Immigration law:Are Canada’s immigration laws too restrictive compared to other nations?

Choose one topic from one of the three subject areas:Law and the environment:Treaties between nations to stop pollution (e.g. Kyoto accord)Storage of hazardous materials (e.g. nuclear waste)Economic development and land use (e.g. mining, farming, oil drilling, and real estate development on Aboriginal lands)Diverting or selling Canada’s fresh water to the United StatesCriminal law:The war on drugs – is it reducing rates of addiction and drug-related crime?Young offenders – are they treated too lenient or too harshly under the law?Anti-terrorism strategies – national security or an infringement on civil liberties?Immigration law:Are Canada’s immigration laws too restrictive compared to other nations?Banning immigrants from specific religious or ethnic backgrounds (e.g. The Trump administration’s proposed ‘Muslim ban’ in the United States. Is there similar pressure to do the same thing in Canada?).

Based on the theoretical analysis, how could ageism be reduced?

Ageism involves both negative attitudes and behaviour toward groups of people based on chronological age (Funk, 2016). Attitudes and beliefs about older persons are reinforced by stereotypes which are commonly reflected in the media. For example, images of the elderly and aging often depict older persons as forgetful, resistant to change, bad drivers, and unhappy. Negative attitudes toward older persons can be detrimental as they can lead to negative behaviour or discrimination. In this assessment you will apply academic research to debunk how older persons are often falsely portrayed in the media. Learning Objectives:Identify ageism in news media.Describe how older persons are portrayed in the news in relation to stereotypes.Analyze the news media portrayal with academic peer reviewed research.Apply a theoretical perspective to explain why ageism persists in Canadian society.Instructions:Find 1 news story that falsely portrays older persons. That is, find a news item that depicts a stereotype of older persons that is not supported by academic research. Then respond to the following questions:Describe the news story in terms of its content and how older persons or aging is presented. What is the underlining stereotype communicated in the message of the news story? How does this relate to ageism?Using the Bow Valley College RGO Library Database, search for 1 academic peer reviewed journal article that ‘debunks’ the stereotype (2010 to present). Present evidence from the research that suggests the news story is not supported by academic research.Reflecting on the news story, use one of the theoretical perspectives explaining ageism outlined in Chapter 2 of the textbook (p. 40-45) to discuss why ageism persists. Based on the theoretical analysis, how could ageism be reduced?

Write a review of The folktale on The Rake.

What are the origins of this story?o Are there multiple versions of the story?o Who (person or group) first told it?o Is this story based on concrete fact?o Is this story a version of another, older story? o When was this story first told?• What does this story mean?o Does this story have a moral or lesson?o What cultural values does this story demonstrate?o Does this story reflect the beliefs and attitudes of a particular group of people? o Does this story reflect the beliefs and attitudes of a particular era?• Why is this story still being told?o Has this story ever been told in a larger medium (movie, tv show, etc.) o What universal ideas does this story embody?Other Requirements:A. At least one visual aid with appropriate captioning must be included in your essay. A visual aid is not just a picture of a thing you’re writing about – it must help to demonstrate or clarify a point.

Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and one of the main actors or actresses.

General InstructionsFor each of the two papers, you will be responsible for watching a film and write a 3 to 5 page essay in which you respond to prompts which will be provided for each paper (this means at least 3 pages including the “My Criteria for Quality in Film” page and no longer than 5 pages). These assignments are reaction papers, not plot summaries or research papers. The key element here is that you will be telling the instructor what you have to say about the film, not what others have said.In a 100-level course, you would perhaps be asked to write about what you saw on the screen. In a 200-level course, you would be asked to say what you think about what you saw. In this 300-level course, you are expected to explain why you think the way you do about the film, and to justify your explanation (using references to subjects found in the weekly content in the LEO classroom.You will be responsible for turning in these assignments to the proper assignment folder in LEO.Putting these assignments off until the last possible moment probably will not work very well. Each of them requires you to view an additional film besides the ones you will be watching for the week’s discussion, so you should be sure to leave yourself enough time to view the necessary film, think about it, write a first draft, and then edit and revise.Part of your responsibility in this course is to make any and all arrangements necessary to allow you to view the films, think and write about them, and turn your assignments in by their respective due dates. Some of the films you watch may be available for streaming via Netflix or another online content provider; others may be available for checkout from your local public library, while others may need to be rented.Be sure to spell the names of directors, actors, screenwriters, and other people correctly (this can cause “points” to be taken off of the final grade for that paper). Any name that is not listed in the credits that begin or end the film is a name you do not need to mention.The papers will be graded based on such elements as evidence that you are reading and viewing the material the course content, references and comparisons to other films you have seen (in or out of class and throughout your lifetime as a movie watcher), and especially to films you have previously written about; use of the film vocabulary introduced in class; clear presentation of your opinions; reasonable explanations and justifications to support those opinions; and college-level writing skills (spelling, punctuation, and grammar). Other criteria will be presented to you as appropriate.You are better off watching these films on the largest possible screen, and at the highest possible resolution.Paper OneAssignment for Film One (F1)Part 1: View a feature film made between 1940 – 1970 you have not seen before (or will see later in this class) by a great director. If you would like to see an American film, consider seeing something directed by Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. If you would like to try a foreign film, consider Ingmar Bergman (Swedish), Luis Buñuel (Spanish), Claude Chabrol (French), Federico Fellini (Italian), Akira Kurosawa (Japanese), Lina Wertmuller (German) or the British team known as “The Archers” made up of Michael Powell and Emeric Pressburger. These are suggestions, but not a comprehensive list of possibilities. For a much more extensive list, you might want to visit http://www.filmsite.org/directors.html. (Note that many directors were active both before and after 1970. Make sure you see a pre-1970 film, make sure it’s a film you have not seen before, and make sure it is a feature. Don’t, for example, see Buñuel’s UN CHIEN ANDALOU, which is a short, not a feature.)Comment on the specific film you saw. Pay particular attention to the camerawork (cinematography) the editing (montage) and the sound (this can include the music). What did you like, and what did you dislike, about what you saw? Why do you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not? (Note: This is not the same question as whether or not you liked it. It is entirely possible to like a film that you are aware is not very good.) You should comment on the film both as a representative of its genre and as a film.Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and one of the main actors or actresses.

