Tag: Expository & Critical Essays

  • [Solved] assistance needed PE

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    please see attachment – 2 years ago **files (1)** – ## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx **## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx** As a PE teacher you will find yourself challenged by student behavior very often! What are s…

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    – 2 years ago

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    – ## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx

    **## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx**

    As a PE teacher you will find yourself challenged by student behavior very often! What are some teaching strategies, routines, and transitions you will implement to keep students on task and participating? For those students (like Joe in film segment) that need an extra nudge and extra support. What support can you give a student like Joe? What discipline would you use for more disruptive students? Consider a caring community for guidelines.

    To watch this video (54 minutes), you will need to access “Films on Demand,” a password–protected service available on the Library Databases page on the Indian Hills website. Follow the instructions at the top of the page to access the Library Database Passwords. Then, scroll down the page to find the link to “Films on Demand,” along with login instructions.

    Note: After you log into “Films on Demand,” search for “The School That Turned Chinese: Segments 8 and 9 (115668)” to find the video.

    **## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx**

    As a PE teacher you will find yourself challenged by student behavior very often! What are some teaching strategies, routines, and transitions you will implement to keep students on task and participating? For those students (like Joe in film segment) that need an extra nudge and extra support. What support can you give a student like Joe? What discipline would you use for more disruptive students? Consider a caring community for guidelines.

    To watch this video (54 minutes), you will need to access “Films on Demand,” a password–protected service available on the Library Databases page on the Indian Hills website. Follow the instructions at the top of the page to access the Library Database Passwords. Then, scroll down the page to find the link to “Films on Demand,” along with login instructions.

    Note: After you log into “Films on Demand,” search for “The School That Turned Chinese: Segments 8 and 9 (115668)” to find the video.

  • [Solved] English Assignment for English

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    In-depth study guidance and analytical solution covering English Assignment for English.

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  • [Solved] Women’s Roles in Literature

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    It must be approved by Turnitin. Low AI score and low similarity score. instructions are attached. – [\ \ ScreenShot2025-04-01at11.08.43AM.png](https://www.sweetstudy.com/files/screenshot2025-04-01at11-08-43am-png "ScreenShot2025-04-01at11.08.43AM.png") – [\ \ ScreenShot2025-04-01at11.08.51AM.pn…

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    It must be approved by Turnitin. Low AI score and low similarity score. instructions are attached.

    – [\
    \
    ScreenShot2025-04-01at11.08.43AM.png](https://www.sweetstudy.com/files/screenshot2025-04-01at11-08-43am-png "ScreenShot2025-04-01at11.08.43AM.png")
    – [\
    \
    ScreenShot2025-04-01at11.08.51AM.png](https://www.sweetstudy.com/files/screenshot2025-04-01at11-08-51am-png "ScreenShot2025-04-01at11.08.51AM.png")

    – 2 years ago

  • [Solved] assistance needed PE

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    please see attachment – 2 years ago **files (1)** – ## Createanintegratedphysicalactivityforaclassroomsetting.docx **## Createanintegratedphysicalactivityforaclassroomsetting.docx** Create an integrated physical activity for a classroom setting (non-gymnasium). Discuss what classroom curriculum this…

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    – 2 years ago

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    – ## Createanintegratedphysicalactivityforaclassroomsetting.docx

    **## Createanintegratedphysicalactivityforaclassroomsetting.docx**

    Create an integrated physical activity for a classroom setting (non-gymnasium). Discuss what classroom curriculum this will cover and how the activity will be engaged.

    (please note this is for a discussion)

    **## Createanintegratedphysicalactivityforaclassroomsetting.docx**

    Create an integrated physical activity for a classroom setting (non-gymnasium). Discuss what classroom curriculum this will cover and how the activity will be engaged.

    (please note this is for a discussion)

  • [Solved] assistance needed E

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    please see attachment – 2 years ago **files (1)** – ## BrainStormingActivity.docx **## BrainStormingActivity.docx** 1 4 **Brainstorming Activity** **1A. List the primary objection opponents might make to your thesis’ claim:** Critics argue that correct academic standards for student-athletes mean th…

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    – 2 years ago

    **files (1)**

    – ## BrainStormingActivity.docx

    **## BrainStormingActivity.docx**

    1

    4

    **Brainstorming Activity**

    **1A. List the primary objection opponents might make to your thesis’ claim:**

    Critics argue that correct academic standards for student-athletes mean that athletic talents and athletes with low GPA scores will not be allowed to flaunt their talents. This could particularly affect underprivileged athletes significantly; these athletes can only get scholarships to school and college. Therefore, they stand to be significantly affected by this. These athletes may also be shut out if the academic standards are increased to unreasonable levels.

