Human factors play a central role in aviation safety by influencing how people interact with aircraft systems, procedures, and organizations. This research paper requires students to examine human factors from foundational theory through practical application across multiple aviation environments. For this research paper, you’re to analyze a current or recent aviation safety issue through the lens of human factors principles, organizational and interpersonal influences, system design, and error-management strategies. The paper must integrate research, theory, and applied analysis to propose realistic safety improvements.
Instructions
Select a human factorsrelated aviation safety issue (e.g., fatigue, CRM breakdowns, automation dependency, maintenance error, communication failures). The paper must address all sections below and demonstrate clear alignment with Learning Outcomes 89.
page. NO PLAGIARISM OR USE OF AI PAPER WILL BE EVALUATED THROUGH TURNITIN
Please answer the following seven short answer questions with at least one complete response (at least 25 words each) in sentence form for each question.
In your reflection, include the specific technology platforms, programs, apps, or websites you will teach your students to use. Explain how you will design specific assignments that support a content area and each ISTE standard.
How do you envision planning and implementing the ISTE Standard of Empowered Learner in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Digital Citizen in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Knowledge Constructor in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Innovative Designer in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Computational Thinker in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Creative Communicator in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Global Collaborator in the learning experiences you design for your students?
Please answer the following seven short answer questions with at least one complete response (at least 25 words each) in sentence form for each question.
In your reflection, include the specific technology platforms, programs, apps, or websites you will teach your students to use. Explain how you will design specific assignments that support a content area and each ISTE standar
Question 12 pts
How do you envision planning and implementing the ISTE Standard of Empowered Learner in the learning experiences you design for your students?
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Question 22 pts
How do you envision planning and implementing the ISTE Standard of Digital Citizen in the learning experiences you design for your students?
p
Question 32 pts
How do you envision planning and implementing the ISTE Standard of Knowledge Constructor in the learning experiences you design for your students?
p
Question 42 pts
How do you envision planning and implementing the ISTE Standard of Innovative Designer in the learning experiences you design for your students?
p
Question 52 pts
How do you envision planning and implementing the ISTE Standard of Computational Thinker in the learning experiences you design for your students?
p
Question 62 pts
How do you envision planning and implementing the ISTE Standard of Creative Communicator in the learning experiences you design for your students?
p
Question 72 pts
How do you envision planning and implementing the ISTE Standard of Global Collaborator in the learning experiences you design for your students?
Read all module content, the discussion instructions, and the rubric.
Part 1: Watch one of the assigned films, identify three topics of the film, explain why the topics engaged you, and discuss their context. [Post here: 60+ words]
Part 2: Use AI to learn more about the context for one of your film’s topics and explain that context in your own words. [Post here: 50+ words, plus documentation/disclosure and citations]
Part 3: Create a working thesis and explain how your research on context informs your interpretation of the film and supports your thesis. [Post here: 100+ words, with the thesis in bold]
Part 4: Thoughtfully respond to classmates’ posts [Replies: At least two classmates, 50+ words each]
Purpose
This discussion board invites you to engage with film as text and use AI in a responsible and meaningful way to learn about the larger topics, or context, presented in the text. Understanding the context surrounding your film is essential to its analysis and your essay later in the unit. Much like analyzing poetry, short fiction, and nonfiction, analyzing film utilizes the same skills of annotation and critical reading and thinking specifically as it relates to using the context of a text to identify greater significances or meanings within the film.
*This discussion aligns with Learning Outcomes: 1, 3, 6, and 11.
Tasks
Part 1
Conduct a close “reading” of one of the texts (films) from this unit, making certain to choose one assigned by your instructor.Identify topics that stood out to you while watching the film. Explain why each of these topics engaged you and what context surrounds them–meaning, the outside information that helps you understand the topic more fully. A film’s context might include the historical and societal factors that would have an impact on a protagonist’s life and choices. [To review how to analyze context, see this reading from .]
