Gramling ENG 105
Essay 2 Prompt – Fall 2019
Fall 2019: English 105
Essay 2: Making Conversation (Focus Group)
Length: @ 5 pages
Focus Group Questions / Rough Draft due: At conference (Week of Sept 30th – Oct 4th)
Focus Group Summary due: Monday, October 7th
Revision Draft due / Peer Review: Friday, October 11th
Final Draft Due: Wednesday, October 16th (Note: This is the day before fall break. If you are
absent that day, you are still responsible for turning in your essay on time.)
Essay Prompt:
One of the oft-stated goals for travel is to encounter difference: different cultures, ways of life,
and experiences. While not specifically focused on traveling, Kwame Anthony Appiah’s
“Making Conversation” asserts that in contemporary society such encounters with difference are
“inevitable” as the world becomes more interconnected both online and off (xxi). For that reason,
he encourages his readers to actively engage in conversation with others in order to “develop
habits of coexistence” (xix).
For Essay 2 you will choose a topic and research question related to travel, cosmopolitanism
and/or globalism. This may come directly from Appiah’s essay or from your own interests. To
explore this topic & question, you will convene a small focus group (4-8 people) and
stimulate/facilitate a discussion with them. During the focus group you should ask thoughtful
questions and record the groups’ responses; however, as facilitator you should remain neutral to
encourage an open and free discussion. For a more dynamic conversation, try to get a diverse
mix of participants (rather than a group from a single club or geographical location, for
example). You will also need written, signed permission from each member of your focus group
(A possible form is posted on Blackboard under Assignments.)
The first part of the process for this essay will be a 1:1 conference with me the week of Sept.
30th. You will need to bring 2 things to the conference: 1) Rough draft – at least 1-1 ½ pages in
which you discuss your interest in your chosen topic, your background knowledge of your topic,
and the ideas you want to explore in your focus group (this should form the beginning of your
essay); and 2) Sample questions – at least 5-8 possible questions for your group (we will discuss
how to construct good questions in class).
You need to conduct your Focus Group between September 30th and October 6th. On Monday,
October 7th, a summary of your focus group responses is due in class. The responses will be the
evidence for your final essay in which you present both an overview and an analysis of the
results. Rather than simply presenting a transcript, you should highlight specific themes and
perspectives from the group. As with Essay 1, your analysis should focus on specific aspects of
the conversation that you find intriguing and which would be interesting and/or important for
your readers.
Running head: FOCUS GROUP SUMM ...
Chapter Outline9.1 What Is Diversity, and Why Is EverybodyJinElias52
Chapter Outline
9.1 What Is Diversity, and Why Is Everybody Talking About It?
9.2 Categories of Diversity
9.3 Navigating the Diversity Landscape
9.4 Inclusivity and Civility: What Role Can I Play?
Introduction
Student Survey
How do you feel about diversity, equity, and inclusion? These questions will help you determine how the
chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be
informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end
of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking
questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I'm aware of the different categories of diversity and the various populations I may encounter.
2. I think we sometimes go too far in trying to be sensitive to different groups.
3. I think nearly everybody in our society has equal opportunity.
4. It’s not my role to ensure equity and inclusiveness among my peers or colleagues.
You can also take the Chapter 9 survey (https://openstax.org/l/collegesurvey09) anonymously online.
Figure 9.1 (Credit John Martinez Pavliga / Flickr / Attribution 2.0 Generic (CC-BY 2.0))
9
Understanding Civility and Cultural Competence
https://openstax.org/l/collegesurvey09
About This Chapter
In this chapter you will learn about diversity and how it plays a role in personal, civic, academic, and
professional aspects of our lives. By the end of the chapter, you should be able to do the following:
• Articulate how diverse voices have been historically ignored or minimized in American civic life, education,
and culture.
• Describe categories of identity and experience that contribute to diverse points of view.
• Acknowledge implicit bias and recognize privilege.
• Evaluate statements and situations based on their inclusion of diverse perspectives.
9.1 What Is Diversity, and Why Is Everybody Talking About It?
Estimated completion time: 34 minutes.
Questions to Consider:
• Historically, has diversity always been a concern?
• What does it mean to be civil?
• Why do people argue about diversity?
“For the vast majority of my life, I thought being an Asian-American—who went through the Palo Alto
School District—meant that I was supposed to excel in academics. But, in reality, I did the opposite. I
struggled through college, both in classes and in seeking experiences for my future. At first, I thought I
was unique in not living up to expectations. But as I met more people from all different backgrounds, I
realized my challenges were not unique.
“I began capturing videos of students sharing their educational issues. Like me, many of my peers lack
the study skills required to achieve our academic goals. The more I researched and developed videos
documenting this lack of skill, the more I realized that student identities are often lost as they learn
according to a traditional pedagogy. I ...
Surname 6
Student’s Name
Instructor’s Name
Course
Date
Do International Students Face Culture Shocks Currently
Cultural shock is a common term, and especially
when an individual moves from one country to another. Cultural shock can be defined as anxiety produced by a person moving from one familiar culture to another entirely different social or cultural environment. Some argue that despite any preparation beforehand, the feeling is always overwhelming. However, others are of the opinion that cultural shock is not very common today with the new technology where people can communicate with people from such cultures and information is readily available concerning different culture. However, whether a person moves to a country with the same language
, the process of assimilation to new culture can at times be of great emotional turbulence. This mostly applies to international students, which are considered normal. Therefore, international students experience cultural shock.