    **1B. List key research or logic they might use to back up their objection:**

    · Academic barriers: Most student-athletes, especially those from low-income families, struggle to balance school work and games. Curs et al. (2023) argue that due to the various pressures, student-athletes have to grapple with academic challenges that can be even harder than students who are not athletes.

    · Scholarship dependence: For some athletes, sports provide a critical pathway to higher education, and raising academic standards could prevent them from qualifying for sports scholarships (Day Madison et al., 2015).

    · Dropout risk: Increased academic pressure could lead to mental health struggles, including stress and anxiety, and may result in higher dropout rates among athletes who lose their eligibility due to poor academic performance (Curs et al., 2023).

    **1C. Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    Indeed, academic difficulties are potentially problematic for some student-athletes, especially those from low socio-economic backgrounds, and such athletes would find it more challenging to meet the high standards required in academic learning. These students may have fewer resources and encouragement from parents or other academic-related things (Curs et al., 2023).

    **Rebuttal:**

    Although there is some truth in this concern, it is crucial to highlight that academic achievement is paramount to the overall success of the student-athletes. This means embracing strict academic standards to guarantee that student-athletes can be equipped for something else after their short-lived sporting days. The NCAA (n.d.) mentions one of its missions as helping the student-athletes succeed in their athletic and academic pursuits. However, academic assistance in the form of tutoring, counseling, or even mental health care can assist in meeting these criteria for student-athletes and, at the same time, ensure that all students are treated equally under the general law (Gard, 2017).

    **2A. List a second objection opponents might make to your thesis’ claim:**

    A second argument is that more academic pressure entailed by stricter eligibility requirements will not be beneficial for students as they can experience mental problems and then drop out.

    **2B. List key research or logic they might use to back up their objection:**

    · Student-athletes already face immense stress from balancing their academic and athletic responsibilities, and stricter requirements might exacerbate this pressure (Curs et al., 2023).

    · Mental health concerns such as anxiety, depression, and burnout are often cited as reasons why student-athletes might struggle to maintain their academic standing, potentially leading to a higher dropout rate (Curs et al., 2023).

    **2C. Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that high academic pressure may lead to mental health concerns for some of the student-athletes where more academic problems exist (Curs et al., 2023).

    **Rebuttal:**

    However, this cannot be solved by reducing academic standards, but this should be resolved by increasing the provisions for student-athletes, including mental health, counseling, and academic help. With these resources, people can overcome all the pressures placed on them as athletes and succeed academically and athletically. However, fulfilling high academic standards benefits student-athletes in their future careers by preparing them for the academic challenges after their career in sports is over (Gard, 2017).

    **3A. List a third objection opponents might make to your thesis’ claim:**

    The third argument might be that children who are academically less capable but have raw talent in athletics may not advance to the next level to continue with sports and further their education at the same time.

    **3B. List key research or logic they might use to back up their objection:**

    · Critics might argue that athletic ability should be prioritized over academic performance, especially for students who may not excel academically but have significant potential in sports (Curs et al., 2023).

    · Talented athletes from disadvantaged backgrounds may lack the academic resources needed to meet stricter eligibility requirements, which could further limit their access to sports scholarships (Day Madison et al., 2015).

    **3C. Explain how you would respond to the opposition’s third claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that academically challenged athletes are at a disadvantage in performance due to high academic standards, which can reduce the chances of one being offered a scholarship to pursue the sport.

    **Rebuttal:**

    Nevertheless, there is a necessity to bring more equity and fairness in the educational setting. Setting higher academic standards entails that all the students in the institution follow specific academic standards, irrespective of the ability a student may display in athletic activities. Further, it enables athletes to have something to fall back on should they retire from the sport, as well as prepare the athletes academically for the future. This is not to remove the athletes but rather enable the athlete to complete his/her education in a balanced manner that caters to success in the future (Gard, 2017).

