Religion

Human rights violations/issues on Turkey

To write a country report on human rights violations/issues on Turkey. pick any topics/issues that are relevant to denial of freedom of expression and freedom of association in Turkey from the year 2019 and 2020 only.

Use APA style format and 2700 is word limit use between 2600 and 2700 words only.

Format:

 

First para:

introduce paper briefly to give Readers brief idea about what paper is about.Include thesis statement and mention specific argument on which the whole is written about.

Second Para

Mention everything about Turkey like Location, language, religion, population, etc. are important and helpful to include in your paper.

Third Para:

In this paragraph talk about denial of freedom of expression and association faced by people living in Turkey and tell readers why the issue is important and provide more details on that and tell readers whether anything has done in the assigned country’s criminal justice system. Mention the role of NGO’s in this situation. Providing different perspectives. Discussion and transition in ideas between paragraphs should flow well.

Last Para:

This part is VERY important. Do not mention just summary of the paper in this para but give suggestions or analysis about the issue of freedom of expression and denial.What are your recommendations?

Examples and other evidence support the main thesis and fit cohesively within each paragraph. All ideas presented in the body of the essay flow from, and support the argument presented in the thesis statement.

Please use at least two peer-reviewed articles and two International Non-Profit Organization (INGO) reports.

.doc file

Special instructions are all in the question but please use two academically reliable sources that are relevant enough and one NGO report related to issue that I have mentioned to be used in the question.

Human rights violations/issues on Turkey Read More »

Discussion: Critique of Jesus’ Teaching Assignment (Module Week 6) Options Menu due Thursday 750 words

Discussion: Critique of Jesus’ Teaching Assignment (Module Week 6) Options Menu due Thursday 750 words

t is instructive to consult the Master Teacher when we are considering “teaching and learning.”

To be sure, Jesus in His humanity did not know about Bloom’s Taxonomy nor the upgrade by Anderson and Krathwohl, so He did not think about getting his audience to evaluate, or analyze, or apply following the terms we use. Nor did he use active learning strategies—no think/pair/share in the Sermon on the Mount.

However, if you look carefully at what Jesus did, you see that he often challenged thinking including challenging presuppositions, and correcting the illogic of the Pharisees. So, while he imparted a lot of information, he also used phrases like “You have heard. . . but I tell you this.” His audience had to consider that the Old Testament laws on divorce really did not get to the heart of the matter. Jesus offered that correction in his challenge to think about God’s original intent for a husband and wife to stay together as “one flesh” and that only men and women’s hardness of heart led to God’s concession in allowing divorce. The same challenge of thinking applied to misconceptions about hatred (tantamount to “murder”), and many other legalistic presuppositions. His use of parables also challenged thinking and was actually a learning technique that led to personal application.

Instructions

For this discussion board assignment, we want to explore Jesus’ teaching through the lens of the teaching taxonomies we have explored this term (Bloom and Anderson and Krathwohl’s revision of Bloom).

  1. Review Jesus’ major teaching discourses, such as the Sermon on the Mount
  2. Review Jesus’ use of parables and story telling
  3. Jesus’ engagement with the Pharisees and those who opposed him
  4. Jesus’ engagement with those who sought him

All the Gospels contain great demonstrations of Jesus’ teaching but you could review in particular Jesus’ teaching in the book of John.

Your task in this discussion board post is to identify how Jesus demonstrated HOTS in his teaching. Pick out several examples from Jesus teaching that illustrate at least three of the higher levels of thought from Bloom/Anderson and Krathwohl. Explain the link and suggest why those examples showed how Jesus challenged thinking.

Then think of the active learning strategies we have reviewed this term. While you will not find examples of many of the active learning strategies mentioned in our texts, can you identify some elements of active learning in Jesus’ teaching?

Replies: Provide a critique as we have done in previous discussion board exercises. What did your classmate provided that was truly unique or insightful? Why? What suggestions would you have for your classmate that would make their comments more complete?

Discussion: Critique of Jesus’ Teaching Assignment (Module Week 6) Options Menu due Thursday 750 words Read More »

Discussion: Critique of Jesus’ Teaching Assignment (Module Week 6) Options Menu due Thursday 750 words

Discussion: Critique of Jesus’ Teaching Assignment (Module Week 6) Options Menu due Thursday 750 words

t is instructive to consult the Master Teacher when we are considering “teaching and learning.”

To be sure, Jesus in His humanity did not know about Bloom’s Taxonomy nor the upgrade by Anderson and Krathwohl, so He did not think about getting his audience to evaluate, or analyze, or apply following the terms we use. Nor did he use active learning strategies—no think/pair/share in the Sermon on the Mount.