Being away from home familiar places and faces and getting used to new customs and people, unfamiliar weather changes and foods as well as different study methods can make an individual feel anxious and lonely. Some of the symptoms of culture shock include having feelings of home sickness, worrying and lack of concentration. This is common to all international students who have not been into United States or other countries to familiarize themselves with such cultures.
When a student travels to a foreign country to study, many challenges will be awaiting him or her in the new land. Such a student is usually filled with hope for the future and ambitions (Westrich 1). However, most of these students lack accurate or enough information on what life really is like on the new land (Keny 67). These students will get frustrated when they land and find a different reality on the ground; language barriers, cultural differences, financial difficulties and at times racial segregation (Frank and Maria 56). Some of these students will survive this and pursue their education and achieve their dreams. Others will drop out of schools and colleges and become illegal immigrants while others will go back to their home countries having not achieved their academic goals (Keny 74)
One of the major cultural shocks that students face as their challenges is language differences. Most students who travel from parts of the world where English is not spoken to the United States of America and other western nations will have a big problem living a normal life or even attending schools and colleges which teach in English (Westrich 1). Many students who travel to the USA for studies mainly originate from Africa, where English is not spoken in many countries. Others are from the Middle East where Arabic is the dominant language or Asia where they speak many different languages (Keny 97). Even those students who can speak English will find a variation in the language and will need some time to adj ...
Should The U.S Develop Multilingual Education Learning a .docxbudabrooks46239
Should The U.S Develop Multilingual Education?
Learning a new language is not an easy thing for a lot of people, and developing a new language
education is neither not an easy thing for a country. Even though develop multi-lingual education is a great
challenge for most of countries in the world, it will still be necessary to do that if a country want to become
stronger and more competitive in the world in the trend that different countries connect closely with each other.
For example, a lot of commercial products in the United States are made in China, Vietnam and so on. And
lots of advanced technologies, ideas and theories from the developed countries have been introducing into the
developing countries. In this situation, it is known that language is a good way for countries to benefit each
other. Without language, the world will not be able to develop in such a fast speed. Even if it is all known how
important multilingual education is, most of the countries in the world are still in lack of enough multi-lingual
education to millennial. It seems not hurtful to lack enough multi-lingual education; actually, lacking multi-
lingual education may lead to some problems to the world. For example, lacking multi-lingual education may
lead to a lot of cultural misunderstandings among the people coming from different cultural background: Most
of Chinese students have a misunderstanding to the U.S high school culture, that is, they think that U.S high
school students all lead a luxurious life with a lot of money, parties and fun. They do not need to worry about
their study because Chinese students think that U.S students can always get into “IVY” schools anyway. In the
meanwhile, the U.S students may also have some cultural misunderstandings to China. Some U.S young people
think that China is now still an old and run-down country without any modern development. Some other people
think that China now is development into an amazingly strong country but in the meantime is becoming a
horrible threat to the western developed countries including the United States, the United Kingdom and so on.
Both of these ideas are not right. In fact, China is an amazing modern country under peaceful rising. In this
situation, it is more necessary for countries to develop multi-lingual education for their young generation.
There are two major misunderstandings to China in the United States. One is that a lot of young
people are still staying in the image of “old China”. Another misunderstanding is that lots of other U.S young
people firmly believe that China is becoming a big threat to the western countries with the amazing
development outcomes and facts. In the meantime, the major misunderstanding to the United States in China
is that Chinese young people think that the United States students all leading a really comfortable life without
the worries of financial situation and education because most of Chinese students.
The Global Classroom Project 2011-12 (#GlobalEd11)Michael Graffin
The slides for our presentation on "The Global Classroom Project: 2011-12" at the Global Education Conference (November 15, 2011).
Blog: http://theglobalclassroomproject.wordpress.com
Wiki: http://globalclassroom2011-12.wikispaces.com
Five Steps to Implementing Culturally Competent Strategies in the ClassroomColleenFCC
Created by Frederick Community College professor, Dr. Andrea Dardello, this slideshow provides concrete ways to help create a more culturally competent classroom.
You have been asked to explain the differences between certain categ.docxshericehewat
You have been asked to explain the differences between certain categories of crimes. For each of the following categories of crime, provide a general definition of the category of crime and give at least two detailed examples of specific crimes that fall into each category:
Crimes against persons
Crimes against property
Crimes of public morality
White-collar crime
Cyber crime
Then for the following scenarios, discuss the categories of crimes involved in each scenario and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet and other resources to research the criminal statutes of a state of your choice in order to help you determine which criminal charges should be applied:
David S. was running around a public park without his clothes on, singing and shouting loudly, at 3 in the morning. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S, His blood alcohol level was twice the legal limit.
Gary M. was arrested by the FBI when he showed up at a local mall to meet a "14 year old girl" for a date, which he arranged over the Internet. He didn't know that the "14 year old girl" was actually a 35-year old male FBI agent.
Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.
Please submit your assignment.
.
You have been asked to help secure the information system and users .docxshericehewat
You have been asked to help secure the information system and users against hacking attempts. Complete the following:
Take this opportunity to describe the 4 different approaches and techniques a hacker would use to steal the organization's data.
For each approach, discuss what methods can be used to circumvent the attack, prevent it, or minimize the disruption caused by the event.