    **References**

    Curs, B. R., et al. (2023). The effect of college football bowl game participation on student-athlete academic outcomes and team athletic success. Research in Higher Education, 64(4), 497-519.
    [https://doi.org/10.1007/s11162-022-09710-x](https://doi.org/10.1007/s11162-022-09710-x)

    Day Madison et al. (2015). Evaluating the Issues of Fairness in College Athletics: A Policy Paper. Retrieved from
    [https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf](https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf)

    Gard, A. N. (2017). High school academics: Increasing the standard. Physical Educator, 74(3), 405.
    [http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369](http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369)

    NCAA. (n.d.). NCAA Eligibility Requirements for Student-Athletes. Retrieved from
    [https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements](https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements)

    **## BrainStormingActivity.docx**

    1

    4

    **Brainstorming Activity**

    **1A. List the primary objection opponents might make to your thesis’ claim:**

    Critics argue that correct academic standards for student-athletes mean that athletic talents and athletes with low GPA scores will not be allowed to flaunt their talents. This could particularly affect underprivileged athletes significantly; these athletes can only get scholarships to school and college. Therefore, they stand to be significantly affected by this. These athletes may also be shut out if the academic standards are increased to unreasonable levels.

    **1B. List key research or logic they might use to back up their objection:**

    · Academic barriers: Most student-athletes, especially those from low-income families, struggle to balance school work and games. Curs et al. (2023) argue that due to the various pressures, student-athletes have to grapple with academic challenges that can be even harder than students who are not athletes.

    · Scholarship dependence: For some athletes, sports provide a critical pathway to higher education, and raising academic standards could prevent them from qualifying for sports scholarships (Day Madison et al., 2015).

    · Dropout risk: Increased academic pressure could lead to mental health struggles, including stress and anxiety, and may result in higher dropout rates among athletes who lose their eligibility due to poor academic performance (Curs et al., 2023).

    **1C. Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    Indeed, academic difficulties are potentially problematic for some student-athletes, especially those from low socio-economic backgrounds, and such athletes would find it more challenging to meet the high standards required in academic learning. These students may have fewer resources and encouragement from parents or other academic-related things (Curs et al., 2023).

    **Rebuttal:**

    Although there is some truth in this concern, it is crucial to highlight that academic achievement is paramount to the overall success of the student-athletes. This means embracing strict academic standards to guarantee that student-athletes can be equipped for something else after their short-lived sporting days. The NCAA (n.d.) mentions one of its missions as helping the student-athletes succeed in their athletic and academic pursuits. However, academic assistance in the form of tutoring, counseling, or even mental health care can assist in meeting these criteria for student-athletes and, at the same time, ensure that all students are treated equally under the general law (Gard, 2017).

    **2A. List a second objection opponents might make to your thesis’ claim:**

    A second argument is that more academic pressure entailed by stricter eligibility requirements will not be beneficial for students as they can experience mental problems and then drop out.

    **2B. List key research or logic they might use to back up their objection:**

    · Student-athletes already face immense stress from balancing their academic and athletic responsibilities, and stricter requirements might exacerbate this pressure (Curs et al., 2023).

    · Mental health concerns such as anxiety, depression, and burnout are often cited as reasons why student-athletes might struggle to maintain their academic standing, potentially leading to a higher dropout rate (Curs et al., 2023).

    **2C. Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that high academic pressure may lead to mental health concerns for some of the student-athletes where more academic problems exist (Curs et al., 2023).

    **Rebuttal:**

    However, this cannot be solved by reducing academic standards, but this should be resolved by increasing the provisions for student-athletes, including mental health, counseling, and academic help. With these resources, people can overcome all the pressures placed on them as athletes and succeed academically and athletically. However, fulfilling high academic standards benefits student-athletes in their future careers by preparing them for the academic challenges after their career in sports is over (Gard, 2017).

    **3A. List a third objection opponents might make to your thesis’ claim:**

    The third argument might be that children who are academically less capable but have raw talent in athletics may not advance to the next level to continue with sports and further their education at the same time.

    **3B. List key research or logic they might use to back up their objection:**

    · Critics might argue that athletic ability should be prioritized over academic performance, especially for students who may not excel academically but have significant potential in sports (Curs et al., 2023).

    · Talented athletes from disadvantaged backgrounds may lack the academic resources needed to meet stricter eligibility requirements, which could further limit their access to sports scholarships (Day Madison et al., 2015).

    **3C. Explain how you would respond to the opposition’s third claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that academically challenged athletes are at a disadvantage in performance due to high academic standards, which can reduce the chances of one being offered a scholarship to pursue the sport.

