Social Science homework help

This essay needs to be about “How Oil Drilling Kills Wildlife” and propose the idea of how electric cars can help wildlife. Also how it is part of our duties to protect the wildlife.

Please see the attached files for the sources. Also, a “Brainstorming Activity” worksheet and a “PERT” worksheet must also be completed, both of which are attached.

Assignment-at-a-Glance: You are required to write an essay in which you learn a lesson about life and/or the world around us (it may be a message or a moral) from an assigned work of literature and then teach that lesson to your reader. In order to convey that lesson to your reader, you will need to: a.) attribute the lesson to the author (otherwise it’s YOUR lesson, not theirs), b.) identify a specific and insightful lesson that you extrapolate from the work of literature, and c.) explain HOW the work conveys that lesson. You will assume the role of teacher in your essay and actually teach how a work of literature conveys its wisdom!

Detailed Assignment: After reading BOTH of the assigned plays (along with the assigned secondary sources), choose one of the plays to analyze and write your essay on. You need to discuss what you think the author/work of art has to teach us about life and/or the world in which we live, using concrete examples from the text(s) to support your argument (and only the assigned text!). You can begin to approach this assignment by asking yourself these questions:
? What is the message of this work? Ex: What is Shakespeare trying to tell us in this play?
? How is this work of art still relevant for today’s world, independent of when it was written?
? How does it communicate its message?
• Then ask yourself: Where do I see this happening in the text?

You can choose to write on virtually ANY INSIGHTFUL LESSON you find in the reading as long as you are able to put that lesson into academic language and persuasive structure (Title, Hook, Intro strategy, Larger Social Significance, Thesis, PERT, etc.) and support it with textual evidence (do NOT discuss things that are outside of the text for this assignment). Moreover, you must use inductive reasoning (that is to say you must reason from the particular to the general). You have to generalize a lesson; you must infer a larger social purpose (not merely limited to the “actual” or even the historical events in the work). In other words, you are being asked to see how what happens in a work of art might be true for YOUR reader, and then you must find plenty of textual evidence from the readings in order to illustrate and support your thesis.

NOTE: You must develop an insightful thesis that goes beyond a surface-level argument. The lesson should go deeper than clichés and “stock wisdom.” If what you say in your thesis is something many people have heard before, it’s NOT insightful. Avoid clichés, stock phrases (that are repeated ad nauseum in our culture), and other surface-level ideas. Make sure that you are adding to your readers’ understanding of the work you are writing on; help them see something that you saw, that most people might not have seen on a first reading/viewing!

Two questions to ask yourself to see if your thesis is insightful enough:
1.) Does your reader already know this? (In other words, did they really have to read the work of art to discover the message you have in your thesis or have they probably heard many times before?)
2.) If your reader has read the work of art at least but haven’t memorized or analyzed it yet, is your thesis something they’d probably get out of a first reading? If yes, then your thesis isn’t quite insightful enough. That means you’re probably staying on the surface with your analysis. You can usually go deeper by trying to answer “how” the work of art tries to teach that lesson (as in What and Why/How indicated in Essay Writing Essentials).

In your essay, make sure to include:
1.) An Introduction with a Hook and Intro Strategy in order to establish the Larger Social Significance of your argument and build toward your Thesis.
2.) Develop four to six Body Paragraphs using P.E..R.T., with clear, concrete examples from the texts you’ve chosen to help your reader/audience understand your argument clearly;
This means you need to include at least TWO SOURCES per body paragraph in order to develop your argument and support your thesis! I recommend using a concrete example from your primary source (the play you’re writing about) for the first (Example/Evidence), follow that up with Reasoning (remember E:R = 1:2), then transition to another E from a secondary source (scholarly article) and follow up that Example with more Reasoning (1:2) that further explains and supports your Point before Transitioning to your next paragraph.
3.) Conclude by rephrasing your argument, using a Conclusion Strategy, and re-emphasizing its Larger Social Significance!

Minimum Requirements to pass the assignment (70/100 or a “C”):
Length: 6-8 paragraphs (approximately 1200-1600 words or about four-five pages).
Sources: Minimum of five sources (as outlined below):
a) Source 1: ONE of the Plays: Death of a Salesman OR Fences
b) Source 2: Provided Scholarly Article #1 on the Play
c) Source 3: Provided Scholarly Article #2 on the Play
d) Source 4: Third Scholarly Article on the Play
e) Source 5: Fourth Scholarly Article on the Play

Your essay must be typed using MLA format, 12-point font in Times New Roman, one-inch margins, and double-spacing. You must submit your essay electronically to TurnItIn.com as a .doc file. The essay is due by the start time of class on the day noted on the Course Calendar. No credit will be given for late essays.

