Future Generations, Environmental Issues, and Accepting Informality
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Rewrite this as though you were a new pupil.
I found this week’s examination into the concept of precarity to be really interesting, particularly in relation to the economics and politics, as well as being able to frame this concept with thoughts from people like Wallerstein, who we previously covered. While reading through the material, one of the things that piqued my interest was the relationship between precarity and informality; it got me thinking about how we are willing to accept informality and turn a blind eye to precarity when it is close to home, but we often scrutinize it more when it is placed in an unfamiliar cultural or societal setting. As independent contracting grows more frequent and it appears that many employment are being replaced by robots, our economy is becoming increasingly unstable. This has been accepted socially as a byproduct of modernization and technical growth. In contrast, when migrant laborers are hired for jobs such as construction, it is frequently met with hostility by the general people, resulting in a negative impact on the economy. These reactions to precarity, I believe, are largely attributable to conceptions of diversity, which we’ve addressed extensively through Bourdieu and, more recently, with Brown. Precarity appears to be accepted when it does not disrupt cultural familiarity, even if it has economic consequences that are similar to those that produce cultural precarity. The way that diversity affects social and economic landscapes is fascinating, yet in many ways irritating if I think about it too hard
During this class, I realized a lot of things. I could see that one of the primary disciplines, “political science,” is linked to environmental issues, and that various political penalties are required to address global environmental issues. In the week five lecture, the most intriguing section was about electric cars like the Tesla. Many people believe that electric automobiles would cure all of the world’s environmental problems because they believe that pollution is caused by car gas emissions. Before I took this class, I had the same thought. However, while greenhouse gases are not produced during the operation of an electric car, they are produced in substantial quantities during the generation of power. As a result, I believe that rather than simply tackling environmental concerns, governments and politicians in each country should create legislation to establish long-term solutions.
As a political student, I was able to think about the environment again in this class, and I was able to consider what policies may be implemented for future generations. It was a little disappointing that I wasn’t able to meet the lecturer and my classmates. I was delighted to be a part of this class 🙂
Another student to borrow some materials from
Prior to taking this course, I was unaware of any of the environmental concerns. This course has educated me a lot about the world’s environmental issues and the harm that society and corporations are causing. Because framing is utilized all across the world, I was delighted to learn about it in this course. Different types of framing are used to communicate environmental issues to the public, including diagnostic, prognostic, and motivational framing. Because people’s behaviors and thoughts can be impacted by the company or corporation, positive and negative framing is critical. It was interesting to learn about the many examples, and I’ll be on the lookout for more framing employed by organizations and corporations. I hope everyone has a safe and enjoyable summer.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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