Include 2–3 pages of material covering the 3 discussion areas in Section 5 of your Key Assignment document (including the completed previous 4 sections).
social engineering,dumpster diving,identify theft,cyberterrorist
.
You have been asked to participate in a local radio program to add.docxshericehewat
You have been asked to participate in a local radio program to address the role of corrections in the community. The audience is specifically interested in discussing whether corrections should be focused on one or all of the following functions:
Rehabilitation of offenders
Punishment of offenders
Isolation of chronic offenders
After carefully considering available information and points of view on the subject, decide which role you believe should be the focus of the community's corrections policy. To prepare for the program, create 5 questions you believe callers may ask. Explain your point of view on the role of corrections in the criminal justice system to each of the questions asked, and draw a connection to the topic you are researching for this course. How do issues in corrections correlate with the topic you are researching?
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You have been appointed as a system analyst in the IT department of .docxshericehewat
You have been appointed as a system analyst in the IT department of a selected university in Malaysia. You are responsible to develop an online admission system for the university. For this reason, you have to do an analysis and design to model the online system that could be developed later. Identify the requirements for the system and produce a software requirement specification (SRS) to document all the details.
.
You choose one and I will upload the materials for u.Choose 1 of.docxshericehewat
You choose one and I will upload the materials for u.
Choose 1 of the following 3 questions, and answer it in a paper of no more than 1000 words. Submit that paper by
November 4
at midnight PST in the appropriate IICS515 Moodle dropbox.
4. Monday October 27 lecture
Themes: Global Media Governance and Regulation; The Internet and Digital Media
Readings: Chapter 5, “The Medium: Global Technologies and Organizations,” and Chapter 6, “The Internet”
In this lecture, we discussed the definition and history of communication rights as one element or dimension of communication policy, and used it to bring to life a subject—policy—that sometimes seems abstract and technical in nature.
In doing so, we noted the evolution from a “negative” rights view of communication rights, as expressed in Article 19 of the United Nations Universal Declaration of Human Rights in 1948, to the more “positive” definition of communication rights explained in the lecture content derived from the work of Marc Raboy (and Jeremy Shtern).
Remember that “negative” does not mean “bad” here nor “positive” good. “Negative” and “positive” rights—which are ways of thinking about all human rights, not just communication rights—are instead ways of characterizing the orientation of rights toward individuals and society. Negative rights are defined in terms of freedom
from
things, and positive rights in terms of freedom
to
have or do certain things. Both negative and positive rights derive their legitimacy from fundamental and universal consideration of what it means to be human and to be treat people as human beings.
In our case study at the end of the lecture, we then discussed how a “positive” approach to communication rights could help us better understand and perhaps act against cyberbullying.
In your paper, and in your own words, define “communication rights,” and then briefly explain the evolution from the negative to the positive rights approach to communication rights.
Once you have done that, and with reference to the cyberbullying pamphlet from the Canadian government attached to your lecture notes, demonstrate how a “positive” rights approach to communication rights can help us better understand and prevent cyberbullying. In other words, what are the limitations of approaching cyberbullying from a “negative” rights perspective, and what does a “positive” approach to communication rights do to help us understand and perhaps act against cyberbullying?
Cyberbullying is a problem in international communication that affects many, especially vulnerable teenagers, as illustrated in the case of the late Amanda Todd (from British Columbia).
You do not need to use the McPhail chapter here, as it is not directly relevant to this question. Rather, draw on the lecture notes and the podcast as your sources here.
5. Wednesday October 29 lecture
Themes: Global Media Case Study in Media and the Arab World; Orientalism
Readings: Said, Edward (1978)..
You are Incident Commander and principal planner for the DRNC even.docxshericehewat
You are Incident Commander and
principal planner for the DRNC event. As you commence the planning process, consider the two fundamental types of error committed by policy makers in their reliance on intelligence reports to formulate policy. What would you do to minimize these errors from occurring and adversely affecting your policy decisions?
Min 500 words, In text references, APA format
.
More Related Content
Similar to Gramling ENG 105 Essay 2 Prompt – Fall 2019 Fall 2019 E.docx
Chapter Outline9.1 What Is Diversity, and Why Is EverybodyJinElias52
Chapter Outline
9.1 What Is Diversity, and Why Is Everybody Talking About It?
9.2 Categories of Diversity
9.3 Navigating the Diversity Landscape
9.4 Inclusivity and Civility: What Role Can I Play?
Introduction
Student Survey
How do you feel about diversity, equity, and inclusion? These questions will help you determine how the
chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be
informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end
of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking
questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I'm aware of the different categories of diversity and the various populations I may encounter.
2. I think we sometimes go too far in trying to be sensitive to different groups.
3. I think nearly everybody in our society has equal opportunity.
4. It’s not my role to ensure equity and inclusiveness among my peers or colleagues.
You can also take the Chapter 9 survey (https://openstax.org/l/collegesurvey09) anonymously online.
Figure 9.1 (Credit John Martinez Pavliga / Flickr / Attribution 2.0 Generic (CC-BY 2.0))
9
Understanding Civility and Cultural Competence
https://openstax.org/l/collegesurvey09
About This Chapter
In this chapter you will learn about diversity and how it plays a role in personal, civic, academic, and
professional aspects of our lives. By the end of the chapter, you should be able to do the following:
• Articulate how diverse voices have been historically ignored or minimized in American civic life, education,
and culture.
• Describe categories of identity and experience that contribute to diverse points of view.