    **Rebuttal:**

    Nevertheless, there is a necessity to bring more equity and fairness in the educational setting. Setting higher academic standards entails that all the students in the institution follow specific academic standards, irrespective of the ability a student may display in athletic activities. Further, it enables athletes to have something to fall back on should they retire from the sport, as well as prepare the athletes academically for the future. This is not to remove the athletes but rather enable the athlete to complete his/her education in a balanced manner that caters to success in the future (Gard, 2017).

    **References**

    Curs, B. R., et al. (2023). The effect of college football bowl game participation on student-athlete academic outcomes and team athletic success. Research in Higher Education, 64(4), 497-519.
    [https://doi.org/10.1007/s11162-022-09710-x](https://doi.org/10.1007/s11162-022-09710-x)

    Day Madison et al. (2015). Evaluating the Issues of Fairness in College Athletics: A Policy Paper. Retrieved from
    [https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf](https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf)

    Gard, A. N. (2017). High school academics: Increasing the standard. Physical Educator, 74(3), 405.
    [http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369](http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369)

    NCAA. (n.d.). NCAA Eligibility Requirements for Student-Athletes. Retrieved from
    [https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements](https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements)

  • [Solved] AR BUILDING

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    – 2 years ago **files (1)** – ## WHATTODOGREATBUILDINGS.docx **## WHATTODOGREATBUILDINGS.docx** What is your personal response to the following buildings? Look at the links for the following buildings and write brief answers to the questions below for each one: · Briefly describe this building as yo…

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    – 2 years ago

    **files (1)**

    – ## WHATTODOGREATBUILDINGS.docx

    **## WHATTODOGREATBUILDINGS.docx**

    What is your personal response to the following buildings? Look at the links for the following buildings and write brief answers to the questions below for each one:

    · Briefly describe this building as you see it, using the language of the elements of art. Three or four sentences are plenty.

    · Describe how you think this building affects people on the outside of it, or the inside of it, according to the images you see (or, even better, if you have been there).

    · How creative do you think designers of buildings should get?

    · How much impact do you think these buildings have had on the skyline and in the debate on modern architectural design?

    Here are the buildings:

    ·
    [Seattle Public LibraryLinks to an external site.](https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture) https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture

    ·
    [Experience Music ProjectLinks to an external site.](https://www.visitacity.com/en/seattle/attractions/experience-music-project) https://www.visitacity.com/en/seattle/attractions/experience-music-project

    ·
    [Jean Marie Tjibaou Cultural CenterLinks to an external site.](https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano) https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano

    ·
    [One World Trade CenterLinks to an external site.](http://www.wtc.com/media/images/s/wtc-construction-1-world-trade-center?sid=1): The replacement building for the destroyed World Trade Center in New York City https://www.wtc.com/media/photos/one-world-trade-center?sid=1

    · A building of your choice from
    [Great Buildings OnlineLinks to an external site.](https://www.architecturaldigest.com/gallery/buildings-slideshow-112007) https://www.architecturaldigest.com/gallery/buildings-slideshow-112007

    **## WHATTODOGREATBUILDINGS.docx**

    What is your personal response to the following buildings? Look at the links for the following buildings and write brief answers to the questions below for each one:

    · Briefly describe this building as you see it, using the language of the elements of art. Three or four sentences are plenty.

    · Describe how you think this building affects people on the outside of it, or the inside of it, according to the images you see (or, even better, if you have been there).

    · How creative do you think designers of buildings should get?

    · How much impact do you think these buildings have had on the skyline and in the debate on modern architectural design?

    Here are the buildings:

    ·
    [Seattle Public LibraryLinks to an external site.](https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture) https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture

    ·
    [Experience Music ProjectLinks to an external site.](https://www.visitacity.com/en/seattle/attractions/experience-music-project) https://www.visitacity.com/en/seattle/attractions/experience-music-project

    ·
    [Jean Marie Tjibaou Cultural CenterLinks to an external site.](https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano) https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano

    ·
    [One World Trade CenterLinks to an external site.](http://www.wtc.com/media/images/s/wtc-construction-1-world-trade-center?sid=1): The replacement building for the destroyed World Trade Center in New York City https://www.wtc.com/media/photos/one-world-trade-center?sid=1

    · A building of your choice from
    [Great Buildings OnlineLinks to an external site.](https://www.architecturaldigest.com/gallery/buildings-slideshow-112007) https://www.architecturaldigest.com/gallery/buildings-slideshow-112007

  • [Solved] Answer the Fiction questions

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    Assignment Below – 2 years ago **files (1)** – ## CreativeWritingFictionQuestions.pdf **## CreativeWritingFictionQuestions.pdf** 1.When crafting a protagonist for your fiction piece, what aspect do you find most challenging to make compelling and relatable to your audience? 2. In your writing proce…

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    Assignment Below

    – 2 years ago

    **files (1)**

    – ## CreativeWritingFictionQuestions.pdf

    **## CreativeWritingFictionQuestions.pdf**

    1.When crafting a protagonist for your fiction piece, what aspect do you find most
    challenging to make compelling and relatable to your audience?