For example, in Tim Burtons film Alice in Wonderland, Alice, in a rebellious mood, removes her corset before attending an event. This is not only a comical moment within the film but one that is also tied to the film’s context, launching the film’s ongoing critique of social mandates regarding women’s clothing and behavior during the Victorian Era.
Be sure to identify three topics in the film and discuss their context (the real- or imaginary-world background or circumstances that help explain their meaning) in no less than 60 words or (6-7 sentences).
Part 2
Select one of your topics from Part 1 and use AI as a research tool to learn more about the context surrounding your topic. Be sure to ask AI questions about the context to assist you in learning more about the topic; you are not using AI to write your response but to generate information that helps you to better understand the context the topic in the film.
Looking back to the example above, you could ask AI questions about clothing during the Victorian Era to learn more about the significance of Alices actions in that moment as they relate to dress codes or expectations during that time.
Using the information gathered from your research, explain the context surrounding your topic.
If you prefer not to use AI, for example for ethical or environmental reasons, you may answer this question by performing research and providing a link to your source.
Your response should be 50 words (5-6 sentences) AND must , if used, including a transcript from your interactions with AI in the form of screenshots or a live session link, or if research was used, provide a PDF of OR a permalink or DOI to your research sources. Submissions without these items may not earn a grade.
Part 3
Using the information, you learned from your research in Part 2, think critically about how the film’s context could inform your analysis of the film or lead you to a greater understanding of the film as a whole.
Reflecting back to the example from Parts 1 and 2, we could consider how the clothing during the Victorian Era was representative of social dictates associated with gender and how the film illustrates that topic through Alices actions and reactions within the film.
Using your research on context, create a working thesis and write a brief explanation of how your research on context informs your interpretation of the film and supports your thesis. This discussion is preparation for your Unit 4 Essay. Your original response (without textual examples) should be, at minimum, 100 words (10-11 sentences)with the thesis identified in bold.
Part 4
Respond to at least two of your classmates’ posts. Respond to at least one peer whose context research taught you something you did not previously know. You may also make constructive comments or suggestions for your peers working thesis material. Your responses should be no fewer than 50 words (5-6 sentences) per reply.
MLA-formatted parenthetical citations are required for all sources, including the texts provided in this course. Citations of texts should include the authors last name (first reference) and the page number(s) for prose or the line number(s) for poetry/verse. For films, include a shortened version of the title and the time range. A Works Cited-style entry is not required for discussions, but if included, your instructor may provide feedback to correct formatting issues, helping you prepare for the Unit 4 Essay.
Grading Criteria
Additional outside sources or AI can be used for the purposes explicitly allowed in the prompt but must be fully attributed and cited.
Be sure to view the before you begin your post to understand how your work on this discussion will be evaluated. This activity may use a different grading rubric than other discussions and assignments.
Film Analysis Terms and Definitions
Film literacy combines the practices of literary and media studies, both of which focus on analyzing the meaning and significance of different types of texts, including both visual and written ones. This approach to film helps us broaden our understanding of how we communicate through literature and media.
Critical media pedagogy, a teaching strategy, begins with the assumption that images, songs, advertisements, and film all carry ideological and political messages. As John Berger, author of Ways of Seeing suggests, the media enacts ways of seeing that can effectively influence how we see and discuss our world, thus shaping our cultural contexts. Our job as critics is to see these images, songs, ads, films, etc. (“texts”), as a medley of cultural archives, open to analysis and critique. What do these texts say about the human experience? How do they construct meaning? Whose interests do they serve? We practiced this type of analysis in the Module 2 Discussion, where we analyzed the visual rhetoric in ads. In this unit, we will extend our analysis to films.
Several aspects of film analysis are provided below to illustrate basic maneuvers composed in film to create meaning for the viewer. These devices function in coordination and sometimes correlation with other aspects of literary analysis we have already discussed, such as characterization, setting, theme, etc.