• Acknowledge implicit bias and recognize privilege.
• Evaluate statements and situations based on their inclusion of diverse perspectives.
9.1 What Is Diversity, and Why Is Everybody Talking About It?
Estimated completion time: 34 minutes.
Questions to Consider:
• Historically, has diversity always been a concern?
• What does it mean to be civil?
• Why do people argue about diversity?
“For the vast majority of my life, I thought being an Asian-American—who went through the Palo Alto
School District—meant that I was supposed to excel in academics. But, in reality, I did the opposite. I
struggled through college, both in classes and in seeking experiences for my future. At first, I thought I
was unique in not living up to expectations. But as I met more people from all different backgrounds, I
realized my challenges were not unique.
“I began capturing videos of students sharing their educational issues. Like me, many of my peers lack
the study skills required to achieve our academic goals. The more I researched and developed videos
documenting this lack of skill, the more I realized that student identities are often lost as they learn
according to a traditional pedagogy. I ...
Surname 6
Student’s Name
Instructor’s Name
Course
Date
Do International Students Face Culture Shocks Currently
Cultural shock is a common term, and especially
when an individual moves from one country to another. Cultural shock can be defined as anxiety produced by a person moving from one familiar culture to another entirely different social or cultural environment. Some argue that despite any preparation beforehand, the feeling is always overwhelming. However, others are of the opinion that cultural shock is not very common today with the new technology where people can communicate with people from such cultures and information is readily available concerning different culture. However, whether a person moves to a country with the same language
, the process of assimilation to new culture can at times be of great emotional turbulence. This mostly applies to international students, which are considered normal. Therefore, international students experience cultural shock.
Being away from home familiar places and faces and getting used to new customs and people, unfamiliar weather changes and foods as well as different study methods can make an individual feel anxious and lonely. Some of the symptoms of culture shock include having feelings of home sickness, worrying and lack of concentration. This is common to all international students who have not been into United States or other countries to familiarize themselves with such cultures.
When a student travels to a foreign country to study, many challenges will be awaiting him or her in the new land. Such a student is usually filled with hope for the future and ambitions (Westrich 1). However, most of these students lack accurate or enough information on what life really is like on the new land (Keny 67). These students will get frustrated when they land and find a different reality on the ground; language barriers, cultural differences, financial difficulties and at times racial segregation (Frank and Maria 56). Some of these students will survive this and pursue their education and achieve their dreams. Others will drop out of schools and colleges and become illegal immigrants while others will go back to their home countries having not achieved their academic goals (Keny 74)
One of the major cultural shocks that students face as their challenges is language differences. Most students who travel from parts of the world where English is not spoken to the United States of America and other western nations will have a big problem living a normal life or even attending schools and colleges which teach in English (Westrich 1). Many students who travel to the USA for studies mainly originate from Africa, where English is not spoken in many countries. Others are from the Middle East where Arabic is the dominant language or Asia where they speak many different languages (Keny 97). Even those students who can speak English will find a variation in the language and will need some time to adj ...
Should The U.S Develop Multilingual Education Learning a .docxbudabrooks46239
Should The U.S Develop Multilingual Education?
Learning a new language is not an easy thing for a lot of people, and developing a new language
education is neither not an easy thing for a country. Even though develop multi-lingual education is a great
challenge for most of countries in the world, it will still be necessary to do that if a country want to become
stronger and more competitive in the world in the trend that different countries connect closely with each other.
For example, a lot of commercial products in the United States are made in China, Vietnam and so on. And
lots of advanced technologies, ideas and theories from the developed countries have been introducing into the
developing countries. In this situation, it is known that language is a good way for countries to benefit each
other. Without language, the world will not be able to develop in such a fast speed. Even if it is all known how
important multilingual education is, most of the countries in the world are still in lack of enough multi-lingual
education to millennial. It seems not hurtful to lack enough multi-lingual education; actually, lacking multi-
lingual education may lead to some problems to the world. For example, lacking multi-lingual education may
lead to a lot of cultural misunderstandings among the people coming from different cultural background: Most
of Chinese students have a misunderstanding to the U.S high school culture, that is, they think that U.S high
school students all lead a luxurious life with a lot of money, parties and fun. They do not need to worry about
their study because Chinese students think that U.S students can always get into “IVY” schools anyway. In the
meanwhile, the U.S students may also have some cultural misunderstandings to China. Some U.S young people
think that China is now still an old and run-down country without any modern development. Some other people
think that China now is development into an amazingly strong country but in the meantime is becoming a
horrible threat to the western developed countries including the United States, the United Kingdom and so on.
Both of these ideas are not right. In fact, China is an amazing modern country under peaceful rising. In this
situation, it is more necessary for countries to develop multi-lingual education for their young generation.
There are two major misunderstandings to China in the United States. One is that a lot of young
people are still staying in the image of “old China”. Another misunderstanding is that lots of other U.S young
people firmly believe that China is becoming a big threat to the western countries with the amazing
development outcomes and facts. In the meantime, the major misunderstanding to the United States in China
is that Chinese young people think that the United States students all leading a really comfortable life without
the worries of financial situation and education because most of Chinese students.
The Global Classroom Project 2011-12 (#GlobalEd11)Michael Graffin
The slides for our presentation on "The Global Classroom Project: 2011-12" at the Global Education Conference (November 15, 2011).