However, if you look carefully at what Jesus did, you see that he often challenged thinking including challenging presuppositions, and correcting the illogic of the Pharisees. So, while he imparted a lot of information, he also used phrases like “You have heard. . . but I tell you this.” His audience had to consider that the Old Testament laws on divorce really did not get to the heart of the matter. Jesus offered that correction in his challenge to think about God’s original intent for a husband and wife to stay together as “one flesh” and that only men and women’s hardness of heart led to God’s concession in allowing divorce. The same challenge of thinking applied to misconceptions about hatred (tantamount to “murder”), and many other legalistic presuppositions. His use of parables also challenged thinking and was actually a learning technique that led to personal application.

Instructions

For this discussion board assignment, we want to explore Jesus’ teaching through the lens of the teaching taxonomies we have explored this term (Bloom and Anderson and Krathwohl’s revision of Bloom).

  1. Review Jesus’ major teaching discourses, such as the Sermon on the Mount
  2. Review Jesus’ use of parables and story telling
  3. Jesus’ engagement with the Pharisees and those who opposed him
  4. Jesus’ engagement with those who sought him

All the Gospels contain great demonstrations of Jesus’ teaching but you could review in particular Jesus’ teaching in the book of John.

Your task in this discussion board post is to identify how Jesus demonstrated HOTS in his teaching. Pick out several examples from Jesus teaching that illustrate at least three of the higher levels of thought from Bloom/Anderson and Krathwohl. Explain the link and suggest why those examples showed how Jesus challenged thinking.

Then think of the active learning strategies we have reviewed this term. While you will not find examples of many of the active learning strategies mentioned in our texts, can you identify some elements of active learning in Jesus’ teaching?

Replies: Provide a critique as we have done in previous discussion board exercises. What did your classmate provided that was truly unique or insightful? Why? What suggestions would you have for your classmate that would make their comments more complete?

Discussion: Critique of Jesus’ Teaching Assignment (Module Week 6) Options Menu due Thursday 750 words Read More »

1.9 NACLA Report on the Americas Review #1 (ASSIGNMENT)

1.9 NACLA Report on the Americas Review #1 (ASSIGNMENT)

FOR THIS ASSIGNMENT, YOU ARE TO READ CURRENT NEWS ARTICLES ABOUT LATIN AMERICA FROM THE WEBSITE FOR THE NORTH AMERICAN CONGRESS OF LATIN AMERICA (NACLA) AND SUBMIT THREE SHORT REVIEWS DURING THE SEMESTER. PLEASE SUBMIT ONE REVIEW PER DUE DATE. EACH REVIEW IS TO BE AT LEAST 3-4 PAGES AND EACH DUE DATE CORRESPONDS TO A REGIONAL TOPIC IN LATIN AMERICA. THE DUE DATES FOR THESE REPORTS ARE JANUARY 14 AND 21. HERE ARE THE REGIONAL TOPICS CORRESPONDING TO EACH DUE DATE:

  • JANUARY 14: MEXICO, BORDER ISSUES AND LATINX COMMUNITIES, THE CARIBBEAN (CUBA, HAITI, PUERTO RICO, DOMINICAN REPUBLIC, ETC.)

  • JANUARY 21: CENTRAL AMERICA (GUATEMALA, HONDURAS, EL SALVADOR, COSTA RICA, PANAMA, NICARAGUA, AND BELIZE) AND SOUTH AMERICA (BRAZIL, ARGENTINA, CHILE, PERU, URUGUAY, ECUADOR, COLOMBIA, BOLIVIA, PARAGUAY, AND VENEZUELA)

PLEASE SUBMIT YOUR REPORTS THROUGH CANVAS IN EITHER OF THE FOLLOWING FORMATS: DOC, DOCX OR PDF (IF YOU ARE USING GOOGLE DOCS OR APPLE PAGES TO COMPOSE YOUR REVIEW, PLEASE BE SURE TO CONVERT YOUR PAPER TO DOCX OR PDF BEFORE SUBMITTING IT). LATE PAPERS WILL BE ACCEPTED FOR EACH SUBMISSION, BUT ONLY FOR ONE WEEK AFTER THE ASSIGNED DUE DATES AND WILL BE ASSESSED A FULL GRADE DEDUCTION. PLEASE USE BOTH A TITLE PAGE AND A WORKS CITED PAGE (NEITHER OF THESE PAGES COUNT TOWARD YOUR 3-4 PAGES OF TEXT). THESE TWO REPORTS WILL COUNT AS A COMBINED 30% TOWARD YOUR FINAL GRADE. IN YOUR WORKS CITED PAGE, COMPOSE YOUR ARTICLE ENTRY IN A FORMAT LIKE THIS:

NIDIA BAUTISTA, “JUSTICE FOR LESVY: INDIFFERENCE AND OUTRAGE IN RESPONSE TO GENDER VIOLENCE IN MEXICO CITY,” NACLA REPORT ON THE AMERICAS WEBSITE (JULY 31, 2017).

