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The nomination campaign for president begins in January of the election year
True or False
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Not shure i think fals
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WU Wk 4 Global Diversity and Sustainability Biological Diversity Discussion
To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally th ...
WU Wk 4 Global Diversity and Sustainability Biological Diversity Discussion
To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally themselves with others and adapt to change.Identify a threat to cultural and biological diversity and/or environmental justice and sustainability in an indigenous group.Investigate whether or not the indigenous group is partnering with an external activist to maintain cultural and biological diversity and/or promote environmental justice and sustainability.Detail the joint actions undertaken, or the opportunity for joint actions that could be undertaken, to work toward diversity, justice, or sustainability for indigenous peoples.With these thoughts in mind:By Day 3Post two paragraphs that describe the joint actions undertaken—or that could be initiated—toward maintaining cultural and biological diversity or promoting environmental justice and/or sustainability for the indigenous group you identified. Analyze to what extent diversity, justice, and sustainability are important for the future of indigenous peoples.Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced.Read a selection of your colleagues’ postings.By Day 5Respond to at least two of your colleagues’ postings that contain a perspective other than yours.Explain how your colleagues’ perspectives do either of the following:Align with or complement your perspective.Contrast with or are in opposition to your perspective.To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally themselves with others and adapt to change.Identify a threat to cultural and biological diversity and/or environmental justice and sustainability in an indigenous group.Investigate whether or not the indigenous group is partnering with an external activist to maintain cultural and biological diversity and/or promote environmental justice and sustainability.Detail the joint actions undertaken, or the opportunity for joint actions that could be undertaken, to work toward diversity, justice, or sustainability for indigenous peoples.
Learning ResourcesRequired ReadingsWelsch, R.L. & Vivanco, L.A. (2017). Anthropology: Asking questions about humanity (2nd ed.). Oxford, U.K.: Oxford University Press. Chapter 7, “ Environmental Anthropology: Relating to the Natural World” (pp.165-181)“Social and Economic Inequality: Why Poor Neighborhoods and Marginalized People Face the Greatest Environmental Risks” (pp.185-186)“Anthropology Confronts Climate Change (pp. 186-187)The chapters from this course text provide details on biodiversity and environmental change.Aikau, H. K., & Spencer, J. H. (2007). Introduction: Local reaction to global integration—The political economy of development in indigenous communities. Alternatives: Global, Local, Political, 32(1), 1–8.This article focuses on indigenous groups from North America, South America, and Asia. The authors compare these groups as a case study of the effects of globalization, politics, development, and planning.Partlow, J. (2008, October 14). Doubt, anger over Brazil dams; As work begins along Amazon tributary, many question human, environmental costs. The Washington Post, A11.In this article, the author describes the construction of two hydroelectric dams on the Madeira River, a main tributary of the Amazon. Partlow shares the impact these dams have on the local indigenous groups and the environment.Valdivia, G. (2007). The “Amazonian trial of the century”: Indigenous identities, transnational networks, and petroleum in Ecuador. Alternatives: Global, Local, Political, 32(1), 41–72.This article details the participatory relationship of indigenous groups and organizations like FEINCE, OISE, and FOISE in the Ecuadoran Amazon. This relationship has been forced by a lawsuit against Chevron Texaco.Required MediaTEDx Talks. (Producer). (2013). Taking indigenous world-views seriously: Juan Barletti at TEDx University of St Andrews 2013 [Video]. Retrieved from Note: The approximate length of this piece is 10 minutes.
Religion: (family realtion) 5-6 pages double spaced report paper
ASSIGNMENT8 REL.Family Relations As stated in the Study Guide, the student should begin early in the course by rea ...