Blog: http://theglobalclassroomproject.wordpress.com
Wiki: http://globalclassroom2011-12.wikispaces.com
Five Steps to Implementing Culturally Competent Strategies in the ClassroomColleenFCC
Created by Frederick Community College professor, Dr. Andrea Dardello, this slideshow provides concrete ways to help create a more culturally competent classroom.
You have been asked to explain the differences between certain categ.docxshericehewat
You have been asked to explain the differences between certain categories of crimes. For each of the following categories of crime, provide a general definition of the category of crime and give at least two detailed examples of specific crimes that fall into each category:
Crimes against persons
Crimes against property
Crimes of public morality
White-collar crime
Cyber crime
Then for the following scenarios, discuss the categories of crimes involved in each scenario and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet and other resources to research the criminal statutes of a state of your choice in order to help you determine which criminal charges should be applied:
David S. was running around a public park without his clothes on, singing and shouting loudly, at 3 in the morning. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S, His blood alcohol level was twice the legal limit.
Gary M. was arrested by the FBI when he showed up at a local mall to meet a "14 year old girl" for a date, which he arranged over the Internet. He didn't know that the "14 year old girl" was actually a 35-year old male FBI agent.
Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.
Please submit your assignment.
.
You have been asked to help secure the information system and users .docxshericehewat
You have been asked to help secure the information system and users against hacking attempts. Complete the following:
Take this opportunity to describe the 4 different approaches and techniques a hacker would use to steal the organization's data.
For each approach, discuss what methods can be used to circumvent the attack, prevent it, or minimize the disruption caused by the event.
Include 2–3 pages of material covering the 3 discussion areas in Section 5 of your Key Assignment document (including the completed previous 4 sections).
social engineering,dumpster diving,identify theft,cyberterrorist
.
You have been asked to participate in a local radio program to add.docxshericehewat
You have been asked to participate in a local radio program to address the role of corrections in the community. The audience is specifically interested in discussing whether corrections should be focused on one or all of the following functions:
Rehabilitation of offenders
Punishment of offenders
Isolation of chronic offenders
After carefully considering available information and points of view on the subject, decide which role you believe should be the focus of the community's corrections policy. To prepare for the program, create 5 questions you believe callers may ask. Explain your point of view on the role of corrections in the criminal justice system to each of the questions asked, and draw a connection to the topic you are researching for this course. How do issues in corrections correlate with the topic you are researching?
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You have been appointed as a system analyst in the IT department of .docxshericehewat
You have been appointed as a system analyst in the IT department of a selected university in Malaysia. You are responsible to develop an online admission system for the university. For this reason, you have to do an analysis and design to model the online system that could be developed later. Identify the requirements for the system and produce a software requirement specification (SRS) to document all the details.
.
You choose one and I will upload the materials for u.Choose 1 of.docxshericehewat
You choose one and I will upload the materials for u.
Choose 1 of the following 3 questions, and answer it in a paper of no more than 1000 words. Submit that paper by
November 4
at midnight PST in the appropriate IICS515 Moodle dropbox.
4. Monday October 27 lecture
Themes: Global Media Governance and Regulation; The Internet and Digital Media
Readings: Chapter 5, “The Medium: Global Technologies and Organizations,” and Chapter 6, “The Internet”
In this lecture, we discussed the definition and history of communication rights as one element or dimension of communication policy, and used it to bring to life a subject—policy—that sometimes seems abstract and technical in nature.
In doing so, we noted the evolution from a “negative” rights view of communication rights, as expressed in Article 19 of the United Nations Universal Declaration of Human Rights in 1948, to the more “positive” definition of communication rights explained in the lecture content derived from the work of Marc Raboy (and Jeremy Shtern).
Remember that “negative” does not mean “bad” here nor “positive” good. “Negative” and “positive” rights—which are ways of thinking about all human rights, not just communication rights—are instead ways of characterizing the orientation of rights toward individuals and society. Negative rights are defined in terms of freedom
from
things, and positive rights in terms of freedom
to
have or do certain things. Both negative and positive rights derive their legitimacy from fundamental and universal consideration of what it means to be human and to be treat people as human beings.
In our case study at the end of the lecture, we then discussed how a “positive” approach to communication rights could help us better understand and perhaps act against cyberbullying.
In your paper, and in your own words, define “communication rights,” and then briefly explain the evolution from the negative to the positive rights approach to communication rights.
Once you have done that, and with reference to the cyberbullying pamphlet from the Canadian government attached to your lecture notes, demonstrate how a “positive” rights approach to communication rights can help us better understand and prevent cyberbullying. In other words, what are the limitations of approaching cyberbullying from a “negative” rights perspective, and what does a “positive” approach to communication rights do to help us understand and perhaps act against cyberbullying?
Cyberbullying is a problem in international communication that affects many, especially vulnerable teenagers, as illustrated in the case of the late Amanda Todd (from British Columbia).
You do not need to use the McPhail chapter here, as it is not directly relevant to this question. Rather, draw on the lecture notes and the podcast as your sources here.
5. Wednesday October 29 lecture
Themes: Global Media Case Study in Media and the Arab World; Orientalism
Readings: Said, Edward (1978)..
You are Incident Commander and principal planner for the DRNC even.docxshericehewat
You are Incident Commander and
principal planner for the DRNC event. As you commence the planning process, consider the two fundamental types of error committed by policy makers in their reliance on intelligence reports to formulate policy. What would you do to minimize these errors from occurring and adversely affecting your policy decisions?
