English

The story is the white tigerWhat systems impact  Balram’s choices? Name them.How do they impact him?What lesson can we learn from his experiences?

in what was have you grown this year? what lessons have you learned about life or about yourself? this could be how you have grown through the experience of Covid or the journey of your freshman high school yearMust include a simple sentenceA compound sentenceA complex sentenceA sentence using active voiceTwo sentences that use figurative language

should include the following information (use headers to define sections):o Background on the topic:? Use citations, as indicated (APA format)o Relevant topic information:? Research, clinical trials, case studies, etc.? Use citations, as indicated (APA format)AND/ORo Evidence relating to the topic (Safety/Interactions/Concerns, etc.), as applicable.? Research, clinical trials, case studies, etc.? Use citations, as indicated (APA format)o Conclusion (YOUR conclusion-related to the evidence you found in your research, NOT the conclusion of the authors of your evidence).o References? Be sure to include LIVE links to the sources you chose for your assignment, need to be able to reviewEACH source and to use APA format.TOPIC:Online pharmaceutical purchases. Script needed or not? Why/why not? What are the issues associated with purchasing online? Is thissafe? Describe the drug availability and where the drugs may be distributed from. What happens if you purchase from an overseassupplier? Is there a lesser cost or higher cost? Is this legal/should it be?

Hogan & Zeffiro (2015) argue:As media scholars, practitioners, and consumers we should share the responsibility of digging into the numerous layers in which our personal technologies and media practices contribute to a mode of technological affect best described as the trauma and drama of disembodied techno trash. However, in practice, the waste generated from our media habits and behaviors remain largely invisible to us. Are there ways in which we can come to know the material and immaterial residues that we are responsible for generating and perpetuating?This research assignment seeks to rise to this challenge and make the invisible more visible. You’ll learn about the different processes and practices that shape your technological and digital purchases, and the implications of these purchases on the environment. We’re politicizing our ewaste as ‘Techno Trash’ in this assignment, and students will be selecting one of their mobile devices (Smartphone, Laptop, Tablet) to research, analyze, and reflect on for this assignment.Background Terminology & Concepts:What is E-waste?”E-waste, “electronic waste”, “e-scrap” and “end-of-life electronics” are terms often used to describe used electronics that are nearing the end of their useful life, and are discarded, donated or given to a recycler.”What is Techno Trash?”The term techno trash […], evokes the environmental brutality of planned technological obsolescence and conspicuous technological consumption. How can we become attentive to the ethical dimensions and challenges in our contemporary digital media environment, as imbricated with “the environment” writ large?”What Is Planned Obsolescence?”Planned obsolescence describes a strategy of deliberately ensuring that the current version of a given product will become out of date or useless within a known time period.”What is Conspicuous Technological Consumption?Conspicuous consumption is term coined by Thorstein Veblen. “It is the purchase of goods or services for the specific purpose of displaying one’s wealth. Conspicuous consumption is a means to show one’s social status, especially when publicly displayed goods and services are too expensive for other members of a person’s class.” Conspicuous Technological Consumption means that we are referring to technological gadgets specifically (for this assignment -martphones, tablets, laptops etc).Background Reading:News Release October 21, 2020: “Ontario Takes Action to Reduce Electronic Waste”https://news.ontario.ca/en/release/58898/ontario-takes-action-to-reduce-electronic-wasteHogan, M. & Zeffiro, A. (2015). “Out of Site & Out of Mind: Speculative Historiographies ofTechno-trash.” New American Notes Online.https://nanocrit.com/issues/issue7/out-site-out-mindspeculative-historiographies-techno-trashSmall, T. (2019) “The Real Environmental Toll Of Your Smartphone.” Chatelaine.https://www.chatelaine.com/living/environmental-impact-of-smartphone-e-waste/This research assignment asks you to do the following:• Choose a mobile technological device (either Smartphone,Laptop, or Tablet) that you use most frequently• Think about your history of ownership, use, and disposal of this type of gadget• Research the environmental concerns about your gadget• Decide which three issues/concerns to discuss about your gadget• Find six sources that help you build your argument and analysis effectively:o Three sources can any assigned module reading or links/sources provided in this assignment document;o Three sources must be outside sources (sources that have not been provided to you in this course – you need to do some research. Peer reviewed journal articles are better than media articles)• Examine and critically reflect upon how your research has impacted you.• Think about how your research analysis and your own experience intersectIntroduction• Provides some context for the discussion; cites source• Tells the reader what device/gadget you chosen & briefly why• Gives a short overview of your history of using a device like this• Gives a short commentary about how you’ve disposed of, recycled, or stored the generations of this device• Present the research question: What are the environmental issues or concerns surrounding your device?• Answers the questionand provide three points/issues to make an argument; provides clear thesis statement and outlines the significance of thisdiscussion.Discussion/Analysis• Connects each discussion point to argument being made/thesis statement• Provides three issues/discussion points that answer the question/build an argument• Each discussion point is supported by a source (your choice – module reading, assignment source, or outside source); sources used are pertinent to discussion• Critically analyzes and moves beyond descriptive commentary Reflection• Connects the analysis of the issues to personal device experience; reflects on personal impact of this research assignment on you, and addresses these questions:o How has this analysis impacted how you will shop for and dispose of your device?o How can our personal choices inform a collective mindset?o What kinds of choices can we make at a personal level that might have repercussionson global e-waste & techno-trash flows?• Includes two sources in support of reflections (your choice – module reading, assignment source, or outside source)Conclusion• Recaps the research question, argument and supporting points• Offers some bigger picture insights (the so-what?) and thoughts about significance and social implications: how is Techno-trash both a personal andcollective problem? Referencing• In-text citations follow APA or MLA format (or something similar)• Reference List is provided and in APA or MLA format (or something similar)Writing Style• Submission falls within the required word count; is double spaced, includes title page, pages are numbered• Flows well organizationally with clear writing style• Provides an appropriate tone and effective voice throughout submission• There is an appropriate percentage of direct quotes (not more than 10%) that enhance the submission rather than act as ‘filler’• Presents discussion free of typos, and free of grammar, punctuation, spelling, and paragraph structure errors.

