after any natural disaster outside the United
States. But that was less than a quarter of the $6.5-billion that
Americans gave the following year to help those affected by
Hurricane Katrina, which killed about 1,600 people and left far
fewer homeless than the tsunami did. An earthquake in Pakistan
in October 2005 that killed 73,000 people elicited a
comparatively small $150-million in donations from Americans.
But how great should the contrast be between what we are
prepared to spend to save an American life and what we are
prepared to spend to save the life of someone in another
country? A hundred times greater? A thousand times greater?
Ten thousand times greater? The last of those figures seems to
be the current approximate ratio, and that should make us
14. uncomfortable.
Ignorance is paralyzing. If people believe that their country is
doing vastly more to fight world poverty than it really is, they
will see no need to add to the effort. The same is true if they
believe that aid given to nongovernment organizations will
never reach the poor. On those issues, the facts are clear. They
simply need to be better known.
On the effectiveness of aid, there is, admittedly, more room for
debate. To settle it, we need more research of the kind carried
out by the Abdul Latif Jameel Poverty Action Lab, at
the聽Massachusetts Institute of Technology, led by Esther Duflo
and Abhijit Banerjee. To show that an experimental drug is
effective, pharmaceutical companies carry out trials in which
they randomly choose who will receive a new drug and who gets
the standard treatment. Duflo and Banerjee have applied the
same method -- as far as the circumstances permit -- to aid
interventions. If you want to know whether offering a free,
nourishing meal to schoolchildren in poor areas will improve
attendance and educational achievement, start by randomly
selecting some schools to receive that assistance, matching them
with other schools that do not. (If that sounds tough on the
children, remember that aid organizations don't have the
resources to provide interventions wherever they are needed.)
That particular intervention does work, but some others that
look plausible do not.
We also need support for trial aid projects that can, if
successful, be scaled up. The Earth Institute at Columbia
University, under the direction of Jeffrey Sachs, has joined with
the United Nations Development Programme and Millennium
Promise, a nongovernment agency, to provide expertise for the
Millennium Villages project, which tests the impact of a modest
amount of assistance in agriculture, education, health, and
infrastructure on extremely poor rural villages in sub-Saharan
Africa. More universities should be doing that kind of work,
which has an aid component and a research element.
Once we and our students have a better understanding of the
15. facts about extreme poverty and aid, the next step is to discuss
the moral implications: What obligations do affluent people
have in a world in which more than a billion people live in
extreme poverty? In my new book, The Life You Can Save:
Acting Now to End World Poverty, I draw a parallel with a
situation in which you come across a small child who has fallen
into a pond and is in danger of drowning. You know that you
can easily and safely rescue him, but you are wearing an
expensive pair of shoes that will be ruined if you do. We all
think it would be seriously wrong to walk on past the pond -- in
fact, most people think it would be monstrous. Yet most people
don't think it wrong to buy expensive shoes that they don't need
rather than give the money to an organization that would put it
toward interventions that could save a child's life. Although the
parallel between the two situations is not exact, even after
exploring the differences, I do not think we can justify our
sharply differing moral judgments. We should conclude that
when we can save the life of an innocent human being at a
modest cost to ourselves, we should do so.
If I am correct, the vast majority of us who live in developed
nations are not living an even minimally decent ethical life.
Almost all of us spend money on luxuries -- after all, even
bottled water is a luxury when the water that comes out of the
tap is free. Should we be spending money on that, and on other
unnecessary items with much larger price tags, when the money
we are spending on things we don't need could save a life?
To answer that question, we and our students should read, think,
and reach our own decisions. There is a growing philosophical
literature on the topic, most of which agrees that we have some
obligations to the poor (although there is no consensus on how
demanding those obligations are). Relevant books include Peter
K. Unger's Living High and Letting Die (Oxford University
Press, 1996); Brad Hooker's Ideal Code, Real World (Oxford,
2000); Liam B. Murphy's Moral Demands in Nonideal Theory
(Oxford, 2000); Garrett Cullity's The Moral Demands of
Affluence (Oxford, 2004); Kwame Anthony Appiah's
16. Cosmopolitanism (Norton, 2006); and Thomas Pogge's World
Poverty and Human Rights (Polity Press, 2002, 2nd ed., 2008).
Libertarians, like the Canadian philosopher Jan Narveson,
remain outside that consensus. They argue -- for example, in
Narveson's 2003 article "We Don't Owe Them a Thing! A
Tough-Minded but Soft-Hearted View of Aid to the Faraway
Needy" -- that since we have not harmed the poor, we have no
obligation to help them. The moral foundations of that position
are difficult to swallow, but even if we could accept them, the
fact that climate change is being caused largely by
industrialized nations, while the harm it causes falls
predominantly on developing nations, undermines the factual
basis for the claim that we have not harmed the poor, or at least
not many of them.
If we grant that the United States ought to be giving more
foreign aid, we should be led to give more ourselves. That
means reaching for our checkbooks and credit cards. Both in my
book and on its related Web site,
http://www.thelifeyoucansave.com, I've suggested a realistic
standard for how much we can ask of people, proportionate to
their income. The standard is not overly demanding, but it will
still challenge many people -- including educators -- to give
more than they are giving now. Since our students may ask us
how well we are living up to the moral arguments we are
presenting to them, failing to meet the challenge could lead to
awkward moments in class.
My argument raises another question for psychologists: How
can we encourage people to give more, and change the culture
of our society so that giving a significant amount becomes
normal for people who think of themselves as living an ethical
life? (I suggest a progressive scale, starting at 1 percent of
annual income for those who are middle class and earn less than
$105,000 a year, and rising to 33.3 percent for those earning
more than $10-million.) There is a body of research on giving
behavior, but the experimental exploration of what can motivate
people to give to distant strangers is still in its infancy. Deborah
17. Small, George Loewenstein, and Paul Slovic have done
pioneering work on the difference between giving to help
identifiable victims and to help statistical victims. They and
others doing experimental work in the field were brought
together in July 2007 at a conference at Princeton on
"Experimental Approaches to the Study of Charitable Giving."
My argument about our moral obligations to the poor has led me
to suggest that our educational institutions give more emphasis
to teaching and research that focus on world poverty and what
can be done about it. The converse is that we should give a
lower priority to areas of study that have no obvious connection
with world poverty or with, say, climate change or avoiding war
or, indeed, with any similarly large and pressing problem. That
will no doubt incense some of my colleagues who think that we
should study art, languages, history, mathematics, or philosophy
for its own sake. I agree that, in an ideal world, studying
epistemology, classical music, and Italian Renaissance art
would be part of every cultivated person's education. But we
live in a world in which 27,000 children die every day from
preventable causes.
In such a world, it is difficult to deny that some areas of study
are an indulgence. It's not wrong to pursue them. Arguably we
need some indulgences, some pursuits that broaden our gaze and
refresh our spirits before we turn back to more-urgent problems.
But indulgences need to be placed in a setting in which it is
clear that they are not the most important thing in our lives, or
in the education we offer.
Peter Singer is a professor of bioethics at Princeton University.
His latest book, The Life You Can Save: Acting Now to End
World Poverty, was published this month by聽Random House.
Word count:聽4041
(Copyright Mar. 13, 2009 by The Chronicle of Higher
Education)