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Category: Writing Styles (Page 1 of 18)

Questions about “The Five Sexes” 1) In “The Five Sexes,” Anne Fausto-Sterling w

Questions about “The Five Sexes”
1) In “The Five Sexes,” Anne
Fausto-Sterling writes that doctors surgically altered the genitals of children
who were born with visible intersex characteristics so that they looked like
“typical female” or “typical male” genitals because they believed these
surgeries would enable the children to “slip quietly into society as ‘normal’
heterosexual males and females” (1993, p.22).
a) What specific assumption did these doctors make about the
connection between sex (meaning the category one is assigned to based on anatomical
and physiological characteristics) and sexuality? Explain the assumption in
your own words. (1 mark)
b) Review the definition of “heterosexism” from the Positive
Definitions exercise we did in week 1. Then explain in your own words how
heterosexist assumptions influenced these doctors’ belief that children with
intersex characteristics should undergo “normalizing” genital surgeries. (2 marks)
Question about
“Hermaphrodites with Attitude”
2) In the first paragraph of the section titled “My Career
as a Hermaphrodite: Renegotiating Cultural Meanings” (on p.193), Chase explains
how two different teams of doctors examined Chase’s genitals and came to two
different conclusions about Chase’s “sex.” Carefully read Chase’s explanation
of what each team of doctors observed and how each team interpreted what they
saw. What do these processes of sex assignment reveal/emphasize about
a) the process of assigning sex to children born with
intersex characteristics, and
b) the relationship (similarity/difference) between “male”
and “female” genital anatomy. (3 marks)
Questions about “My
Life Without Gender”
4 a) Tyler Ford (2015) writes that
some people “don’t know what to make of me when they see me.” What common
assumption(s) about sex and gender does Ford’s gender expression
challenge? Please be specific. (1 mark)
b) Why do some people want to know
what Ford’s genitals look like? In other words, what assumption do those
people make about the relationship between genitals and gender identity? (1 mark)
c) How does Ford describe the
relationship between their body and their gender? Please explain Ford’s point
using your own words. (1
mark)
5) Ford (2015) also comments, “My
existence causes people to question everything they have been taught about
gender, which in turn inspires them to question what they know about
themselves, and that scares them.”
What specific questions might Ford’s existence as an
agender person inspire people to ask about their own gender identities and/or
understandings of gender?
Identify one specific question and briefly
explain why asking that question might be scary for people who have not
consciously explored their own gender. (2 marks)
Questions about “The Education of Little Cis”
6a) What is cisgender privilege?
Explain in your own words and give a specific example of how cisgender
privilege works in everyday life. (2 marks)
b) According to Enke, how is identifying and
understanding cisgender privilege different from asserting cisgender identity?
Please explain and be specific. (3 marks)
Questions about the unit on Two-Spirit Peoples
7) Sexually and gender diverse
Indigenous peoples (including the youth Marie Laing interviewed for her
research project on Two Spirit identity) emphasize that there is not – and
should not be – a single “correct” definition of “Two Spirit.” Why is it so
important to Indigenous peoples that this term is open to a range of different
interpretations? Please explain your response
and be specific. (2 marks)
8) In “Twin-Spirited Woman,” Saylesh
Wesley argues that as part of the process of reconciliation with Indigenous
peoples “against whom it practiced genocide,” there is a need to for Canada to
“atone for its gendercide” (2014, p. 339). What does Wesley mean when she
argues that the Canadian government practiced “gendercide” against Indigenous
peoples? What role did the residential school system play in this process? (3 marks)
Question about
“Scientific Racism and the Emergence of the Homosexual Body”
6) Somerville explains that scientists known as
anthropometrists once believed that they could find physical evidence of
homosexuality by measuring body parts. What problem did these
anthopometrists encounter when they tried to prove their theory? Why is this
finding significant? Please explain in your own words and be specific. (3 marks)
7) Somerville outlines the ways that assumptions about “difference”
have shaped scientific approaches to both race and sexuality. What does
Somerville’s essay teach us about why should be cautious about scientific
research that aims to discover the “cause” of homosexuality? Explain in your own
words, and please be specific. (2 marks)
Questions about “All
Power to All People?”
8a) Syrus Marcus Ware identifies and discusses several
problems with mainstream LGBTQ/queer and trans archives in Canada. One problem Ware points out is that mainstream queer
and trans archives “create and inscribe a narrative of struggle that always
begins with whiteness” (2017, p.171). How does the centering of the experiences
and actions of white LGBTQ+ people in the archives affect LGBTQ+ people who are
Black, Indigenous or people of colour? Please explain in your own words and be
specific. (2 marks).
b) Ware also notes that “[m]ainstream LGBTQ records and
municipal archives have omitted” initiatives like Desh Pardesh, Mayworks
Festival of the Arts, and the Counting Past Two Festival (2017, p.174). Why is
it important to record and celebrate these events? How does acknowledging
events such as these ones change the story that the mainstream queer and trans
archives construct about Black LGBTQ+
people and people of colour? Please explain in your own words and be specific.
(2marks)

Incentive pay plans have increased in popularity the past few year. My previous

Incentive pay plans have increased in popularity the past few year. My previous organization used incentive pay as a reward for high performance on customer satisfaction. It was just a few cents additional that we received, but it added up to nearly $80 extra each paycheck. Employers are using incentive pay plans as a way to reward behaviors and actions that are taken that have an impact to the the organization in a variety of efficient and effective ways. For this week’s discussion, I would like for you to research different occupations to understand their use of incentive pay programs .You may share from your own workplaces expereinces as well. Identify an occupation for which individual incentive pay is appropriate and an occupation for which individual incentive pay is inappropriate. What is the rational for your choices? Be sure to include references for your research this week too!

