Que 1: studies have shown that healthy menstruating women : a) Should not participate in sports b) often feel ill or weak when exercising c) are able to safely engage in athletic activities d) can contaminate others and should not engage in contact sports

Que 1: studies have shown that healthy menstruating women : a) Should not participate in sports b) often feel ill or weak when exercising c) are able to safely engage in athletic activities d) can contaminate others and should not engage in contact sports

Que 1: studies have shown that healthy menstruating women : … Read More...
Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page.   Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why:   Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome

Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page.   Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why:   Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome

  Intellectual (thinking) skills   Strongly Agree Agree Disagree Strongly … Read More...
ENG 100 – Critique Assignment Sheet Rough Draft Due for Peer Response: Tuesday, September 29 First Draft Due (submit for feedback): Thursday, October 1 Final Draft with Outline Due: Thursday, October 8 Highlighting, Labeling, and Reflection: Thursday, October 8 Submit hard copies in class and upload to turnitin.com (Password: English, Class ID: 10423941) What is a Critique? A critique is a “formal evaluation [that offers your] judgment of a text—whether the reading was effective, ineffective, valuable, or trivial.” In a critique, “your goal is to convince readers to accept your judgments concerning the quality of the reading” based on specific criteria you have established (Wilhoit 87). Additionally, a critique is comprised of many integrated parts: introduction to the text, introduction to and brief background on the general topic, brief summary properly placed in the essay, a discussion of the criteria chosen for evaluation, a discussion of the criteria using specific examples/information from the text (this discussion should be the largest section of your essay by far!!), instances of personal response, and a conclusion. All of these items should relate to your overall evaluation/thesis of the text. The Assignment: Instead of a written essay, your “text” will be either a movie or a documentary. You will follow the same standards that you would use for a critique based off of an essay but you will adapt the integrated parts to fit a film critique. In order to effectively address this assignment, complete the following steps: STEP I: Choose either a movie or documentary • Base your choice on the strength of your feelings, whether hate, love, respect, etc., because you do not have to like the film in order to write a solid and coherent critique. You might have more to say about a film you dislike. Also choose a genre of film that you understand (i.e. romantic comedy, drama, indie-film, comedy, documentary). • Think about the important components for this specific genre. STEP II: Watch and Annotate the film • Note the major points within the film, how you felt while watching it, and what made you feel that way. • Keep in mind the film’s genre and whether or not your chosen film fits any of those criteria. STEP III: Analyze (break the film into parts) • Break the film down into your genre-driven criteria. • Choose 4-5 criteria and then determine what sections/components of the film either represent effectiveness or ineffectiveness. STEP IV: Evaluate the film (using the criteria and your personal standards) • Evaluate the film according to the criteria list we will generate in class. • To help create your thesis claim, determine whether the film, based on your criteria and standards, is an excellent, mediocre, terrible, etc. representation of your chosen genre. • For example: While the costume and design are fantastic and interesting, the film 300 is a mediocre example of historical drama because the history of Greece and Asia is inaccurate and the female characters are weak. STEP V: Find outside sources—one should agree with you and one should disagree • Check out a review website, such as imdb.com, and locate a few reviews of your film. In your critique, you will be expected to reference other film reviewers to develop and support your own arguments. Please note that those reviews must be cited properly, both in-text citations and the Works Cited page entries. The basic structure of the critique is as follows: • An introduction that o Introduces the film and provides an adequate amount of background information, including the intended audience, to give the reader context (i.e. a cartoon might not be meant for college-age viewers) o Includes a thesis statement that presents the film as either an excellent, mediocre, or terrible representation of your chosen genre o Explains at least three-four different criteria as the basis for your thesis/argument • A summary that is o Brief, neutral and comprehensive o No more than one paragraph in length • Body Paragraphs including o Support of your thesis using specific examples from the film o More than one example to support your argument o Either direct quotes or paraphrased information from the source text, reviews, outside information (websites, blogs, credible sources) or a combination of all three to support your argument • A counter-claim o Based on an outside review/blog/article disagreeing with your opinion or one criteria o Includes either a refutation or concession of the reviewer’s opinion • A conclusion including o A restatement of your main points and thesis o A final recommendation • A Work Cited page that o Includes all referenced materials including the source text The bulk of your critique should consist of your qualified opinion of the film – unlike the summary, your opinion matters here. In the body of your paper, you will need about three to five main points to support your thesis statement. You will develop each of these points in a section of your essay, each section consisting of about three paragraphs. You will make claims in your topic sentences, provide examples from the text, and then explain your reasons, using source support where possible. Evaluation A successful critique will contain all of the following: • Creative and clearly stated criteria • A debatable thesis statement • A brief background and summary of the film • 80% of the essay is located within the body paragraphs • Topic sentences that transition from one criteria to the next • Body paragraphs clearly and accurately reflecting your criteria and opinion • Body paragraphs that include more than one example as support • Conclusion including a summation and thoughtful recommendation • Correct MLA documentation including signal phrases and in-text citations • A Work Cited page including all sources referenced • Correct grammar and mechanics • Effective and meaningful transitions • Meaningful and descriptive word choices • Literary present tense and grammatical 3rd person • Length of 3-5 pages • Follows the basic structure for a critique Possible Points (25 % of final grade): • Outline 5 % • Peer Response Workshop with Rough Draft 5 % • Highlighted Revisions, & Reflection 10 % • Final Draft: 80 % Upload to Turnitin.com, using Password: English and Class ID: 10423941. Your grade will not be finalized until you have done this.