Religion: (family realtion) 5-6 pages double spaced report paper
ASSIGNMENT8 REL.Family Relations As stated in the Study Guide, the student should begin early in the course by reading pages 11-38 of THE BLESSING by Gary Smalley and John Trent. This will provide an understanding of the concept of "a blessing" and how such a technique can be employed in the context of family enrichment.Then during this preliminary reading, the student will then select an individual (more than one is acceptable, but not recommended) to be the recipient of "the blessing." Over the course of several weeks, the student will read further and make practical application of the elements of the Blessing, making notes along the way.The objective is to employ the various elements of "the blessing" as described by the authors in such a way as to experience new levels of awareness of the needs and feelings of others and to enhance the relationship with the selected family member(s).Ideally, this should be a healthy and positive experience for both the student and the recipient(s) of the student's blessing. Assignment 8 consists of a report (5 to 6 pages, double spaced) of your personal application of and experience with “the Blessing” as a project of this course. Identify the individual(s) you selected to be the recipient(s) of your blessing, and how you went about applying each element for this assignment. Discuss whether anything about the project was negative or uncomfortable, and what about it was positive and beneficial.Also relate how you plan to adapt it to your own family life in the future. Please note: This is not a book report.It is a discussion of your own practical application of the principles of the Blessing, planned and carried out specifically for this course assignment.The Blessing Project is based on the textbook THE BLESSING by Gary Smalley and John
Trent. This involves reading the second textbook, plus engaging in a practical application of the
principle called "the blessing." The project should commence during the first week of the course
by reading pages 11-53 of Smalley & Trent, and then extend over several weeks culminating in
a written report (Assignment 8). One or more individuals (family members or close friends)
should be selected at the start to be the recipient(s) of your blessing. This assignment is NOT a
book report, but a report on how you personally carried out the steps of THE BLESSING in your
practical project. Notes should be kept along the way to be used in writing Assignment 8
Verbal and nonverbal messages
We have all heard the saying “actions speak louder than words,” but DO they? When you see a difference between verbal ...
Verbal and nonverbal messages
We have all heard the saying “actions speak louder than words,” but DO they? When you see a difference between verbal and nonverbal messages which are you more likely to believe? Why? Then, explain how cultural differences present nonverbal challenges. Summarize how applying nonverbal communication competence help to improve intercultural communication.
Florida National University Benefits of Breast Feeding Discussion
Describe the benefits of breast-feeding. Is there an exception as to who should and should not breastfeed? Explain.
Florida National University Benefits of Breast Feeding Discussion
Describe the benefits of breast-feeding. Is there an exception as to who should and should not breastfeed? Explain.
A Historical Analytical Review of The Movie Mississippi Burning Discussion
Assignment InstructionsStep 1: Choose a time period/theme and a modern song that you want to rewrite or parody. Choose a t ...
A Historical Analytical Review of The Movie Mississippi Burning Discussion
Assignment InstructionsStep 1: Choose a time period/theme and a modern song that you want to rewrite or parody. Choose a time period/theme you found interesting this semester and completely rewrite a modern song (of your choosing) about the time period/theme you chose. It MUST BE relevant to a subject in American history covered in this class-- anything after the American Civil War.Step 2: Write your parody song.Change at least 80% of the lyrics of the song you chose.Must include at least two verses and a chorus.BE SPECIFIC and avoid generic statements that could be about anything/anyone/any time.Include the original name of the song and the original artist.Assignment Instructions 2Step 1: Select an approved historical movie to review.Select a movie that depicts a historical period or event. Here is a list of approved movies--check with me about any movies not on this list. Make sure that the movie you have selected is accessible to you and appropriate to your tastes and sensibilities. Do a little independent research into the film before watching so that you know what to expect in terms of MPAA rating. Use your own discretion in selecting a film.Step 2: Watch the film you've chosen.While watching the movie, consider these questions:Were there inaccuracies in the movie compared to the material in our course which covers that time period or person? Explain the historical context of the time period in which the film takes place.What did you learn from the movie that you did not already know? Were there any obvious values or opinions being presented by the director in the way they depicted the main theme of the film or the way they portrayed the heroes and villains of the story?How did the depiction of this event or person compare to reading about the same topic in a textbook?Did you have an emotional reaction to the film, why or why not? How do your own history and experiences affect how you perceive the film?Did the film have an impact at the time of release on society’s perspective of the event and people involved? Did the film change your perspective about the people or event?If watching a film that could be seen as a primary source, ponder these questions: what does the film's theme or plot suggest about the time period in which it was made? What can we understand about this part of history through this film? Step 3: Complete a historical, analytical review of the film.Answer the following prompt in a two-page, double-spaced word document. No formal citations necessary, but reference details from the film and the textbook and class sources.Prompt: After you have watched the film, write a concise review of the movie that includes answers to the relevant questions above and summarizes the plot. You may not answer every single question, but choose at least three or four to discuss.