Cinematography Devices and Definitions:
Camera: A camera shot is based on the cameras distance from and angle toward the object. The four basic shots used in films are:
A Close-up A very close shot where the camera lens focuses on some detail or the actors face.
Medium Shot A shot where the camera lens picks up some background or upper half of the actor.
Full Shot A shot where the camera lens has a full view of the actor.
Long Shot A shot taken at a distance from an object.
A camera angle is how the camera is tilted while filming.
Straight-on Angle The camera is at the same height as the object.
High Angle The camera is filming from above the object.
Low Angle The camera is looking up at the object.
Oblique Angle The camera is tilted sideways.
Lighting: Lighting plays an important role in film, as it focuses the audiences attention on the main character or object in a film; it also sets the mood or atmosphere. Three basic types of lighting are:
Three Point Lighting – Standard lighting using three sources:
A key light to provide the main source of illumination,
A fill light from another side, and
A back light from behind.
High Key Lighting – Nearly all parts of an image are illuminated.
Low Key Lighting – Creates extreme contrast between light and dark in an image (known as a chiaroscuro effect).
Sound: Sound comes in various forms within film. Four categories of sound are:
Diegetic: Sound produced in the world of the film, taking place within the narrative (dialogue, sound effects, etc.).
Non-Diegetic: Sound originating from outside the narrative, not produced in the on-screen setting (voice-overs, soundtrack, etc.).
Synchronous: Sound produced precisely with what is happening on screen (clock ticking while visible on screen).
Asynchronous: Sound produced out of unison with the visuals on screen (clock ticking without a visual on screen).
Editing: Editing is an important part of how a film affects the audience: Some editing techniques include:
Cut: A transition where one shot instantly follows another.
Sweeting: The process of adding sound effects and music and/or enhancing the existing audio effects.
Shot Reverse Shot: Alternating over-the-shoulders-shots, usually used during conversation between two characters.
Eyeline match: A technique based on the idea that viewers want to see what on-screen characters are seeing. For example, if a character is looking intently at an off-screen object, the following shot will be that object.
Examining film as a “mirror image” is part of an extended effort to think critically about normative or dominant cultural practices, discourses, and representations, particularly in the crafting of matters sexual, racial, political and cultural. The study of film as literature engages viewers to consider the correspondence between film and reality and offers us a way to discern how aspects of society (race/gender/culture) are experienced through a variety of lenses and how that either coincides or collides with our own experiences. Through this exercise, we create opportunities for discussion and analysis of those diverse interactions and experiences.
Scene Analysis – A Closer Look at Film
Analyzing a film requires more than just looking at the setting, characters, and plot; as a viewer, you must pay attention to how the film presents these components on the screen. To do this, you will need to watch the film more than once, being careful to take notes, or annotate, while viewing it. You want to consider what the “eye” of the film, or camera, has to show you.
You can begin your approach by analyzing film through a “close reading” of a single scene. Instead of analyzing the entire film at once, begin by selecting one scene to analyze. Much like a close reading of a text, in a scene analysis, you will “read” the text, annotate, and begin to discuss how the devices or elements in the text create meaning. For film, your repertoire of devices is a little different than short fiction or poetry, as the film genre includes unique devices and technologies specific to the medium. For example, instead of discussing the repetition of a word or phrase in a poem, in film, you might discuss the types of camera angles used or the asynchronous sounds in a scene.
Conducting a Scene Analysis
The first step in a scene analysis is to view the scene to be analyzed, ideally no more than a 5-minute section, and view it more than once. For the initial viewing of a scene, the goal is to merely understand what is happening in that specific section of the film.
During subsequent viewings, it is important to annotate, or take notes based on what you have seen and heard. For example, if closeup shots are used, make a note of when they are used and what you see. If music is used to set the tone of the scene, how does it do so, and what tone does it bring to the scene? During these viewings it is important to pay close attention to how the director presents the subject or material of that scene, looking for any cinematic techniques used.