We can apply literature and evidence-based data findings in order to evoke highe

We can apply literature and evidence-based data findings in order to evoke higher-order analytic thinking and creative processes. Application of such research helps us support reasonable decision-making.
For this assignment, you will be using critical thinking to elaborate on why ongoing research contributions are necessary to the field of forensic science. Begin by using your textbook and the CSU Online Library to locate information on digital forensic acquisition and preservation of evidence. Select one topic to discuss (either pertaining to acquisition or preservation), and address the following topics.
Introduce the topic, and summarize key points.
Identify legal implications.
Identify potential challenges.
Provide a solution for one of the ongoing problems in this area.
An example is outlined below.
Article discusses preservation of computer forensic evidence.
Courts require authenticity when presenting evidence; therefore, duplicated data must be able to show verification of forensically-sound handling and duplication. Discuss Daubert v. Merrell Dow Pharmaceuticals and the Daubert Standard. Expand on Title 42 U.S. Code § 2000aa-7.
Expand on hash algorithms and how the use of hashing allows for duplication of evidence and presentation of authenticated evidence. Agencies that employ or use computer forensic laboratory resources must recognize that computer forensic examiners need to 1) adhere to a set of scientific standards that include a chain of custody policy when working with digital evidence, 2) use standard operating procedures (and show proof of such) that assure known results from duplication and authentication, and 3) follow policies that meet standards of forensic science and expert witness testimony as made known by the courts.
The presentation must be at least 10 slides in length, not counting title slide and references slide. Approximately 5–6 bulleted points per slide should be evident. It is recommended that images be used to enhance visual content but must not take up the majority of space on a slide. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary

Mental Health Issues In The Forensic Setting Assignment Content Review the follo

Mental Health Issues In The Forensic Setting
Assignment Content
Review the following case study:
Kasey is a 29-year-old male inmate who was arrested 3 days ago for possessing and selling marijuana. During his intake and assessment, Kasey reported incidences of depression, followed by recurrent manic episodes. He reported that he uses marijuana to feel normal. He also reported that he drinks alcoholic beverages 3 or 4 days per week and experiences blackouts at least once a week. Kasey reported that he is currently feeling depressed and has had suicidal thoughts in the past, but is not currently experiencing them.
Write a 1,050- to 1,400-word paper on treating inmates or offenders with mental illness. Include the following:
The most urgent problems that need treatment
The possibility of prescription medications
Effects of prescription medications
Other treatments besides medications
Challenges and issues related to treatment
Considerations for continuity of care after release
Include a minimum of three sources.
Format your paper consistent with APA guidelines.

By the time our final paper comes due, we will have consumed a boodle of short s

By the time our final paper comes due, we will have consumed a boodle of short short stories; read several discussions about the function of fiction and literature as a whole; and written at length on the Discussion Board about these stories and discussions. Now, to formalize and crystallize the knowledge you’ve obtained, I’m asking you to choose any three stories from our course schedule and compare / contrast them in terms of one of our major elements of fiction: plot; character; narration and point of view; setting; symbol and figurative language; or theme.
For example, you might examine how the first-person perspective in both “Sonny’s Blues” and “Cathedral” help develop the characters of Sonny and Robert, the blind man, whereas the third-person limited perspective of Connie in “Where Are You Going…” keeps her at arm’s length from the reader.
Or, you might discuss how plot construction differs between “Where Are You Going, Where Have You Been?,” which mostly takes place in an afternoon; “The Lives of the Dead,” which moves back and forth in time; and “Puppy,” which views the same incident from multiple angles.
There are virtually endless options here.
For sources, you should employ direct quotes and paraphrases from all of the stories you address. Additionally, you should use a combination of direct quotes and paraphrases from the craft-discussion chapters hyperlinked on our Course Schedule (namely the section for the element of fiction you’re addressing). Do not bring in any additional texts–the purpose being I want you to bear down on the specifics of the texts we already have at our disposal. Your in-text citations must be in MLA format; but because all of your sources are coming from the Course Schedule, there is no works cited page necessary.
Your paper should have a guiding thesis statement (a.k.a. a central argument) at the end of your introduction paragraph. All of your paragraphs should then go toward arguing that thesis.
I would encourage the class to get as explicit as possible with their guiding argument. A thesis that is too broad and vague might sound like this: “In these stories the characters play important roles, which can be seen through symbol and figurative language.” That doesn’t tell us what stories, which characters, or what’s important about the symbolism and language. Construct an argument that only you can make, because it relies on your original insight into the texts. Try something like, “All three of these stories contain protagonists–Charlie, Jimmy Cross, and Connie–who must confront loss and separation beyond their maturity level, though the reader is left to imagine the impact of Charlie’s bad day with his father, while Cross demonstrates how this pressure has changed him by tossing out the pebble, and Connie must pay dearly for her adolescent mistakes.” (Or some such thing.:)
Your paper should be 1,500-2,000 words. Final draft should be uploaded to Turnitin by noon on Sunday, June 19.

