The essential elements of the socio-cultural construction

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It is a question of viewing the submitted extract to highlight the essential elements of the socio-cultural
construction of the space as well as the main orientations of the bodies and the relationships of proximity as
they appear in this short video:
https://www.youtube.com/watch?v=IQCPi_2EMTE
The following elements are expected from the students:

  • A detailed description of the scene:
    Students are required to describe the scene: the setting in which it takes place, the main actors, the material
    elements in it, the sounds and colours.
  • The characterization of the space:
    See the course on Proxemic for a typology of spaces. It is important that students explain and justify why this
    space is classified in one category and not another.
  • The position of bodies and the management of space.
    In this section, students are asked to analyse how body movements create or maintain distance, which in turn
    maintains trust, conversation and closeness.

Sample Solution

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Weathering and Erosion

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Overview: As you’ve learned in the readings, weathering is the process where rock is broken down into smaller pieces or dissolved. Erosion happens when sediment or rock is transported to another place by water, wind or gravity. There are two types of weathering: chemical and mechanical. In this lab, you will explore the different types of weathering and learn how to recognize causes of erosion.

Safety:
Read through all of the instructions for this laboratory activity before beginning. Follow the instructions closely and observe established laboratory safety practices.

Time Requirements:
Preparation: 15 minutes
Activity 1: 15 minutes
Activity 2: 15 minutes
Activity 3: 15 minutes

Materials needed from the Carolina Biological equipment and lab kits:
Graduated cylinder (from Carolina Biological equipment kit)
Ruler (from Carolina Biological equipment kit)
Steel sphere (from Carolina Biological Density lab kit)
Clay (from Carolina Biological Groundwater and Surface Water Interactions lab kit)

Materials needed but not supplied in the lab kit:
Graham crackers or other crackers with holes in the top
Straw
Plate

Procedure:

Activity 1:
1) Place the cracker oriented with the hole-side up. Prop it up at an angle using the clay.
2) Fill the graduated cylinder with 5 mL of water and gently pour it over the elevated end of the cracker.
3) Wait 5 minutes.
4) Fill the graduated cylinder with another 5 mL of water and gently pour it using the same method you used in Step 2.
5) Observe the cracker, looking for changes to the surface of the cracker.
6) Observe the water in the bottom of the plate, looking for particles present.
7) Take a picture of your results.
8) Dispose of the water and the cracker. Carefully clean the clay and the graduated cylinder and return them back to your lab and equipment kits. Clean the plate to use in Activity 2.

Activity 2:
1) Place a new cracker on the plate.
2) Drop the steel sphere from varying heights 5 times to simulate rocks or other material falling from above.
3) Observe the cracker, making note of where the cracker breaks and the relative sizes of the particles.
4) Take a picture of your results.
5) Carefully clean the steel sphere and return it back to your lab kit.
6) Save this cracker and any resulting crumbs from Activity 2 for Activity 3.

Activity 3:
1) Press down on your cracker from Activity 2 until your cracker is mostly crumbs.
2) Mark the location on your plate where you are planning on using your straw to blow on the crumbs. This is the starting location or source from where your crumbs are originating from.
3) Use your straw and blow on the crumbs in a constant pressure and direction until it forms a pile.
4) Observe the shape of the pile and take a picture of your results.
5) Using the ruler, measure the following and make notes of your findings:
a. the size of some of the crumbs on your plate
b. the distances each of those crumbs traveled from the source (their starting location)

Crumb # Crumb size (mm) Distance traveled (mm)
1
2
3
4
5

Lab Questions:
1) Include a photo of your cracker taken at the end of Activity 1.

2) At the end of Activity 1, how do the areas around the holes of the cracker compare to the other parts of the cracker?

3) What type of weathering is represented in Activity 1?

4) What is a real-world example of this type of weathering?

5) Include a photo of your cracker taken at the end of Activity 2.

6) At the end of Activity 2, how do the areas around the holes compare to the other parts of the cracker?

