Write a paper of 1,000 to 1,250 words analyzing different social

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Write a paper of 1,000 to 1,250 words analyzing different social and cultural views of human sexuality. Select two historical perspectives on human sexuality listed in the text. * The Early Christians *The world of ancient Rome Select one contemporary cultural perspective on human sexuality. * Gay Activism In your paper, be sure to address the following: Cultural attitudes toward male and female sexuality for each selected perspective. Roles of men and women for each selected perspective. * Include at least four scholarly references in your paper. * APA Style Guide * Include and introduction and conclusion * Turnitin report as well * Please review the attached rubic ...

Write a paper of 1,000 to 1,250 words analyzing different social
and cultural views of human sexuality.
Select two historical perspectives on human sexuality listed in
the text.
* The Early Christians
*The world of ancient Rome
Select one contemporary cultural perspective on human
sexuality.
* Gay Activism
In your paper, be sure to address the following:
Cultural attitudes toward male and female sexuality for each
selected perspective.
Roles of men and women for each selected perspective.
* Include at least four scholarly references in your paper.
* APA Style Guide
* Include and introduction and conclusion
* Turnitin report as well
* Please review the attached rubic

Write a paper of 1,000 to 1,250 words analyzing different social

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

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