Two full paragraphs are required for each post. Points will be deducted for post

Two full paragraphs are required for each post. Points will be deducted for posts that lack depth, and those that do not meet the length requirement will lose points as well. You must provide evidence in all your responses in the form of citations and references using APA format from articles from widely respected peer reviewed journals such as International Journal of Human Resource Management, Human Resource Management Journal, Academy of Management Journal, Journal of Applied Psychology, etc. Feel free to provide anecdotes, but back it up with research to strengthen your response: https://www.youtube.com/watch?v=GnkFZ2jp14g&t=
Refrences must come from one of the reviewed journals mentioned above and most tie in to the post.

My ISU novel is War and Peace. Therefore, I need a slideshow about this book. PA

My ISU novel is War and Peace. Therefore, I need a slideshow about this book.
PART 2- RST SEMINAR REQUIREMENTS
You must include all of the following into your seminar presentation, though you may sequence the information in whatever way makes the most sense for your novel and your vision of the project:
Briefly summarize the plot of the ISU novel (DO NOT give play-by-play) and make a case for how this novel is a must-read (be persuasive – consider what advertisements need to do/be to reach the audience).
Choose a critical lens to view and present your ISU novel (as you are doing in your essay; this section will be just a cursory overview, while your essay will be further in depth on this).
Research some element related to your book and the critical lens you have chosen – i.e. time period/customs/history/geography, etc. You are also free to add additional research that you feel would add additional context on the human behaviour angle. Be sure to use MLA formatting for your sources and be sure to include a Works Cited. Do not search and use information from sites like “Sparknotes” or “Enotes”. I am interested in YOUR interpretations and connections that you can make with the course and our essential question.
Analyze the theme(s) as facilitated by the main, and important minor, characters of the ISU novel, then compare at least one of these characters to a character in either Frankenstein or Hamlet, to discuss what the authors seem to suggest motivate human behaviour. Remember to include important key concepts within characterization and theme as they relate to analysis of the novel. Be sure to include evidence from the novel(s) to support your arguments.
Analyze the setting(s), atmosphere, and point of view of the ISU novel (remember the THREE aspects of setting). How do these assist the author in achieving their goal of engaging the reader (so that you in turn can convince the audience of how great the novel is). Be sure to include evidence from the novel(s) to support your arguments.
Analyze the conflicts(s) of the ISU novel, and discuss how the conflicts relate to the author’s apparent perspective on what motivates human behaviour. Be sure to include evidence from the novel(s) to support your arguments.
Identify and analyze the EFFECTIVENESS of at least THREE literary devices and/or figurative language used in the ISU. How do these devices further assist the reader in the analysis of motivation of human behaviour? Be sure to include evidence from the novel(s) to support your arguments.
Text-to-Text, Text-to-Self-, Text-to-World connections: Consider what other texts you can compare with your ISU novel and in what ways can make these comparisons?
Text to text generally implies the ISU versus another written work like Frankenstein or Hamlet, though you may choose any other text(s) that you feel are relatable and would further your intention of persuading the audience to read this book, and to consider human behaviour motivated by whatever the author appears to suggest.
Text-to-Self would require you to reflect upon your own life, circumstances and experiences- perhaps you experienced something similar to a main character in the ISU novel. Draw upon your personal experiences as needed.
Finally, text-to-world requires that you extend beyond texts and yourself, but to look at the greater society, the world around you, and to consider what deep analysis you can make about human behaviour.
Audience Engagement Task: Consider some way to include the audience even though you are pre-recording your presentation. Could you create a game somehow? An exit card strategy? A polling system? A task to complete? Be creative. It is likely that students will have a carousel activity in which they will visit each other’s RST projects attached to Padlet, and students will need to complete a task to show their engagement in the projects viewed. In other words, while you may not have a live audience, you may still have an audience.
*Feel free to include any other interesting facts/research/observations that you’ve made. This is one of your final opportunities in the course to show off your learning and skills acquired.
Other Mentionables:
Range of length of presentation 20-25 minutes (number of slides may vary, but should be no less than 10 slides to ensure that all expectations would be met appropriately).
High quality, polished, rehearsed presentations are required.
Creativity and class/teacher engagement
Notice the occasional requirement to make comparisons to ONE of the course texts, either Hamlet or Frankenstein. Be sure to integrate these comparisons with the purpose of convincing the audience to read the ISU novel, while being engaged by the potential motivations for human behaviour.

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