7) What type of weathering is represented in Activity 2?

8) What is a real-world example of this type of weathering?

9) Include a photo of your cracker taken at the end of Activity 3.

10) In Activity 3, what natural weather process does blowing through the straw represent?

11) At the end of Activity 3, what shape do the crumbs seem to form?

12) Is the pile steeper on the side where you were blowing or steeper on the far side?

13) What can this tell you about the direction of wind when a sand dune is formed?

14) Looking at your data on crumb size, which sized crumbs tended to travel the greatest distance?

15) What can the traveled distance from the source tell you about the relative force of the wind when you relate it the size of sediment particles?

Sample Solution

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cluture

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You will be graded on clearly answering each part of the prompt below

1. Define what *you* think culture is in one paragraph. There is no correct answer, so please do not use any definitions that you find online, just discuss what you think about this word.

2. Next, write about an encounter with cultural difference (this could range from interacting with a neighbor from a different ethnic group or a different religion than yours to traveling or living in a different country). Specific examples and details will make this section stronger.

A. Describe that encounter and what made it intercultural, and how you initially felt about the encounter and why. Was there anything about the encounter that made you uncomfortable and why (or why not)?

B. Describe any challenges you had communicating or understanding the other person, or if no challenges, why not.

C. Describe an assumption you held about them or vice versa.

D. Describe how you felt after the encounter and why.

E. Finally, based on your experience, describe one factor or characteristic that promotes a successful or rewarding intercultural encounter (maybe it was something you did, or something you realize you should have or should have not done).  What did you learn from this intercultural encounter that might help you navigate a similar encounter in the future?

Federalism and Constitutional Debates

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Apply your critical thinking skills and evaluate the impact of federalism on selected topics.

Review Chapters 1 through 5 in the course text and any other additional articles or videos that will help you prepare for this assignment. Conduct personal research as required to fulfill the assignment requirements.

Reflect: This assignment will require you to use your critical thinking skills to evaluate how the concept of federalism interacts with various current constitutional debates. This assignment is also the first step in the process towards completing your final research paper. The topic that you select for this assignment, either free speech, or privacy rights, should be the topic for your final paper as well. That way, the first main discussion point for the final research paper will be completed when you complete this assignment. Therefore, think your topic selection over carefully, choose something you are interested in, and save yourself some extra work by continuing to research the same topic for your final paper.

Select one topic from the following list of two constitutional issues:

Free Speech
Privacy Rights
For this assignment, you need to discuss one positive and one negative impact of federalism on the issue you selected. Once you have discussed those impacts, you are expected to evaluate which impact is the most significant on your issue and discuss the reasons behind that evaluation.

For example, if your topic were to be about regulation of commerce, federalism impacts regulation of commerce in a positive way by setting nationwide safety and building standards for highways, railroads, and airfields. Federalism could impact regulation of commerce in a negative way by forcing states to adhere to nationwide speed limits and safety laws that may not take into consideration local conditions and needs.

If you were going to look at equal protection under the law, one could argue that federalism has positively impacted equal protection of the law. The Fourteenth Amendment was critical in reducing racial discrimination because of landmark rulings like Brown v. Board of Education. On the other hand, federalism initially enabled states to treat their citizens differently based on the color of their skin. Supreme Court rulings such as Plessy v. Ferguson allowed the states to segregate blacks and whites as long as the states provided “separate, but equal facilities.”

For this paper, utilize the Constitution, established case law, and scholarly sources to discuss both sides of the argument and then provide a logical argument why one impact is more significant.

Write: Your paper should be organized into the following sections and should:
Introduce the selected issue and the direction of the paper (1/2 page)
Discuss one positive impact of federalism on the selected issue. (1 page)
Discuss one negative impact of federalism on the selected issue. (1 page)
Evaluate which impact is the most significant and discuss why. (1 page)
Conclude and summarize the main findings of the paper. (1/2 page)

Sample Solution

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