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WU Wk 4 Global Diversity and Sustainability Biological Diversity Discussion
To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally th ...
WU Wk 4 Global Diversity and Sustainability Biological Diversity Discussion
To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally themselves with others and adapt to change.Identify a threat to cultural and biological diversity and/or environmental justice and sustainability in an indigenous group.Investigate whether or not the indigenous group is partnering with an external activist to maintain cultural and biological diversity and/or promote environmental justice and sustainability.Detail the joint actions undertaken, or the opportunity for joint actions that could be undertaken, to work toward diversity, justice, or sustainability for indigenous peoples.With these thoughts in mind:By Day 3Post two paragraphs that describe the joint actions undertaken—or that could be initiated—toward maintaining cultural and biological diversity or promoting environmental justice and/or sustainability for the indigenous group you identified. Analyze to what extent diversity, justice, and sustainability are important for the future of indigenous peoples.Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced.Read a selection of your colleagues’ postings.By Day 5Respond to at least two of your colleagues’ postings that contain a perspective other than yours.Explain how your colleagues’ perspectives do either of the following:Align with or complement your perspective.Contrast with or are in opposition to your perspective.To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally themselves with others and adapt to change.Identify a threat to cultural and biological diversity and/or environmental justice and sustainability in an indigenous group.Investigate whether or not the indigenous group is partnering with an external activist to maintain cultural and biological diversity and/or promote environmental justice and sustainability.Detail the joint actions undertaken, or the opportunity for joint actions that could be undertaken, to work toward diversity, justice, or sustainability for indigenous peoples.
Learning ResourcesRequired ReadingsWelsch, R.L. & Vivanco, L.A. (2017). Anthropology: Asking questions about humanity (2nd ed.). Oxford, U.K.: Oxford University Press. Chapter 7, “ Environmental Anthropology: Relating to the Natural World” (pp.165-181)“Social and Economic Inequality: Why Poor Neighborhoods and Marginalized People Face the Greatest Environmental Risks” (pp.185-186)“Anthropology Confronts Climate Change (pp. 186-187)The chapters from this course text provide details on biodiversity and environmental change.Aikau, H. K., & Spencer, J. H. (2007). Introduction: Local reaction to global integration—The political economy of development in indigenous communities. Alternatives: Global, Local, Political, 32(1), 1–8.This article focuses on indigenous groups from North America, South America, and Asia. The authors compare these groups as a case study of the effects of globalization, politics, development, and planning.Partlow, J. (2008, October 14). Doubt, anger over Brazil dams; As work begins along Amazon tributary, many question human, environmental costs. The Washington Post, A11.In this article, the author describes the construction of two hydroelectric dams on the Madeira River, a main tributary of the Amazon. Partlow shares the impact these dams have on the local indigenous groups and the environment.Valdivia, G. (2007). The “Amazonian trial of the century”: Indigenous identities, transnational networks, and petroleum in Ecuador. Alternatives: Global, Local, Political, 32(1), 41–72.This article details the participatory relationship of indigenous groups and organizations like FEINCE, OISE, and FOISE in the Ecuadoran Amazon. This relationship has been forced by a lawsuit against Chevron Texaco.Required MediaTEDx Talks. (Producer). (2013). Taking indigenous world-views seriously: Juan Barletti at TEDx University of St Andrews 2013 [Video]. Retrieved from Note: The approximate length of this piece is 10 minutes.
Religion: (family realtion) 5-6 pages double spaced report paper
ASSIGNMENT8 REL.Family Relations As stated in the Study Guide, the student should begin early in the course by rea ...