    2. In your writing process, how do you go about creating tension and conflict within your
    narratives to captivate readers and keep them engaged throughout the story?

    3. Share some of your go-to tips and techniques for writing dynamic and believable
    dialogue between characters that enhances the overall narrative.

    4. How do you strike a balance between using descriptive language to set the scene and
    avoiding overwhelming readers with unnecessary details in your storytelling?

    5. Discuss your methods for using symbolism and metaphorical elements into your stories
    to add layers of depth and meaning for your readers.

    6. What specific strategies do you employ to maintain an effective pace in your narratives,
    ensuring that readers remain engaged from the opening lines to the final resolution?

    7. When crafting the conclusion of your fiction piece, how do you approach creating a
    satisfying resolution that ties up loose ends while still leaving room for interpretation and
    thought?

    8. Reflect on some common pitfalls in fiction writing and share how you actively work to
    overcome these challenges in your own creative work.

    **## CreativeWritingFictionQuestions.pdf**

    1.When crafting a protagonist for your fiction piece, what aspect do you find most
    challenging to make compelling and relatable to your audience?

    2. In your writing process, how do you go about creating tension and conflict within your
    narratives to captivate readers and keep them engaged throughout the story?

    3. Share some of your go-to tips and techniques for writing dynamic and believable
    dialogue between characters that enhances the overall narrative.

    4. How do you strike a balance between using descriptive language to set the scene and
    avoiding overwhelming readers with unnecessary details in your storytelling?

    5. Discuss your methods for using symbolism and metaphorical elements into your stories
    to add layers of depth and meaning for your readers.

    6. What specific strategies do you employ to maintain an effective pace in your narratives,
    ensuring that readers remain engaged from the opening lines to the final resolution?

    7. When crafting the conclusion of your fiction piece, how do you approach creating a
    satisfying resolution that ties up loose ends while still leaving room for interpretation and
    thought?

    8. Reflect on some common pitfalls in fiction writing and share how you actively work to
    overcome these challenges in your own creative work.

  • [Solved] Persepolis 2

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    News Connection. Connecting a theme in the book to the an article. – 2 years ago

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    News Connection. Connecting a theme in the book to the an article.

    – 2 years ago

  • [Solved] BIO

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    – 2 years ago **files (1)** – ## Chapter12AssignmentMicrobiology2001Fall2022.doc **## Chapter12AssignmentMicrobiology2001Fall2022.doc** [removed] **## Chapter12AssignmentMicrobiology2001Fall2022.doc** [removed]

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    – 2 years ago

    **files (1)**

    – ## Chapter12AssignmentMicrobiology2001Fall2022.doc

    **## Chapter12AssignmentMicrobiology2001Fall2022.doc**

    [removed]

    **## Chapter12AssignmentMicrobiology2001Fall2022.doc**

    [removed]

  • [Solved] help

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    prep for assignment – 2 years ago **files (1)** – ## Plasticpollutionessay.pdf **## Plasticpollutionessay.pdf** The world around us is full of issues that spark debate–from what to do about climate change to who we should elect for president. For this essay, you’ll get familiar with a controversial…

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    prep for assignment

    – 2 years ago

    **files (1)**

    – ## Plasticpollutionessay.pdf

    **## Plasticpollutionessay.pdf**

    The world around us is full of issues that spark debate–from what to do about climate
    change to who we should elect for president. For this essay, you’ll get familiar with a
    controversial issue by reading two essays from a CQ Researcher report. Those essays
    will serve as a starting point for your own essay by giving you two different perspectives
    on the controversial issue. After reading those essays, you'll craft a policy claim
    argument of your own on the same topic; the argument will be informed by your
    opinion and supported by additional research.