Min 500 words, In text references, APA format
.
You DecideCryptographic Tunneling and the OSI ModelWrite a p.docxshericehewat
You Decide
Cryptographic Tunneling and the OSI Model
Write a paper consisting of 500-1,000 words (double-spaced) on the security effects of cryptographic tunneling based on an understanding of the OSI (Open Systems Interconnect) model (Review the OSI Simulation in the Week 3 Lecture).
Provide input on the type of cryptographic tunneling protocols (e.g., L2TP, IPSEC, SSL, etc.) that may be used, the layer(s) of the OSI at which each operates, and also recommend how they may be implemented. Cryptographic tunneling is inherent in building any common virtual private network (VPN).
.
You are working as a behavioral health specialist in a neurological .docxshericehewat
You are working as a behavioral health specialist in a neurological research center and are responsible for participant education. There are three participants to choose from: Stephanie has experienced a stroke; Jamie has experienced an amputation; and Robert has experienced a traumatic brain injury. Choose one participant to work with.
We are chosing Robert and his traumatic brain injury
Prepare
a 1,000- to 1,200-word paper that explains the functions and limitations of neural plasticity in the participant's recovery process.
Include
two to three peer-reviewed sources.
.
You are to write up a reflection (longer than 2 pages) that discusse.docxshericehewat
You are to write up a reflection (longer than 2 pages) that discusses what happened in the prisoner's dilemma activity we did in class on Monday, April 20. Some points to cover include why you took the action you took, what you thought others were going to do and why, and what actually happened. And what implications this has for situations in the work place where individuals may take different actions than might be the most beneficial for the team as a whole.
.
You can only take this assignment if you have the book Discovering t.docxshericehewat
You can only take this assignment if you have the book Discovering the Humanities. This homework needs to be done by reading Chapter Nine. It needs to be a minimum of 150 to 200 words. It needs citations and referances.
Western art and architecture has influenced and been influenced by cultures in India, China, and Japan.
Part I:
Using examples provided from this unit's reading, discuss how the artistic culture in either India, China, or Japan (select one) exhibits influence from Western cultures. Discuss, too, the reciprocal connection, specifically explaining how India, China, or Japan influenced Western art and architecture.
Part II:
Add to your post by discussing the similarities and differences between art from your selected culture (India, China, or Japan) and ancient Greek sculpture. Use examples and images to support your ideas.
.
You are to interview a woman 50 and older and write up the interview.docxshericehewat
You are to interview a woman 50 and older and write up the interview
in a 5 page MLA paper. You ask questions intended to elicit information about her life
and how it relates to the history of women in the late 20th century. Your paper
should be normal margins, 10-12 pt. font, typed and double-spaced. It should
include the approximate age of your interviewee—it does not have to include her
name.
EXAMPLE QUESTIONS ..........
What’s your first, most vivid memory? Going to my grandma and grandpa’s farm and making grandma walk me out to the outhouse for fear of a mean bannie rooster would peck me to death. He was afraid of grandma.
What was the apartment or house like that you grew up in? How many bedrooms did it have? Bathrooms? I lived with my mother and father mostly in a house in the city that had 2 bedrooms, 1 bathroom. I had to share a room with my older brother that was upstairs.
What was your bedroom like? Very simple. It had 2 beds made of feathers, a desk with a lamp and one dresser for our clothes. Dallas (my brother got the bottom 2 and I got the top 2)
Can you describe the neighborhood you grew up in? Not really. Every chance I got I went to grandma and grandpas and spent time with them. They lived deep in the country. I had one friend out there that lived about 3 miles away on the next farm. His name was Carl.
Tell me about your parents. Where were they born? When were they born? What memories do you have of them? Both parents were born in Richmond, IN. Memories include more of my mother than my father. He was a drunk that stayed out all the time. He only came home when he was ready to pass out or to beat us.
Who was more strict: your mother or your father? Do you have a vivid memory of something you did that you were disciplined for? Since mom was the main one around I would say that she was more strict. I remember one instance when I was about 16 and mom had kicked me out of the house because she was forced to work with dad being gone all the time and I was telling her that I no longer wanted to take care of my little brother because I felt like I was his mother rather than her and that I didn’t want to do anymore of the house work. It was her house she should have to clean it. She kicked me out. I was sitting on the porch crying and dad came home (sober for once) and sat on the porch with me, got me calmed down and offered to give me a ride to grandma and grandpa’s.
Did your parents have a good marriage? No they had a horrible marriage.
How did your family earn money? How did your family compare to others in the neighborhood – richer,
poorer, the same? My family earned money from my mother working in a diner. Dad worked in a mill but we rarely saw his money. We did alright but I would say that we were on the poorer end of society.
What kinds of things did your family spend money on? The necessities and that was it.
How many brothers and sisters do you have? When were they born? What memories do yo.
You are to complete TWO essays and answer the following questions. .docxshericehewat
You are to complete TWO essays and answer the following questions. Here are your questions:
1) How has the information provided in this class changed or reinforced your perspective on an issue(S). Please provide details.
2) What do you believe is the biggest challenge facing our nation and why? Be specific and detailed. What can be done to address this challenge? Be realistic and detailed in your responses.
750 - 800 words each essay
no plagiarism
.
You are the vice president of a human resources department and Susan.docxshericehewat
You are the vice president of a human resources department and Susan has been your executive assistant for one (1) year. She effectively completes her given assignments, sometimes ahead of schedule. Susan has a welcoming personality and is commended on her willingness to help when asked. As a result of her efficiency, Susan often has spare time on her hands.