Once you have viewed the scene several times and taken notes on what you see and hear, it is time to consider how those cinematic elements lend themselves to a greater meaning or significance in the film. Consider the following scene analysis from the reaping scene in Gary Rosss adaptation of Suzanne Collinss The Hunger Games.
On the surface, the scene shows Katniss and her sister, Prim, walking with other children from the district to a check point where they must have their finger pricked for identification purposes and then proceed to the stage to await announcements from the Capitol. The children in the scene appear impoverished and anxious as they approach both the check point and stage with armed men atop buildings and about the stage area.
Examining the scene more closely for cinematic techniques, there are several things to note. The camera angles of the scene include a lot of close ups, specifically of the faces of the children and even their arms linked to one another. The scene’s sounds are solemn as they focus on the rustling of the children moving in silence, not speaking to one another. When Effie Trinket speaks, the rest of the area is silent except for the echoes of her voice. The colors of the scene are also very muted, dirty even, with all the children wearing muted colors and plain outfits; however, one point of color is Effie Trinket in her bright, velvet-like dress and coordinating hat.
Taking into account the specific cinematic devices noted above, we can now work to analyze how those devices create meaning within the scene and the film as a whole. It seems as though the stark contrast in coloration and appearance of the districts citizens juxtaposed with Effie’s illuminate the separation of social class and comments on the deprivation of the districts in comparison with the Capitol. One could also argue that the camera angles used in the scene reinforce the social class and separation of the citizens from Effie and the military of the Capitol through the close ups of the childrens faces and interlocked arms as they approach the stage. All of the close ups exhibit anxiety and fear, marks of oppression from the Capitol. Through both the coloration and camera angles, this scene contributes to the overall illumination of the theme of oppression in the film as citizens face adversity and lack of autonomy at the whims of the Capitol.
Scene analysis is an important part of examining a film as whole. It can also be a great way to begin examining a film for potential essay topics and arguments. Keep in mind, while watching a film or specific scene, to practice annotation and close reading skills to help you prepare for larger writing projects on the film.
Unit 4, Module 10: Additional Resources (recommended)
The file(s) in this submodule are optional but recommended.
External Learning Tool
External Learning Tool
External Learning Tool
Unit 4, Module 10 Links to Free Films
In this folder, links to some free film alternatives are provided for students who do not have subscriptions to streaming services, cable/satellite services, or a campus/local library with resources. Your professor will assign specific films for your section of English 1102, so be sure your focus is on an assigned film. Most of the videos here require ads for the film to be viewed for free. Additional ways to access films include (but are not limited to):
Amazon Prime offers a free 6-month student account by signing up with your home institution email account. A Prime account includes some free movies as well as movie rentals and purchases.
Your campus and local libraries should have some films available on site, but most of the assigned films can be accessed via interlibrary loan (ask your librarian).
Films available on Amazon Prime, Netflix, Hulu, Direct TV, Dish Network, Apple TV, Disney+, Tubi, and Freevee are always changing, so check your subscription services.
Remember that, in analyzing a film, you will need to watch the entire film at least once and parts of it multiple times. You will also need to provide time stamps for scenes or dialogue you analyze, so be sure to choose one of the films assigned by your professor to which you have access to for at least two weeks and on which you can track time stamps.
This discussion will allow you allow you to explore the different levels and types of law enforcement, as well as how government shapes policing. In addition to your initial post, you are responsible for responding to any response posts to your initial post. You must post before you can see your classmates’ posts.
Prepare for this discussion by reviewing:
You may also find the following optional resources may help you:
In your initial post, select ONE of the following questions for your initial response:
Federalism and Law Enforcement: How does the principle of federalism influence the way law enforcement operates in the United States? Compare how a federal agency (like the FBI) differs in mission and structure from a local police department.
The Role of Government in Shaping Policing: How have the separation of powers and constitutional government influenced the roles and limitations of police officers? Discuss the balance between law enforcement power and civil liberties.