ENG 100 – Critique Assignment Sheet Rough Draft Due for Peer Response: Tuesday, September 29 First Draft Due (submit for feedback): Thursday, October 1 Final Draft with Outline Due: Thursday, October 8 Highlighting, Labeling, and Reflection: Thursday, October 8 Submit hard copies in class and upload to turnitin.com (Password: English, Class ID: 10423941) What is a Critique? A critique is a “formal evaluation [that offers your] judgment of a text—whether the reading was effective, ineffective, valuable, or trivial.” In a critique, “your goal is to convince readers to accept your judgments concerning the quality of the reading” based on specific criteria you have established (Wilhoit 87). Additionally, a critique is comprised of many integrated parts: introduction to the text, introduction to and brief background on the general topic, brief summary properly placed in the essay, a discussion of the criteria chosen for evaluation, a discussion of the criteria using specific examples/information from the text (this discussion should be the largest section of your essay by far!!), instances of personal response, and a conclusion. All of these items should relate to your overall evaluation/thesis of the text. The Assignment: Instead of a written essay, your “text” will be either a movie or a documentary. You will follow the same standards that you would use for a critique based off of an essay but you will adapt the integrated parts to fit a film critique. In order to effectively address this assignment, complete the following steps: STEP I: Choose either a movie or documentary • Base your choice on the strength of your feelings, whether hate, love, respect, etc., because you do not have to like the film in order to write a solid and coherent critique. You might have more to say about a film you dislike. Also choose a genre of film that you understand (i.e. romantic comedy, drama, indie-film, comedy, documentary). • Think about the important components for this specific genre. STEP II: Watch and Annotate the film • Note the major points within the film, how you felt while watching it, and what made you feel that way. • Keep in mind the film’s genre and whether or not your chosen film fits any of those criteria. STEP III: Analyze (break the film into parts) • Break the film down into your genre-driven criteria. • Choose 4-5 criteria and then determine what sections/components of the film either represent effectiveness or ineffectiveness. STEP IV: Evaluate the film (using the criteria and your personal standards) • Evaluate the film according to the criteria list we will generate in class. • To help create your thesis claim, determine whether the film, based on your criteria and standards, is an excellent, mediocre, terrible, etc. representation of your chosen genre. • For example: While the costume and design are fantastic and interesting, the film 300 is a mediocre example of historical drama because the history of Greece and Asia is inaccurate and the female characters are weak. STEP V: Find outside sources—one should agree with you and one should disagree • Check out a review website, such as imdb.com, and locate a few reviews of your film. In your critique, you will be expected to reference other film reviewers to develop and support your own arguments. Please note that those reviews must be cited properly, both in-text citations and the Works Cited page entries. The basic structure of the critique is as follows: • An introduction that o Introduces the film and provides an adequate amount of background information, including the intended audience, to give the reader context (i.e. a cartoon might not be meant for college-age viewers) o Includes a thesis statement that presents the film as either an excellent, mediocre, or terrible representation of your chosen genre o Explains at least three-four different criteria as the basis for your thesis/argument • A summary that is o Brief, neutral and comprehensive o No more than one paragraph in length • Body Paragraphs including o Support of your thesis using specific examples from the film o More than one example to support your argument o Either direct quotes or paraphrased information from the source text, reviews, outside information (websites, blogs, credible sources) or a combination of all three to support your argument • A counter-claim o Based on an outside review/blog/article disagreeing with your opinion or one criteria o Includes either a refutation or concession of the reviewer’s opinion • A conclusion including o A restatement of your main points and thesis o A final recommendation • A Work Cited page that o Includes all referenced materials including the source text The bulk of your critique should consist of your qualified opinion of the film – unlike the summary, your opinion matters here. In the body of your paper, you will need about three to five main points to support your thesis statement. You will develop each of these points in a section of your essay, each section consisting of about three paragraphs. You will make claims in your topic sentences, provide examples from the text, and then explain your reasons, using source support where possible. Evaluation A successful critique will contain all of the following: • Creative and clearly stated criteria • A debatable thesis statement • A brief background and summary of the film • 80% of the essay is located within the body paragraphs • Topic sentences that transition from one criteria to the next • Body paragraphs clearly and accurately reflecting your criteria and opinion • Body paragraphs that include more than one example as support • Conclusion including a summation and thoughtful recommendation • Correct MLA documentation including signal phrases and in-text citations • A Work Cited page including all sources referenced • Correct grammar and mechanics • Effective and meaningful transitions • Meaningful and descriptive word choices • Literary present tense and grammatical 3rd person • Length of 3-5 pages • Follows the basic structure for a critique Possible Points (25 % of final grade): • Outline 5 % • Peer Response Workshop with Rough Draft 5 % • Highlighted Revisions, & Reflection 10 % • Final Draft: 80 % Upload to Turnitin.com, using Password: English and Class ID: 10423941. Your grade will not be finalized until you have done this.