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Address why organizations should deliver appraisals in a timely manner to employees.
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Part II: Sus.
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Gramling ENG 105 Essay 2 Prompt – Fall 2019 Fall 2019 E.docx
1. Gramling ENG 105
Essay 2 Prompt – Fall 2019
Fall 2019: English 105
Essay 2: Making Conversation (Focus Group)
Length: @ 5 pages
Focus Group Questions / Rough Draft due: At conference (Week
of Sept 30th – Oct 4th)
Focus Group Summary due: Monday, October 7th
Revision Draft due / Peer Review: Friday, October 11th
Final Draft Due: Wednesday, October 16th (Note: This is the
day before fall break. If you are
absent that day, you are still responsible for turning in your
essay on time.)
Essay Prompt:
One of the oft-stated goals for travel is to encounter difference:
different cultures, ways of life,
and experiences. While not specifically focused on traveling,
Kwame Anthony Appiah’s
“Making Conversation” asserts that in contemporary society
such encounters with difference are
“inevitable” as the world becomes more interconnected both
online and off (xxi). For that reason,
he encourages his readers to actively engage in conversation
with others in order to “develop
habits of coexistence” (xix).
For Essay 2 you will choose a topic and research question
related to travel, cosmopolitanism
and/or globalism. This may come directly from Appiah’s essay
or from your own interests. To
2. explore this topic & question, you will convene a small focus
group (4-8 people) and
stimulate/facilitate a discussion with them. During the focus
group you should ask thoughtful
questions and record the groups’ responses; however, as
facilitator you should remain neutral to
encourage an open and free discussion. For a more dynamic
conversation, try to get a diverse
mix of participants (rather than a group from a single club or
geographical location, for
example). You will also need written, signed permission from
each member of your focus group
(A possible form is posted on Blackboard under Assignments.)
The first part of the process for this essay will be a 1:1
conference with me the week of Sept.
30th. You will need to bring 2 things to the conference: 1)
Rough draft – at least 1-1 ½ pages in
which you discuss your interest in your chosen topic, your
background knowledge of your topic,
and the ideas you want to explore in your focus group (this
should form the beginning of your
essay); and 2) Sample questions – at least 5-8 possible
questions for your group (we will discuss
how to construct good questions in class).
You need to conduct your Focus Group between September 30th
and October 6th. On Monday,
October 7th, a summary of your focus group responses is due in
class. The responses will be the
evidence for your final essay in which you present both an
overview and an analysis of the
results. Rather than simply presenting a transcript, you should
highlight specific themes and
perspectives from the group. As with Essay 1, your analysis
should focus on specific aspects of
3. the conversation that you find intriguing and which would be
interesting and/or important for
your readers.
Running head: FOCUS GROUP SUMMARY
FOCUS GROUP SUMMARY 3
Focus Group Summary
Name
Course
Tutor
Date of Submission
Questions for the focus group
1. How many social media platforms do you have
2. Which of the platforms do you interact with the most? How
can you define the type of people you interact with in terms of
their culture?
3. Do you tend to understand the people you interact with? What
do you discuss about more often?
4. Have you ever found yourself in a position that you did not
agree with someone cultural beliefs and practices? How did you
approach the issue?
5. Has cosmopolitanisms been promoted by the use of social
media.
6. Have you ever travelled to a foreign country? If yes, what
4. was your first reaction when you interacted with their culture
such as food and lifestyle? Was it a surprise or you had the
information? If yes, where did you get the information from?
7. What are some of the new cultures you have learnt from
friends and appreciated? If any have you ever tried practicing
those cultures, you find attracting.
8. How does making conversation improve diversity? What role
has social media played in making conversations?
My focus group comprised of five students from different
colleges. I chose individuals from different genders, races, and
social backgrounds to ensure that I could collect as many
diverse views as possible. The students came from 3 various
colleges within the US. Two of them were males an African and
European, while the remaining three were females; a Chinese,
Mexican, and American.
All 5 students admitted to using more than one social media
platform. They indicated that it all depended on what they
wanted to do. The females stated that they were fond of
Instagram when it came to posting pictures while the male
seems to be just fine with using Facebook to chat with friends.
The Chinese student confessed that interacting on social media
had allowed her to learn about diverse cultures. It was through
such an understanding that she developed a desire to study in
the US. The African male also said that social media helped him
learn a lot about American culture and made it easier for him to
adapt. Even though the others did not give life experiences, they
said that they have interacted with diverse people, which has
helped them appreciate each other. The American and the
European student said that they always try to find out more
when they get themselves in a position they do not agree with a
particular practice.
The Mexican and African said that sometimes they prefer not to
judge other people’s culture and sometimes feel too inferior to
5. talk about their culture. The Chinese admitted that she had
found some cultures strange, but she has learned to live with it.
The American and European students confirmed that they have
tried Chinese food in their restaurants and were excited at how
delicious the food was. The Chinese and Mexican said they
were addicted to the American music that they could listen to
any time they were not studying. The African student admitted
that he admired the American lifestyle and had started imitating
their fashion. All of them agreed that social media had
promoted cosmopolitanism; however, the African suggested that
some people feel too inferior to talk about their cultures. All the
students seem aware of the varying cultures across the board.