What are some ways that digital skills will be important in the workplace.

Introduction:hook,lead sentence,thesis statement (2advatanges,2disadvantages) then in the two body paragraphs explain the disadvantages and advantages and the last paragraph wright my opinion in solar energy

Essay 2: A Marginalized PopulationRead Willie Garrett’s  downloaddescription of marginalized populations (groups that are mischaracterized, misunderstood, discriminated against, hated, neglected, targeted, or denied equal rights). Garrett provides a list of commonly-marginalized groups. Select a group that you either have a strong connection to or that you have no connection to but would like to understand better (either like you or very unlike you). You may select a specific population not included in the list, as well, such as missing/murdered indigenous women, executions of transgender people around the world, or the Uyghur population currently in concentration camps in Xinjiang, China. Of course you could also choose a more visible, politically-targeted group such as immigrants from Mexico and Central/South America seeking asylum at the southern US border, or even undocumented immigrants living, studying, and working in America.Identify the reasons and events that have led to this group’s being marginalized, describe the specific ways in which this group suffers from marginalization, and explore the effects of marginalization on the lives of not only the population itself but the communities in which they live. Consider not only social factors but also economic, educational, medical, political/legal, geographical, and historic ones (you don’t have to explore all these in your essay). What does this population need in order to survive or even thrive, and how can they get it? Why should this population be supported, and how could this happen? This essay should be about 3.5-5 pages long, so keep your scope fairly broad (this isn’t a 10-page research paper, though it easily could be made into one).You do not need to include Garrett’s piece in your essay, but you may want to seek outside support for this assignment, as dates of events, important names, and statistical data may be necessary. If you choose to use others’ work, remember you must follow proper MLA citation guidelines, which can be found in our Rules for Writers book (pp. 397-476) or on Canvas in the Research Paper Module—there are links there to MLA support, including our own Shatford Library libguide. You’ll need to evaluate possible sources and use proper quoting, paraphrasing, and citing in-text, in addition to a properly-formatted Works Cited page at the end of the essay (more MLA details will be coming soon, so do your best with the information you have). Also keep in mind that no more than 20% of your text should come from outside information, so be careful not to lose your voice in all the information.

A. What is the question that the philosopher is trying to answer? How does the philosopher answer the question? Why should we care?B. Identify and explain every part of the philosopher’s argument, including their reasons or evidence (premises) and the conclusion they draw from these reasons or evidence.  This argument should reveal the philosopher’s proposed answer to the question in b.  References and quotations:  Don’t just quote – put it in your own words (and cite passage page or reference numbers), and explain why you are including them and what you think it means. Then the reader can compare the quote with your interpretation of it, and measure it against their own. (See the Analytic Questions below)C. Concede something, but then point out a problem: Tell them what they did right: good definition, true premises, valid conclusion? Say so. Then point out one of three things: a key definition is unclear or unacceptable (circular, too narrow, to broad, etc.), the conclusion does not follow (the argument is invalid or weak), or one or more of their premises (their reasons or evidence) is unclear or false (the argument is unsound or uncogent). (See the Critical Questions below)D. Give a possible response to the problem– It is easy to point out a problem, but more challenging to come up with a response. Suggest a way for the philosopher to improve their argument? How can they improve their key definition? What other conclusion might they draw to make the argument valid or stronger? What premises are truer but still achieve the desired conclusion? Or do you concede their whole argument? If so, then explain why there is no way to improve on the philosopher’s argument. You had better be right!Read analytically and sympathetically. ANALYTIC Questions that you can ask and answer as you read.1.        What is the thesis (the central idea or main point?)2.        What are the major points made in developing and supporting the thesis?3.        How are key terms defined?Definitions. A good definition should be:Clear and preciseStated in a positive formNoncircularBroad enough to include all cases designated by actual usageNarrow enough to exclude cases beyond range of actual usage4.        What are the basic assumptions made by the author?5.        What are the important implications of the author’s position?6.        “I-don’t-understand…” list (brainstorm)Read Critically. CRITICAL Questions1.        Is what is said clear? How is it unclear?2.        Are adequate definitions given for important concepts? Can you think of counterexamples?3.        Are the arguments adequate to support the claims? Are the premises true? The    assumptions dubious?4.        Do the implications of the text lead to absurd or false consequences?5.        Are important aspects of the issue overlooked?6.        How well did the author accomplish her or his goal?7.        “I-don’t-agree-and-here’s-why…” list (brainstorm)~~~~~~~~~~~~~~~~Make sure to identify and explain:The key issues that are related to the topic and discussed in the passage.The fundamental philosophical terms and concepts associated with your topic and are discussed.The key teachings and methods of the philosophical figure and tradition you readabout in the passage and discuss.Also:Be clear, careful, and correct –Your audience is your roommate.  Assume your roommate has never taken a philosophy class before; can they follow along in the paper and know what is happening?  Think it through.  In general, avoid technical terms and jargon, or explain what they mean if you must.Use analytic and critical questions on your own essay to check it

explain something you learned from the course, and explain it in some depth.

Professional players invariably end up extending their personal lives into their professional lives. This blurring of boundaries has deleterious consequences, leading to the contamination of play by reality, obligation, and professionalism. What used to be a pleasure becomes onerous, obsessive, and loses its playful character. Discuss.