    Your essay must be at least 1000 words in length, although it can be longer (a
    maximum of 2000 words :-). The essay must have an introduction that gets readers
    interested, provides context on your topic through brief summaries of the two opposing
    essays from CQ Researcher that gave you some perspective on the topic question, and
    ends with a thesis statement that states your position (a policy claim) in response to
    your topic question and suggests at least two supporting points you’ll argue for your
    policy claim and at least one opposing view you’ll address through concession and/or
    refutation. Body paragraphs should follow the order of ideas in your thesis and should
    include quotations from your sources which will be introduced, cited using MLA format,
    and explained (ICE). Your conclusion should summarize your main points, restate your
    thesis in different words and/or phrasing, and give some sense of the significance of
    your argument, its future implications, and any recommended course of action you want
    readers to take. Your essay should be written in an authentic voice. Since this essay is
    a research paper, you will need to use at least 3 credible sources (in addition to the two
    CQ Researcher essays that you'll summarize in your introduction) to support your ideas
    and observations in body paragraphs. Sources may be texts or videos and can range
    from reputable news sources and industry reports to academic articles and books;
    sources should be current and reliable. All sources must be appropriately cited in your
    paper using MLA format. Your sources will also be listed in a Works Cited page.

    TOPIC YOU WILL WRITE ABOUT

    Introduction by Robert Kiener

    ; the report is also available

    Links to an external site.

    Plastic waste is everywhere. Researchers have discovered plastic particles
    throughout the world's oceans and atop Mount Everest. Today, the world is
    producing 353 million metric tons of plastic waste annually — twice as much as it

    [https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1](https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    did two decades ago. Plastic waste is known to harm the environment, wildlife
    and human health. Currently, less than 10 percent of all plastics manufactured
    around the world is recycled. Industry officials have acknowledged the need to
    improve recycling rates and infrastructure, and new approaches and
    technologies are being developed in response. However, critics say the industry
    is not doing enough and needs to be held more responsible for the plastics they
    produce. Several local, national and international entities, including the United
    Nations, are acting to curb plastic pollution by passing or considering laws that
    could ban certain plastics, increase regulations and add fees. Meanwhile, experts
    say the production of plastic is expected to double by 2040.

    Kuta Beach on the island of Bali in Indonesia is seen here dotted with litter in
    2020. About 353 million metric tons of plastic waste is generated annually around
    the globe, with at least 14 million metric tons ending up in the ocean. (Getty
    Images/SOPA Images/LightRocket/Dicky Bisinglasi)

    Should single-use plastics be banned?

    “Pro” by John Hocevar, Oceans Campaign Director, Greenpeace USA
    Written for CQ Researcher, June 2022

    Plastic comes at a cost that people and our planet simply cannot afford. The
    trillions of plastic throwaway items produced each year continue to accumulate.
    They break down into microplastics that are in the water we drink, the food we
    eat, the air we breathe and even our blood and lungs. Furthermore, plastic is
    made from fossil fuels, and the industry's plan to triple its production within the
    next few years is driving new oil and gas extraction and pushing our planet closer
    to climate chaos.

    Despite the plastic industry's long and well-funded efforts to persuade Americans
    that recycling is the answer, recycling is not an option for most types of plastic.
    In fact, less than 6 percent of the more than 40 million tons of plastic waste
    America produces each year is recycled. The rest is dumped, burned or
    discarded. Unlike paper, glass or aluminum, which can be repeatedly recycled,
    the rare plastic items that are recycled are typically downcycled, or reused at a
    lower quality, only once before being landfilled or incinerated.

    From its production to its incineration, single-use plastic is a threat to our health,
    our communities and our climate. Communities of color bear the disproportionate
    health impacts of the toxic carcinogenic chemicals released during these
    processes from facilities that are overwhelmingly located in their neighborhoods.

    Bottom line: We can't recycle our way out of this crisis. Bans, phaseouts and
    reduction targets are a fundamental part of any real solution — and they're
    realistic. Bans are already being successfully implemented in communities all
    around the world, starting with straws and bags and now moving to cutlery,
    takeout containers and particularly dangerous materials such as polystyrene and
    polyvinyl chloride.

    Congress has an important role to play. It must create incentives, build
    infrastructure and assist businesses and workers in transitioning away from
    plastic. This year, the United Nations will begin discussing measures to limit
    plastic production via a new global plastics treaty, to be adopted as early as 2024.
    To properly address the substantial plastic and climate change crises we are
    facing, governments such as the United States must set bold and ambitious
    targets to reduce plastic production. And to ensure that we don't simply replace
    single-use plastic with other types of throwaway packaging, we need to invest in
    reuse, refill and package-free approaches.