They admit to having interacted with these cultures on social
media. It is, therefore, not a surprise when they come across
conflicting practices. They also confirmed that conversation has
made it easier for diverse people to understand each other well,
thus promoting unity among students.
Running head: 2nd DRAFT
2nd DRAFT 3
2ND Draft
Name
Course
Tutor
Date of Submission
TOPIC: THE DEVELOPMENT OF SOCIAL MEDIA
RESEARCH QUESTION: What is the impact of social media on
diversity among college students?
Geographical and historical studies about the earth reveal how
vast the world is. There is a variation in people's culture, race
and ethnicity, among many other issues. Even with the
differences that exist, we still see that people can travel from
one place to the other, near and far. Some have been in a
position to adapt to the culture of others, while some cultures
6. have been appreciated. Some cultures have been condemned and
in some cases, abolished due to critiques. Students of different
races can interact and share ideas; language has evolved as
people find ways to communicate with each other. The critical
question that we should ask ourselves as we carry out this study
is; why are people interacting freely with each other in recent
years than it was in the past? We find out that social media has
played a significant role in effecting these changes. Students are
in a position to converse with each other irrespective of their
locations. Facebook is an example of a social media platform
that allows an individual to make friends globally. People can
interact and share ideas about their countries, creating more
understanding of people's culture.
From Appiah's definition of cosmopolitanism, we realize that
the existence of social media has made it possible for
conflicting cultures to reconcile with each other. The issue of
condemning other people's point of view has reduced, and
problems are being addressed in a more neutral and
understanding manner. The realization that no culture is perfect
has downed in the minds of individuals, thus curbing
unnecessary arguments. Many teenagers are travelling to foreign
countries for an education because they have interacted online
and have gained the trust of visiting other countries and interact
physically. Sometimes the beautiful sceneries posted on
Instagram triggers foreigners to visit a country. Many
researchers describe the world as 'a global village' this has been
attributed to the fact that people can exchange ideas and educate
each other. It takes conversation for all these to happen, and
with the distance, we need a medium through which we can
communicate effectively.
Even though the argument that social media has promoted
diversity, it is debatable whether it has supported travel and
cosmopolitanism. A case where some students might feel
ashamed of their culture and try to imitate others to conceal
their identity is popular. Social media has a way of swaying
people towards a certain direction that the other. They might
7. provide false identities, making it difficult to interact with the
real culture of an individual. Many people are afraid of visiting
disaster-stricken areas such as places of wars, hunger and
drought-stricken region. With such information on social media,
it might discourage people from visiting such areas. It is not a
bad idea as it prevents disaster from happening. Discussing
these issues will help us explore both the positive and the
negative consequences that come with the use of social media.
We will be able to appreciate the developments that have been
brought by the use of platforms such as Facebook and
Instagram. It will be possible to tell whether people from
different cultures can live in harmony with each other without
intimidating and humiliating one another based on who they are.
The focus group has been useful in determining whether,
indeed, social media has played a significant role in promoting
diversity among students. We can attest this to the fact that
social media is indeed popular among many students. All the
students, irrespective of gender or nationality, admitted to using
social media to interact with their peers. The fact that they all
confirmed to have friends all over the world is an indication
that they get to learn from others.
Response from the Chinese and African students about social
media helping them learn about the Americans, which helped
them decide to study in the US, is a confirmation that students
get to learn a lot about a country or people. It sometimes makes
them desire to interact with the experience. The African
respondent says that learning about the US culture helped him
adapt. Such comment makes it clear that social media is a
source of information, and through making conversation with
other people; an individual can learn from others. It makes it
easy for students to study or live in any part of the world.
Despite the differences that within my focus group, one can
realize the similar responses when it comes to whether or not
social media is an excellent platform for interacting. We can as
well note the same reaction on how they respond towards a
different culture. They admit that such cases do exist, and while
8. some choose to make more inquiries, some decide not to
question but instead learn to live with it. Inquiring calls for
more conversation about culture and creates more
understanding. Realizing why individuals engage in certain
practices is an excellent way of either adopting the lifestyle or
advising them otherwise.
Appiah, in his writings, for example, asks valid questions such
as, why should foot binding among the Chinese or female
circumcision among the Africans be criticized, but ear piercing
and tattooing among the Americans be acknowledged? All these
communities perform these activities because they believe it is a
sign of beauty. Appiah’s illustration is just but an example to
show how meaningful conversations are. The student from
America and Europe also pointed out how they react to new
cultures creating sense to Appiah’s works on cosmopolitanism.
The research on the issue will be incomplete if we fail to note
the disparity that social media create at times. Social media
sometimes makes some cultures appear so minor to the extent
that people from such a culture fear to talk about them. African
and Mexican students say that sometimes they prefer not to talk
about their cultural setting because they feel inferior. Even
though they admit that social media is good, they think that it is
not the best platform where they can freely talk about their
culture. Historically, Africans and Mexicans were associated
with a primitive culture, and people from a lower social status.
Even though the world is evolving and people are learning about
each other. Such histories still seem to have an impact on how
some people view others. It is quite disastrous that sometimes,
social media seem to widen such gaps rather than lessen.
Results from the focus group indicate that there might be a few
complaints about the impact of social media, but from a general
perspective, it has promoted diversity. They all admit that a
conversation is a valuable tool, and it is the only way to solve
differences. One does not need to approve another person’s
culture, but it is more compelling one gets to understand why a
particular culture or practice exists.