info@checkyourstudy.com
Use the links provided to answer the questions below. http://www.youtube.com/watch?v=9tt6BQDVKu0 http://assets.soomopublishing.com/courses/AG/Fragile_Superpower.pdf NIE Report Why does the report suggest that China and India may or may not become dominant powers in the near future? A. Both countries have high economic and social hurdles to overcome. B. Both countries are only somewhat democratic. C. Both countries lack the military strength and nuclear weaponry to challenge even smaller states. D. Neither country is a member of the UN Security Council. E. Neither country is concerned about global warming and is therefore unfit to become a great power player. According to the U.S. intelligence report discussed in the video, why will the use of nuclear weapons grow more likely? A. Irresponsible powerful countries will want to strike the United States to take over its dominant role in the world. B. There will be a tendency to forget just how dangerous they are as we over-emphasize the importance of international trade. C. Rogue states and terrorist groups may be able to gain greater access to these weapons. D. Since the United States and the Soviet Union are rapidly increasing their weapons building programs, the chances of a nuclear incident becomes higher. E. China is likely to produce nuclear weapons to use against the United States and the Soviet Union. According to the video, is the United States likely to lose its position in the world soon? A. Yes, given the rapid rise of China, we will be seeing a challenge from China in the next 5-10 years. B. Yes, China, in conjunction with India, will rise up against the United States. C. Yes, the Russians are working to undermine the U.S. position actively. D. No, although there appears to be decline, the replacement of the United States as the world leader is not likely to come in the next 10 years. E. No, the United States will actually lose its position after its departure from Iraq in 2012. The Rise of a Fierce Yet Fragile Superpower Why does Susan Shirk say that China is fragile? A. China is fragile because it isn’t a democratic country and will have a difficult time managing relations with other states because of this. B. China is fragile because it has a shrinking economy, so despite its size, China is actually very weak. C. China is fragile because its leaders tend to exacerbate the tensions between states like the Soviet Union and the United States. D. China is fragile because it cannot develop a strong sense of human rights and so its people may try to revolt against it. E. China is fragile because its rate of expansion has created gaps between the wealthy and poor and it has a problem of control with decentralized local governing structures. According to scholars, is a war between the rising power and the current power leader inevitable? A. No, while some scholars believe this is true, others suggest that a “peaceful rise” is possible. B. No, history indicates that all great power transitions have been peaceful. C. Yes, scholars indicate that all of our historical examples of great power transition have been through war. D. Yes, although there are examples of peaceful rise, there is too much cultural difference for that to occur with China. E. Yes, since tension between the United States and China is so strong, scholars agree that a war is coming.