Thesis: Pose an argument interpreting the play and how it challenges the way that you and/or the audience thinks. Your thesis could be phrased in the following manner: “A Raisin in the Sun, written by Lorraine Hansberry in 1959, helps audiences better understand the idea that African American culture must return to a more African-centered value system in order to find its lost identity, rooted in a place from which they were violently removed.” In any case, be original and thought-provoking.

Points/Paragraphs: All Points must support and expand on your thesis. Remember, answer your reader’s questions about your thesis such as how and/or why. Moreover, Points must be opinions/arguments, not facts or questions. Your paragraphs develop concrete examples that support your points through facts and reasoning. Remember P.E.R.T.: Point, Evidence, Reasoning, and Transition!

Conclusion: Beyond simply rephrasing your argument, you should include in your conclusion a way to help your reader see the larger social significance (LSS) of your argument.

Organize your essay logically and include smooth transitions throughout.

Finally, proofread your work to make it relatively free from grammatical errors.

write a reflective paper of your experience.

This term project has three objectives:
1) Learn about the yamas and niyamas as foundational tenets of Yoga philosophy.
2) Learn how the yamas and niyamas guide our awareness and behavior.
3) Cultivate personal discipline through strict observance of one yama and one niyama.

Read Pojman Parts I & II. From the reading, how would a relativist and objectivist define ethics? Give examples or a case study to demonstrate the ethical responses by a relativist or an objectivist. Cite also the philosophers who are related to the two different ethical theories.

You are an experienced cybercrime consultant and have been hired to create a public awareness tool about a specific type of cybercrime that is relevant to young people. The creation of a public awareness tool (brochure, website, video, game, etc.) that teaches young people about a specific form of cybercrime

1.) What makes rail-based mass transit a target for terrorists?

2.) Is there a cyber-threat to rail-based transit? What may those threats be, and how can they be addressed?

3.) What factors make heavy rail vulnerable to security breaches, and how do those factors contribute to the system’s security?

4.) When studying the Sunset Limited derailment, what security enhancements could have prevented the attack or help in the derailment response?

Public Order Crimes include, but are not limited to drugs and alcohol. In this two part assignment you will dive deeper into anti-drug legislation as well as identify different public order crimes.

Part I: Anti-Drug Legislation Matrix

Complete the matrix by selecting three states to add below Federal. Then, answer each question listed in the first row for each corresponding law.

Is marijuana illegal?
What are the penalties for possession of cocaine?
What are the penalties for possession of heroin?
What are the penalties for possession of prescription drugs?
What is the blood alcohol level for a driving while intoxicated (DWI) or driving under the influence (DUI) crime?
Is there extreme DWI or DUI? If so, what is the punishment?
Federal

1. Where do you see the largest variance between federal and state anti-drug legislation?

2. What is the purpose of anti-drug legislation in relation to public order crime?

3. How does asset forfeiture work under both federal and state anti-drug legislation? How is jurisdiction determined?

Part II: Public Order Crimes

Identify at least two public order crimes other than alcohol and drugs. Provide an example of each and possible penalties for your examples.

Choose four of the following questions to answer. Each is worth 25% of your overall test grade.

Choose two of the following:

1) Based on “The Apology” by Plato – (i) provide an elucidation of Socrates’ indictments; (ii) elaborate his defences against these charges; (iii) provide three arguments to convince your reader that the asking of questions can count as a form of corruption (specifically, an act that can corrupt others); and (iv) provide three arguments to convince your reader that the asking of questions may not count as a form of corruption (specifically, an act that can corrupt others).

2) Based on lectures and “The Apology” by Plato – Socrates never advances positive knowledge, but seeks knowledge by attempting to discover what cannot be a case of knowledge based on the reasons others offer as evidence for that “knowledge”. How does this largely negative exercise help us discover/move towards knowledge?