Evolution of Police Functions: Historically, police roles were limited to enforcing laws and maintaining order. How have their functions expanded over time? Discuss how modern expectations of police officers go beyond traditional enforcement.
Models of Policing and Officer Identity: Different policing models (e.g., community policing vs. traditional patrol) can influence how officers view their roles. Based on what are the strengths and weaknesses of these models, and how might they impact community relations? )We will cover Community Policing in more depth in a later module and revisit this idea).
Your original response should be at least 250 words.
Be sure to include the prompt you are addressing at the top of your post.
You must cite at least one source from the course sources, with in-text citations and a reference section in APA format. Your e-text is the preferred
Use MLA guidelines for in-text citation as you answer these questions. I have modeled this for you throughout the questions, but you should read “Strategies for Documenting Sources (MLA Format)” in the textbook (begining on page 185). Focus on the MLA in-text citation section. You don’t have to create a Works Cited for this assignment. Failure to use in-text citations will result in a zero on this assignment.
Answer the following questions from Chapter 3.
Schilb and Clifford describe several reasons to study and write about literature in “Why Study Literature in a College Writing Course?” (45). What are those reasons? Explain each one in your own words.
Schilb and Clifford include Jamaica Kincaid’s story, “Girl,” to use as a touchstone for their discussion of arguing about literature. Read “Girl” and answer these questions in the “Thinking about the Text” section: 2A: Is Girl a story? What characteristics of a story come to mind as you consider this issue? 2B: Describe the culture depicted in Girl as well as the role of females in that culture. Is either the culture or the role of females in it different from what you are familiar with? Explain. 2C: Do you think that the instructions to this girl are all given on the same occasion? Why, or why not? Who do you suppose is giving the instructions? Would you say that the instructor is oppressive or domineering? Identify some of the assumptions behind your position. 2D: In Girl, the title character speaks just twice, and briefly. What do you conclude about her at these moments? At one point, the girl is shown how to make a good medicine to throw away a child before it even becomes a child (lines 3536). What do you think of the instructors willingness to give such advice? What do you conclude from where its positioned in the text: between how to make a good medicine for a cold (lines 3435) and how to catch a fish (line 36)?
Now, complete the “Writing Exercise”: Once you have read Kincaids story, write a brief response to it. You might jot down things you especially notice about it, feelings it evoked in you, and questions you have about it. You might also note experiences of your own that the story leads you to recall. Try freewriting for ten minutes without stopping.
Shilb and Clifford discuss how we must identify issues when we argue about literature, and they discuss how one issue in “Girl” might be how the mother feels about the girl in the story. Then, they make a claim that “you’re really more likely to think of questions if you consider the writer’s options (49). What do they mean by this statement?
What are the ten kinds of issues that arise in literature courses, according to Schilb and Clifford?
In your own words, what is an issue of fact?
How do Schilb and Clifford define “theme”?
In your own words, what is an issue of theme?
In your own words, what is an issue of definition?
In your own words, what is an issue of symbolism?
In your own words, what is an issue of pattern?
Issues of evaluation, according to Schilb and Clifford, can be divided into three parts. What are those three parts? Explain each one in your own words.
In your own words, what are issues of historical and cultural context?
In your own words, what are issues of genre?
In your own words, what are issues of social policy?
In your own words, what are issues of cause and effect?
What is a thesis, according to Schilb and Clifford?
True or false: Schilb and Clifford assert that you should assume your audience has not read the text.
You’ll find four groups of readers listed on page 54: “readers you disagree with,” “hasty, superficial readers,” “puzzled readers,” and “your own divided self.” Why do Schilb and Clifford share this list? And what do each of these refer to, in your own words?
What’s the best evidence in an argument about literature?
What is willful selection of quotes?
What do you have to do with evidence in order to support your argument?
How do you know which warrants you should mention in your argument?
In your own words, explain what Schilb and Clifford have to say in “Make Use of Appeals” (56).