Use the links provided to answer the questions below. http://www.youtube.com/watch?v=9tt6BQDVKu0 http://assets.soomopublishing.com/courses/AG/Fragile_Superpower.pdf NIE Report Why does the report suggest that China and India may or may not become dominant powers in the near future? A. Both countries have high economic and social hurdles to overcome. B. Both countries are only somewhat democratic. C. Both countries lack the military strength and nuclear weaponry to challenge even smaller states. D. Neither country is a member of the UN Security Council. E. Neither country is concerned about global warming and is therefore unfit to become a great power player. According to the U.S. intelligence report discussed in the video, why will the use of nuclear weapons grow more likely? A. Irresponsible powerful countries will want to strike the United States to take over its dominant role in the world. B. There will be a tendency to forget just how dangerous they are as we over-emphasize the importance of international trade. C. Rogue states and terrorist groups may be able to gain greater access to these weapons. D. Since the United States and the Soviet Union are rapidly increasing their weapons building programs, the chances of a nuclear incident becomes higher. E. China is likely to produce nuclear weapons to use against the United States and the Soviet Union. According to the video, is the United States likely to lose its position in the world soon? A. Yes, given the rapid rise of China, we will be seeing a challenge from China in the next 5-10 years. B. Yes, China, in conjunction with India, will rise up against the United States. C. Yes, the Russians are working to undermine the U.S. position actively. D. No, although there appears to be decline, the replacement of the United States as the world leader is not likely to come in the next 10 years. E. No, the United States will actually lose its position after its departure from Iraq in 2012. The Rise of a Fierce Yet Fragile Superpower Why does Susan Shirk say that China is fragile? A. China is fragile because it isn’t a democratic country and will have a difficult time managing relations with other states because of this. B. China is fragile because it has a shrinking economy, so despite its size, China is actually very weak. C. China is fragile because its leaders tend to exacerbate the tensions between states like the Soviet Union and the United States. D. China is fragile because it cannot develop a strong sense of human rights and so its people may try to revolt against it. E. China is fragile because its rate of expansion has created gaps between the wealthy and poor and it has a problem of control with decentralized local governing structures. According to scholars, is a war between the rising power and the current power leader inevitable? A. No, while some scholars believe this is true, others suggest that a “peaceful rise” is possible. B. No, history indicates that all great power transitions have been peaceful. C. Yes, scholars indicate that all of our historical examples of great power transition have been through war. D. Yes, although there are examples of peaceful rise, there is too much cultural difference for that to occur with China. E. Yes, since tension between the United States and China is so strong, scholars agree that a war is coming.

Use the links provided to answer the questions below. http://www.youtube.com/watch?v=9tt6BQDVKu0 … Read More...
Who are the actors in the dialogue and who is more powerful? A. The Lacedaemons and the Melians. The Melians are more powerful. B. The Athenians and the Melians. The Athenians are more powerful. C. The Lacedaemons, the Melians, and the Athenians. The Melians are most powerful. D. The Athenians and the Melians. The Melians are more powerful. E. The Lacedaemons and the Melians. They are equally powerful. The Athenian envoy was dispatched to address the Melians. Who did they end up talking to? A. The people of Lacedaemon. B. A group of Melian magistrates. C. The Melian magistrates and the population. D. Just the general Melian population. The magistrates did not show out of protest. E. The Lacedaemon population and the Melian population. What is the main point in question upon which both parties seem to agree? A. Whether to go to war against Athenian enemies. B. Whether to form an equal alliance with the Athenians. C. Whether there will be war between the Melians and the Athenians or whether the Melians will submit to Athenian power. D. How many ships and soldiers the Melians will give to the Athenian campaign. E. How many ships and soldiers the Athenians will give to the Melian movement for independence. What do the Athenians suggest about right and justice in terms of power? A. Questions about what is “right” only happen among equals in power. B. Justice and right come about when the powerful are wise. C. Power has no relation to right and justice. D. Questions about what is “right” only happen among equals in power AND justice and right come about when the powerful are wise. E. Justice and right come about when the powerful are wise AND power has no relation to right and justice. What is the necessary “law of their nature” that the Athenians are referring to? A. That states, both weak and strong, will seek peace. B. The law of chance and luck operates universally among men. C. The belief that, given the opportunity, men will seek to rule whenever they can. D. Whenever a treaty is created, states will settle those treaties with due consideration to the weaker side. E. That the nature of men is towards justice rather than power.

Who are the actors in the dialogue and who is more powerful? A. The Lacedaemons and the Melians. The Melians are more powerful. B. The Athenians and the Melians. The Athenians are more powerful. C. The Lacedaemons, the Melians, and the Athenians. The Melians are most powerful. D. The Athenians and the Melians. The Melians are more powerful. E. The Lacedaemons and the Melians. They are equally powerful. The Athenian envoy was dispatched to address the Melians. Who did they end up talking to? A. The people of Lacedaemon. B. A group of Melian magistrates. C. The Melian magistrates and the population. D. Just the general Melian population. The magistrates did not show out of protest. E. The Lacedaemon population and the Melian population. What is the main point in question upon which both parties seem to agree? A. Whether to go to war against Athenian enemies. B. Whether to form an equal alliance with the Athenians. C. Whether there will be war between the Melians and the Athenians or whether the Melians will submit to Athenian power. D. How many ships and soldiers the Melians will give to the Athenian campaign. E. How many ships and soldiers the Athenians will give to the Melian movement for independence. What do the Athenians suggest about right and justice in terms of power? A. Questions about what is “right” only happen among equals in power. B. Justice and right come about when the powerful are wise. C. Power has no relation to right and justice. D. Questions about what is “right” only happen among equals in power AND justice and right come about when the powerful are wise. E. Justice and right come about when the powerful are wise AND power has no relation to right and justice. What is the necessary “law of their nature” that the Athenians are referring to? A. That states, both weak and strong, will seek peace. B. The law of chance and luck operates universally among men. C. The belief that, given the opportunity, men will seek to rule whenever they can. D. Whenever a treaty is created, states will settle those treaties with due consideration to the weaker side. E. That the nature of men is towards justice rather than power.