Religion: (family realtion) 5-6 pages double spaced report paper
ASSIGNMENT8 REL.Family Relations As stated in the Study Guide, the student should begin early in the course by reading pages 11-38 of THE BLESSING by Gary Smalley and John Trent. This will provide an understanding of the concept of "a blessing" and how such a technique can be employed in the context of family enrichment.Then during this preliminary reading, the student will then select an individual (more than one is acceptable, but not recommended) to be the recipient of "the blessing." Over the course of several weeks, the student will read further and make practical application of the elements of the Blessing, making notes along the way.The objective is to employ the various elements of "the blessing" as described by the authors in such a way as to experience new levels of awareness of the needs and feelings of others and to enhance the relationship with the selected family member(s).Ideally, this should be a healthy and positive experience for both the student and the recipient(s) of the student's blessing. Assignment 8 consists of a report (5 to 6 pages, double spaced) of your personal application of and experience with “the Blessing” as a project of this course. Identify the individual(s) you selected to be the recipient(s) of your blessing, and how you went about applying each element for this assignment. Discuss whether anything about the project was negative or uncomfortable, and what about it was positive and beneficial.Also relate how you plan to adapt it to your own family life in the future. Please note: This is not a book report.It is a discussion of your own practical application of the principles of the Blessing, planned and carried out specifically for this course assignment.The Blessing Project is based on the textbook THE BLESSING by Gary Smalley and John
Trent. This involves reading the second textbook, plus engaging in a practical application of the
principle called "the blessing." The project should commence during the first week of the course
by reading pages 11-53 of Smalley & Trent, and then extend over several weeks culminating in
a written report (Assignment 8). One or more individuals (family members or close friends)
should be selected at the start to be the recipient(s) of your blessing. This assignment is NOT a
book report, but a report on how you personally carried out the steps of THE BLESSING in your
practical project. Notes should be kept along the way to be used in writing Assignment 8
Verbal and nonverbal messages
We have all heard the saying “actions speak louder than words,” but DO they? When you see a difference between verbal ...
Verbal and nonverbal messages
We have all heard the saying “actions speak louder than words,” but DO they? When you see a difference between verbal and nonverbal messages which are you more likely to believe? Why? Then, explain how cultural differences present nonverbal challenges. Summarize how applying nonverbal communication competence help to improve intercultural communication.
Florida National University Benefits of Breast Feeding Discussion
Describe the benefits of breast-feeding. Is there an exception as to who should and should not breastfeed? Explain.
Florida National University Benefits of Breast Feeding Discussion
Describe the benefits of breast-feeding. Is there an exception as to who should and should not breastfeed? Explain.
A Historical Analytical Review of The Movie Mississippi Burning Discussion
Assignment InstructionsStep 1: Choose a time period/theme and a modern song that you want to rewrite or parody. Choose a t ...
A Historical Analytical Review of The Movie Mississippi Burning Discussion
Assignment InstructionsStep 1: Choose a time period/theme and a modern song that you want to rewrite or parody. Choose a time period/theme you found interesting this semester and completely rewrite a modern song (of your choosing) about the time period/theme you chose. It MUST BE relevant to a subject in American history covered in this class-- anything after the American Civil War.Step 2: Write your parody song.Change at least 80% of the lyrics of the song you chose.Must include at least two verses and a chorus.BE SPECIFIC and avoid generic statements that could be about anything/anyone/any time.Include the original name of the song and the original artist.Assignment Instructions 2Step 1: Select an approved historical movie to review.Select a movie that depicts a historical period or event. Here is a list of approved movies--check with me about any movies not on this list. Make sure that the movie you have selected is accessible to you and appropriate to your tastes and sensibilities. Do a little independent research into the film before watching so that you know what to expect in terms of MPAA rating. Use your own discretion in selecting a film.Step 2: Watch the film you've chosen.While watching the movie, consider these questions:Were there inaccuracies in the movie compared to the material in our course which covers that time period or person? Explain the historical context of the time period in which the film takes place.What did you learn from the movie that you did not already know? Were there any obvious values or opinions being presented by the director in the way they depicted the main theme of the film or the way they portrayed the heroes and villains of the story?How did the depiction of this event or person compare to reading about the same topic in a textbook?Did you have an emotional reaction to the film, why or why not? How do your own history and experiences affect how you perceive the film?Did the film have an impact at the time of release on society’s perspective of the event and people involved? Did the film change your perspective about the people or event?If watching a film that could be seen as a primary source, ponder these questions: what does the film's theme or plot suggest about the time period in which it was made? What can we understand about this part of history through this film? Step 3: Complete a historical, analytical review of the film.Answer the following prompt in a two-page, double-spaced word document. No formal citations necessary, but reference details from the film and the textbook and class sources.Prompt: After you have watched the film, write a concise review of the movie that includes answers to the relevant questions above and summarizes the plot. You may not answer every single question, but choose at least three or four to discuss.
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