What is Ann Schumwalt’s thesis in the student essay on page 57?
Why does Schumwalt refer to puzzled readers?
Why does Schumwalt begin her essay with the ending of “Girl”?
Give an example of where Schumwalt makes a qualification in her essay.
Where does she make a concesssion?
For what reason do Schilb and Clifford include “So Mexicans Are Taking Jobs from Americans” by Jimmy Santiago Baca?
Why do they include Robert Frost’s “Mending Wall”?
Why do they include Ted Chiang’s “The Great Silence”?
What about Jane Hirshfield’s “Let Them Not Say”? Why do they include this one?
What about Rena Priest’s “The Index”? Why do they include it?
What about “Dear Matafele Peinem” by Kathy Jetnil-Kijiner. Why do they include this one?
One should always work hard. It is only through hard work that a person achieves success; for instance, if I put in the effort on this app today, I am bound to succeed sooner or later
Starting small, let’s move forward and set up a bigger umpire.
This assignment will give you an opportunity to take a closer look at a specific course topic, or a theme that runs throughout the course.
8-10 pages in length (not including your title page and reference page). The essay should be double-spaced, 12-point font ( approx 2000 words)
You can write more if you want to. I have no problem with that, and I dont want you to feel that length is a limitation. However, a shorter essay may not fulfill all the assignment requirements and that may lower your mark.
There are four topics to choose from, plus a design your own topic option (please see topic list for details; select only one topic).
Essay Topics
Topic # 1. Polarization and insecurity in modern democratic states
The increasing polarization of political culture in democratic states is a hot topic in political studies. Some academics, journalists, and politicians even question whether democracies can continue to survive in places where polarization becomes particularly high and citizens may no longer recognize common realities and facts.
In this course, we look at polarization from a few different perspectives:
as a phenomenon with deep roots in modern European cultural and intellectual traditions that still shape political debate in western countries today.
as a problem generated, in part, by economic inequality, globalization, and other factors which make illiberal democracy appealing to many people.
as something fueled by both traditional media (e.g., TV news outlets) and social media.
Through this essay assignment, you will have an opportunity to look at how two (or more) of these perspectives on polarization can be brought together to help explain a case of polarization that you will research. It can be a case from Canada, the United States, or Europe and it should come from the last decade or so (e.g., the debates over fake news and truth during the Trump presidency, the debates over religious symbols and secularism in Quebec, debates over academic freedom, just to take a few examples). The aim of this essay will not be to take a side in whatever case you select. Instead, the main goal will be to analyze the sources and reasons for polarization in the case you select while using theories and resources studied in this course.
Please write an essay that fulfills the following requirements:
1) Explain at least two of the perspectives on polarization above. Use resources and course readings from Modules 2, 9 and 10, as is appropriate. You must use course resources here, but you can also introduce other academic or journalistic sources (please consult with me first if you want to do this). Value: 10 marks
2) Identify and describe a case of polarization. Include enough detail that I can understand the most significant points of the case. You will need to find at least two journalistic sources for this case (they must come from major news outlets with editorial policies that involve verifying sources). If you want to use non-conventional media to illustrate your case, that is fine, but these wont count as your two sources. If you have any questions about this, please let me know. Value: 5 marks
3) Apply the perspectives on polarization you discussed in the first part of your essay to this case. Articulate how these perspectives help to explain the conflicts and tensions presented by this case. For example, if you are discussing anti-mask protests that are based on suspicion of government and medical elites and a secret corporate agenda, explain how the perspectives that you selected help us understand where these views might be coming from and why they are convincing to those who believe them. Value: 7 marks
The remaining 3 marks are for proper academic documentation and formatting.
Please note: this is not a grade for your writing. Quality of writing can impact on an overall essay grade in different ways, so it isnt included here. Also, please note that an essay without citations will be returned and I will ask you to resubmit. I am not able to grade an essay that does not cite sources. The minimum penalty for submitting a paper without citations is the full loss of these 3 marks. A late penalty of 5% per day may also be applied until I receive the submission again.