3) Ethical Egoism – (i) provide an elucidation of the various versions of ethical egoism that exist (look to the textbook AND my lecture(s)); (ii) provide two arguments not included in the TEXTBOOK for why ethical egoism (specify which version(s) you are referencing) contains internal tensions/confusions/problems that make the position implausible; and (iii) provide two arguments for why even if ethical egoism is true/plausible (specify which version(s) you are referencing), ethical egoism does not challenge our ability to engage in practical ethics together.

3) Utilitarianism – (i) elaborate what utilitarianism amounts to as described in the textbook; (ii) provide four arguments not referenced in the textbook to suggest that utilitarianism suffers from tensions/confusions/problems; and (iii) defend utilitarianism on two grounds not offered by the textbook itself.

4) Kant’s Deontology – (i) elaborate Kant’s account of deontology (his Categorical Imperative); (ii) outline four issues not referenced in the textbook to argue that Kant’s deontology suffers from tensions/confusions/problems; and (iii) defend Kant’s deontology on two grounds not offered by Kant himself.

5) Virtue Ethics – (i) elaborate Aristotle’s account of virtue ethics; (ii) outline four issues not referenced in the textbook to argue that virtue ethics suffers from tensions/confusions/problems; and (iii) defend virtue ethics on two grounds not offered by Aristotle himself or the textbook.

Choose two of the following:

6) “All Animals are Equal” by Singer – (i) elaborate Singer’s argument in this piece; (ii) outline three issues not referenced in the textbook to argue that Singer’s argument suffers from tensions/confusions/problems; and (iii) defend Singer’s argument on three grounds not offered by Singer himself or by the textbook.

7) “Animal Citizenship” by Donaldson and Kymlicka – (i) elaborate the authors’ argument in this piece; (ii) outline three issues not referenced in the textbook to argue that the authors’ argument suffers from tensions/confusions/problems; and (iii) defend the authors’ argument on three grounds not offered by the authors themselves or by the textbook.

8) “Should Trees Have Standing? Toward Legal Rights for Natural Objects” by Stone – (i) elaborate Stone’s argument in this piece; (ii) outline three issues not referenced in the textbook to argue that Stone’s argument suffers from tensions/confusions/problems; and (iii) defend Stone’s argument on three grounds not offered by Stone himself.

9) “The Biocentric Outlook on Nature” by Taylor (Section IV – The Denial of Human Superiority) – (i) elaborate Taylor’s argument in this section; (ii) outline three issues not referenced in the textbook to argue that Taylor’s fourth section suffers from tensions/confusions/problems; and (iii) defend Taylor’s argument in his fourth section on three grounds not offered by either Taylor or the textbook.

Book: Environmental Ethics for Canadians (2016). Ed. Byron Williston. Second Edition. Oxford University Press.

Part 1: What was the most valuable tool/resource in the job search process for you? What does the job market look like for your industry/location of interest? What other job titles are you considering?

Part 2: Find a job that you would potentially apply to and upload a copy/image of it. Identify why you are interested in this position and how your internal career identity (values, interests, skills, and personality) match the job description. For this exercise, consider finding a job that you would realistically apply to upon graduation.

Part 3: Describe what you learned about LinkedIn. Explain one thing that you were not aware of previously and how you can best maximize your LinkedIn account.

I need a response essay for the following question: “The General Synod of the Church of England recently stated: “People with Down’s syndrome are complete human beings, made in the image of God, deserving full inclusion in both church and society. It is imperative that every step is taken to ensure that they are welcomed, celebrated and treated with dignity and respect.” In the context of a plural British society, would it be acceptable for a Church of England bishop to voice this same line of reasoning as part of a debate in the House of Lords regarding the extension of public funding to non-invasive pregnancy testing?”

Essay must articulate a thesis statement. That is to say, they should convey an argument in response to the question, an argument that is prefaced with brief introductory remarks, substantiated in the body with respect to the required readings, and recapitulated by way of brief concluding remarks in light of information discussed in the body of the essay. Each paragraph should have a point that can be understandable from first sentence and help thesis statement. Topic sentence is the first sentence of paragraphs. Beyond the standard expectations for an essay response (thesis statement, introductory and concluding remarks, well-structured body), I am looking for evidence of bread and depth of knowledge related to the essay question. I am looking for evidence of close engagement with the course readings and lecture materials. Hence it is important that you identify and critically engage with the themes, concepts and ideas that are relevant to question, and all this while formulating an argument.