IN TERMS OF THE CONTENT OF EACH REPORT, I AM LOOKING FOR TWO MAIN POINTS OF DISCUSSION. FIRST, YOU SHOULD DEVOTE THE FIRST HALF OF THE REPORT TO A SUMMARY OF THE MAIN POINTS IN THE ARTICLE THAT YOU SELECTED. TO HELP YOU TO ADDRESS THIS ISSUE, CONSIDER SOME OF THESE QUESTIONS: WHAT IS THE MAIN ISSUE BEING DISCUSSED? (I.E. IMMIGRATION, ELECTIONS, EDUCATION, ENVIRONMENT, WOMEN’S ISSUES, CRIME, ETC.) WHO ARE THE MAIN PERSONALITIES MENTIONED IN THE ARTICLE? (I.E. MEXICAN PRESIDENT ANDRÉS MANUEL LÓPEZ OBRADOR, PRESIDENT-ELECT BIDEN, PRESIDENT TRUMP, SECRETARY OF STATE MIKE POMPEO, ETC.) HOW DOES THE ISSUE AFFECT THE PEOPLE OF THE COUNTRY MENTIONED IN THE ARTICLE? DOES THE ISSUE HAVE ANY CONNECTION WITH UNITED STATES INTERESTS? WHAT DO YOU THINK COULD BE THE BEST SOLUTION TO RESOLVE THIS PROBLEM?

AND FOR THE SECOND POINT OF DISCUSSION, PLEASE ANALYZE THE ARTICLE THAT YOU SELECTED AND PRESENT YOUR POINT OF VIEW ON THE STORY. FOR EXAMPLE, HOW DO YOU FEEL ABOUT THE STORY? HOW DID THIS ARTICLE CONTRIBUTE TO YOUR UNDERSTANDING ABOUT MODERN LATIN AMERICA? AND WHAT DO YOU THINK ABOUT THE AUTHOR’S PERSPECTIVE ON THE ARTICLE? HOW DOES THIS TOPIC RELATE TO CONTEMPORARY POLITICAL, ECONOMIC OR CULTURAL THEMES IN THE UNITED STATES TODAY?

HERE IS A LIST OF ARTICLES FROM THE NACLA WEBSITE PERTAINING TO REGIONS FOR YOUR FIRST DUE DATE. EVERYBODY, JUST PICK ANY ONE ARTICLE FROM THIS LIST FOR YOUR JANUARY 14 REVIEW. THE DATES IN PARENTHESIS INDICATE WHEN THE ARTICLE WAS PUBLISHED. YOU WILL REPEAT THE SAME PROCESS FOR YOUR REVIEWS ON CENTRAL AMERICAN OR A SOUTH AMERICAN NATION. THESE ARTICLES RANGE IN DATE FROM FEBRUARY 2019 TO JANUARY 2021.

BORDER ISSUES/LATINX COMMUNITIES AND ISSUES:

MEXICO:

BARBADOS:

BARBUDA:

CUBA:

DOMINICAN REPUBLIC:

HAITI:

JAMAICA:

PUERTO RICO:

1.9 NACLA Report on the Americas Review #1 (ASSIGNMENT) Read More »

Rich Learning Environments Rich Learning Environments

Rich Learning Environments

Rich Learning Environments

A valuable means for parents to become involved in their child’s education is to provide a rich home-learning environment supporting academic achievement. Increasingly, students navigate among multiple domiciles, with varying levels of academic support. Moreover, research consistently shows the negative impact of absentee fathers on children.

Use the below prompts to guide an original post and responses to at least two classmates.

  • How do/can you, reach out to parents and help them create rich home-learning environments, while minimizing the action of parents doing work on a student’s behalf?
  • How do/can you include parents of the non-custodial home to support student academics and/or behavior (e.g., manage school-to-family connections for children dwelling among multiple households)?
  • Attach your module 4 presentation file or link to your initial prompt response. Request feedback from peers; you may provide a brief one-sentence overview of the presentation.

Requirements: Discussion | 1 pages, Double spaced

I am attaching a resource to use

McNeil, J. (n.d). Community Engagement module 5: Continous Improvement Part 1: Assessing the Situation. {Presentation PowerPoint} Retrieved from the American College of Education Canvas website

Rich Learning Environments Rich Learning Environments Read More »

Scroll to Top