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Use each link provided below to answer the questions below. http://www.constitution.org/mac/prince19.htm That One Should Avoid Being Despised and Hated What are the two threats a leader should fear? A. Terrorism and war B. Threats from within (the subjects) and from without (external powers) C. A weak economy and the overall health of subjects D. Govermental stability and economic prosperity E. Conspirators and the military When should a leader fear conspiracy? A. Leaders should always be worried about conspiracies. B. Leaders who do not lavish gifts upon their subjects should fear conspiracies. C. Leaders who are not held in high esteem by their subjects should fear conspiracies. D. Leaders never need to fear conspiracy if they have a strong military. E. Leaders who have large militaries should always be watchful of military conspiracy.

Use each link provided below to answer the questions below. http://www.constitution.org/mac/prince19.htm That One Should Avoid Being Despised and Hated What are the two threats a leader should fear? A. Terrorism and war B. Threats from within (the subjects) and from without (external powers) C. A weak economy and the overall health of subjects D. Govermental stability and economic prosperity E. Conspirators and the military When should a leader fear conspiracy? A. Leaders should always be worried about conspiracies. B. Leaders who do not lavish gifts upon their subjects should fear conspiracies. C. Leaders who are not held in high esteem by their subjects should fear conspiracies. D. Leaders never need to fear conspiracy if they have a strong military. E. Leaders who have large militaries should always be watchful of military conspiracy.

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Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

The objectification of women has been a very controversial topic … Read More...
11. For a solution to be a buffer it must contain a certain combination of chemical species that do not react with one another. These combinations are usually either a weak acid and its or a weak base and its

11. For a solution to be a buffer it must contain a certain combination of chemical species that do not react with one another. These combinations are usually either a weak acid and its or a weak base and its

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1. Which of the following statements for electric field lines are true? (Give ALL correct answers, i.e., B, AC, BCD…) A) E-field lines point inward toward negative charges. B) E-field lines may cross. C) E-field lines do not begin or end in a charge-free region (except at infinity). D) Where the E-field lines are dense the E-field must be weak. E) E-field lines make circles around positive charges. F) A point charge q, released from rest will initially move along an E-field line. G) E-field lines point outward from positive charges. 2. Consider two uniformly charged parallel plates as shown above. The magnitudes of the charges are equal. (For each statement select T True, F False). A) If the plates are oppositely charged, there is no electric field at c. B) If both plates are negatively charged, the electric field at a points towards the top of the page. C) If both plates are positively charged, there is no electric field at b. 3. As shown in the figure above, a ball of mass 1.050 g and positive charge q =38.1microC is suspended on a string of negligible mass in a uniform electric field. We observe that the ball hangs at an angle of theta=15.0° from the vertical. What is the magnitude of the electric field?

1. Which of the following statements for electric field lines are true? (Give ALL correct answers, i.e., B, AC, BCD…) A) E-field lines point inward toward negative charges. B) E-field lines may cross. C) E-field lines do not begin or end in a charge-free region (except at infinity). D) Where the E-field lines are dense the E-field must be weak. E) E-field lines make circles around positive charges. F) A point charge q, released from rest will initially move along an E-field line. G) E-field lines point outward from positive charges. 2. Consider two uniformly charged parallel plates as shown above. The magnitudes of the charges are equal. (For each statement select T True, F False). A) If the plates are oppositely charged, there is no electric field at c. B) If both plates are negatively charged, the electric field at a points towards the top of the page. C) If both plates are positively charged, there is no electric field at b. 3. As shown in the figure above, a ball of mass 1.050 g and positive charge q =38.1microC is suspended on a string of negligible mass in a uniform electric field. We observe that the ball hangs at an angle of theta=15.0° from the vertical. What is the magnitude of the electric field?

info@checkyourstudy.com 1.  Which of the following statements for electric field … Read More...