Compare and contrast discussion of the function of belief in witchcraft and in western biomedicine.

In short answers, (3-4 sentences), please provide:Added Clarification: drawing on the readings but in your own wordsA description and example illustrating the concept(s), drawing from the readings. Describe the significance of the concept to medical anthropology or medical/clinical practice1) “Biopower”2) “Emplotment”3) “Illness” vs. “disease” vs. “sickness”4) “Local biologies”/ “biosocial differentiation”5) “Somatization”6) “The body proper”7) “The empiricist paradigm of language”8) “Atomism”9) “The work of culture”10)“Habitus”PART 2 (Three Pages): Answer each question in 400-500 words. 1) Compare and contrast discussion of the function of belief in witchcraft and in western biomedicine. Describe and discuss 3 parallels and 3 differences between witchcraft and sorcery on the one hand, and biomedicine on the other. (Use the Evans-Pritchard and Byron Good article AND the Lock and Nguyen artifice)2) Embodiment. Drawing on materials presented in class readings, discuss the concept of “embodiment.” Explain how this concept challenges dualistic ideas about the relationships between: a) mind/ body, b) individual/social, and c) subject/ object.

Write a research paper on Misogynist Behavior examine the feeling of hatred of or prejudice against girls and women.

Focus of the Reflective Paper:The purpose of the Reflective Paper is to encourage the organization and presentation by each participant of thoughts and conclusions concerning one of the learning outcomes of the course.Select one of the outcomes listed below and prepare a paper which should:(a) draws on the course text and supplementary readings(b) includes relevant learning from the instructor notes(c) incorporates relevant personal experiences and data from your current or past workplace.The following learning outcomes can be used for the Reflective Paper on Social Problems Research Paper:Illustrate an understanding of the context of social problems by specifying the interrelationship between problems and broader socioeconomic trends, structures, and institutions.Identify impacts of social problems on the workplace at the individual, group, organizational, and societal levels.Examine how the ownership, control, administration, organization and production processes of the workplace influence social trends and changes which, in turn, may constitute major social problems.Evaluate a range of effective workplace-based programs, which are responses to a specific problem.Writing the Reflective PaperThe Social Problems Response Paper Must have the following:Must be 900-950 Words double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.Must include an introductory paragraph with a succinct thesis statement.Must address the topic of the paper with critical thought.Must conclude with a restatement of the thesis and a conclusion paragraph.Must use APA style as outlined in the approved APA style guide to document all sources.Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved APA style guide.Response Paper Assignment Sheet 15% of Overall GradeWrite a response paper (900-950 words) in response to only one of the following questions:Choose 1 Question 1. Misogynist Behavior A research paper on Misogynist Behavior examine the feeling of hatred of or prejudice against girls and women.Misogyny is, in its simplest form, hatred or prejudice of/against girls and women. It can appear in a variety of ways, many of which often go unnoticed by society. Sexual discrimination against women, such as refusing to hire someone because of their gender, is a form of misogyny; reinforcing the idea that boys are good at math and science and girls are good at music and language arts is a more subtle version of social exclusion, also a form of misogyny.Other forms of misogyny are more subtle and are often overlooked. Jokes about women, stereotypes perpetuated by the media, or comments about a woman’s appearance that would not equally be made to a man are all examples of misogynistic behavior. When women are cat-called, when women are upheld to the double standard of being simultaneously sexual and chaste, when women are asked what they were wearing or how much they had to drink after being sexually assaulted, society is permitting misogynistic behaviors.It certainly does not help matters that women themselves engage in misogynistic behaviors. When women judge one another, commenting on things like hair and makeup, they are perpetuating the idea that all women are expected to conform to a socially constructed definition of beauty. When women are ashamed of their bodies for not fitting into this mold – even if their body was formed by the very processes that define their womanhood, such as giving birth to a child – they are reinforcing the misogyny that dominates patriarchal societies and allows the subjugation of women to continue.