Topic #2. Liberal internationalism today: debating its role in the contemporary international environment
The second unit in the course focuses on perspectives on international security. This essay topic will allow you to explore a contemporary debate in international relations theory: is liberalism (also called liberal internationalism) an approach which can still work in the contemporary international environment? What value or benefits might there be to maintaining the influence of liberal internationalism? How might a liberal international vision of politics be criticized by either realism or a postcolonial perspective on politics?
Please write an essay that fulfills the following requirements:
1) Write an analysis of John Ikenberrys essay The Next Liberal Order (available under the Module 4 recommended readings) that answers the following questions:
Why does Ikenberry think liberal internationalism is still the best model for dealing with contemporary international politics?
What does he mean when he talks about Roosevelts version of liberalism? How does it address realist concerns?
According to Ikenberry, what role should the United States play in the revival of liberal internationalism and why does the US need the help of other democratic states?
Note: remember to use your own words and formulations. Do not rely on quotations from the readings. The aim of this part of the essay is for you to practice reconstructing the key points and arguments of another authors work. Value: 8 marks
2) How might a realist and a postcolonial theorist criticize Ikenberrys vision of an international order? Please discuss one criticism from each position: realism and postcolonialism. Use the course readings by Kaufman and Loomba as your primary resource for these theories. Value 7: marks
3) Based on what youve read in chapters 13 and 17 of Unsettling Canada: A National Wake-Up call, discuss what value an organization like the United Nations can have as a political resource for Indigenous peoples trying to challenge and dismantle colonial structures. Summarize the arguments made in those chapters and discuss how you think they might be used to critique Ikenberrys ideas about a liberal international order supported by democratic states. Value: 7 marks
The remaining 3 marks are for proper academic documentation and formatting.
Please note: this is not a grade for your writing. Quality of writing can impact on an overall essay grade in different ways, so it isnt included here. Also, please note that an essay without citations will be returned and I will ask you to resubmit. I am not able to grade an essay that does not cite sources. The minimum penalty for submitting a paper without citations is the full loss of these 3 marks. A late penalty of 5% per day may also be applied until I receive the submission again.
Topic #3. An unequal world: economic inequality and insecurity
In this course, a number of modules cover the study of economic security. One issue that we focus on is economic inequality. In an essay, I want you to discuss the general issue of income inequality, how it is measured, and the impact it has in contrasting economic environments (e.g., high-income countries and low-income countries). This topic will require you to work with course readings as well as resources that you research.
Please write an essay that fulfills the following requirements:
1. In your own words, summarize Jeffrey Sachss discussion of income inequality in the course reading you have from him (youll find this in Part III of the assigned chapter called Unequal World from his book, The Age of Sustainable Development). Please do not use direct quotations in place of your own words. The point here is for you to construct a summary of his discussion based on your own analysis of what he says. However, if you reference specific data (for example, about Denmarks Gini coefficient), then you should include a proper citation. Value 4 marks.
2. Explain how income inequality is addressed by the UN Sustainable Development Goals. Then explain how one particular case of income inequality in a lower income country is being addressed by the United Nations or some other organization (e.g., the World Bank). Note: this part of the paper will require some research. You will need at least one source for your case (it could be a report from the UN, for example). If you need some websites to help you start, consult Module 7. Value: 6 marks.
3. Look at the impact of economic inequality in high-income countries. What kind of insecurities does it promote within the societies of these countries? For example, is there a relationship between income inequality and increased political instability? You can focus on a case study or you can look at a debate (e.g., the debate about neoliberalisms effects on democracy). You can find useful materials for this topic on the Course Resources page (look under Modules 8 and 9). Value: 6 marks.
4. In a conclusion, discuss your own assessment and impressions of the impact of income inequality on the security of people within their home countries. Answer this question as part of your reflections: How important do you think the reduction of income inequality is to economic security (within a country or region, or globally, if youd like to think at that scale)? Give reason to support your answer. Value: 6 marks
The remaining 3 marks are for proper academic documentation and formatting.
Please note: this is not a grade for your writing. Quality of writing can impact on an overall essay grade in different ways, so it isnt included here. Also, please note that an essay without citations will be returned and I will ask you to resubmit. I am not able to grade an essay that does not cite sources. The minimum penalty for submitting a paper without citations is the full loss of these 3 marks. A late penalty of 5% per day may also be applied until I receive the submission again.
Topic #4. Digital security issues: traditional and human security perspectives
In our module on digital security, there are materials on a wide range of digital security issues: cyber warfare, election interference, states monitoring the digital activity of their citizens, the problems generated by unequal access to the internet and technology, and private companies having access to the digital data generated by their users. Some of these topics speak to more traditional security issues while others are better approached using the framework of human security.
Please write an essay that fulfills the following requirements:
1) Look at two different security issues discussed in Module 10. Using the appropriate course readings, I want you to provide a description and explanation of the two security issues you select and then explain whether each is best understood using a more traditional security perspective or a human security-based one (reference to course readings and learning materials will also be required here). Value: 14 marks (7 marks for each digital security issue)
2) As part of your analysis of these two security issues, I want you to research and discuss a specific real-world example (not hypothetical) that represents each issue (e.g., a documented act of cyber warfare). Your resources for this can be taken from the following:
Required or recommended course readings
Journalistic sources (including documentary films), academic journals, or government reports.
Value: 8 marks (4 marks for each example)
The remaining 3 marks are for proper academic documentation and formatting.
Please note: this is not a grade for your writing. Quality of writing can impact on an overall essay grade in different ways, so it isnt included here. Also, please note that an essay without citations will be returned and I will ask you to resubmit. I am not able to grade an essay that does not cite sources. The minimum penalty for submitting a paper without citations is the full loss of these 3 marks. A late penalty of 5% per day may also be applied until I receive the submission again.
Topic #5. Design your own topic: if you have another idea for a paper that youd like to work on, you can. However, you would need to get approval from me for both the topic and the resources you use from me first. We would also have to agree on a grading scheme.
If you are thinking of designing your own topic, please keep the following conditions in mind:
you must focus on a topic related to the course in some way
you must use at least one required or recommended reading from the course
your paper cant be based on an essay or assignment produced for another class
This discussion will allow you allow you to explore the the uses and challenges of crime data and victimization You are also responsible for responding to any response posts to your initial post. You must post before you can see your classmates posts.
Prepare for this discussion by reviewing:
You may also find the following optional resources may help you:
Professor Choyces Corner. (2024)..
Select ONE of the prompts (A, B or C) below for your initial response:
Explain the factors can affect the accuracy of crime data?
How can these limitations impact your understanding of crime trends and victimization?
How can law enforcement agencies improve the accuracy and reliability of crime data?
Describe some common reasons victims might choose not to report crimes?
How does this underreporting affect crime statistics and policy-making?
How can law enforcement better support victims to encourage reporting and ensure their experiences are accurately reflected in crime data?
Explain the Victim Precipitation Theory.
Is it valid to suggest that victim may play a role in the occurrence of a crime?
How does Victim Precipitation Theory differ from Victim Blaming?
What are the ethical considerations when applying this theory to real-life cases?
Your original response should be at least 250 words.
Be sure to include the prompt you are addressing at the top of your post.
You must cite at least one source with in-text citations and a reference section in APA format. Your e-text is the preferred resource.
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In this folder, links to some free film alternatives are provided for students who do not have subscriptions to streaming services, cable/satellite services, or a campus/local library with resources. Your professor will assign specific films for your section of English 1102, so be sure your focus is on an assigned film. Most of the videos here require ads for the film to be viewed for free. Additional ways to access films include (but are not limited to):