    We cannot continue to flood our planet and communities with plastic, and we
    cannot stop the flood unless we stop producing so much throwaway plastic.

    “Con” by Joshua Baca, Vice President of Plastics, American Chemistry Council
    Written for CQ Researcher, June 2022

    For every action, there is a reaction. Banning “single-use” plastics will not stop
    people from using food packaging, bags, cups or cutlery; it will result in a switch
    to a different material, likely paper, metal or glass. Such a switch is expected to
    cause three outcomes: a greater environmental footprint, increased costs for
    businesses and consumers and worse performance of the product's function.

    Research shows that alternative packaging materials result in, on average, 2.5
    times more greenhouse gas (GHG) emissions over their lifecycles compared to
    plastics. They also usually weigh more, adding to transportation emissions, and
    require more material to perform the same function. And that just speaks to the
    material itself.

    Use of plastics can also help avoid GHG emissions, particularly when it comes to
    reducing food waste by keeping food fresh longer and protecting food from
    physical destruction (e.g., berries in a clamshell). If GHG emissions from food
    waste were ranked against countries' emissions, they would be the third-largest
    emitter, behind China and the United States. Reducing food waste is a critical
    step toward a lower carbon future, and plastics are needed to help us get there.

    Now more than ever, plastics are valued for affordability, especially for
    “single-use” applications and packaging. A recent polystyrene ban in Hawaii had
    small-business restaurant owners lamenting that the paper alternatives cost
    seven times more than the polystyrene packaging. Single-use plastic bans hurt
    the smallest of businesses, families and those least able to afford it.

    Sometimes plastics are just the best material for the job. Many consumers value
    the performance of plastic products compared to things like a paper straw that
    begins dissolving the moment it hits liquid, and nobody wants to buy their raw
    meat or seafood in a soaked paper package. If another material can't do its job,
    more waste, emissions and frustration are the result.

    America's plastic makers have a plan to reuse and remake much more plastic. We
    believe that soon the term “single use” will be a relic of the past, as more
    advanced recycling comes online. Advanced recycling leverages innovative
    technologies to take mixed-used plastics that mechanical recycling can't recycle
    and make it into new plastics, even plastics approved for food and medical use.
    Plastic bags, cups, cutlery and food packaging can be remade again and again
    via advanced recycling, and they will no longer be single use, but part of a
    circular economy and lower carbon future.

    **## Plasticpollutionessay.pdf**

    The world around us is full of issues that spark debate–from what to do about climate
    change to who we should elect for president. For this essay, you’ll get familiar with a
    controversial issue by reading two essays from a CQ Researcher report. Those essays
    will serve as a starting point for your own essay by giving you two different perspectives
    on the controversial issue. After reading those essays, you'll craft a policy claim
    argument of your own on the same topic; the argument will be informed by your
    opinion and supported by additional research.

    Your essay must be at least 1000 words in length, although it can be longer (a
    maximum of 2000 words :-). The essay must have an introduction that gets readers
    interested, provides context on your topic through brief summaries of the two opposing
    essays from CQ Researcher that gave you some perspective on the topic question, and
    ends with a thesis statement that states your position (a policy claim) in response to
    your topic question and suggests at least two supporting points you’ll argue for your
    policy claim and at least one opposing view you’ll address through concession and/or
    refutation. Body paragraphs should follow the order of ideas in your thesis and should
    include quotations from your sources which will be introduced, cited using MLA format,
    and explained (ICE). Your conclusion should summarize your main points, restate your
    thesis in different words and/or phrasing, and give some sense of the significance of
    your argument, its future implications, and any recommended course of action you want
    readers to take. Your essay should be written in an authentic voice. Since this essay is
    a research paper, you will need to use at least 3 credible sources (in addition to the two
    CQ Researcher essays that you'll summarize in your introduction) to support your ideas
    and observations in body paragraphs. Sources may be texts or videos and can range
    from reputable news sources and industry reports to academic articles and books;
    sources should be current and reliable. All sources must be appropriately cited in your
    paper using MLA format. Your sources will also be listed in a Works Cited page.

    TOPIC YOU WILL WRITE ABOUT

    Introduction by Robert Kiener

    ; the report is also available

    Links to an external site.

    Plastic waste is everywhere. Researchers have discovered plastic particles
    throughout the world's oceans and atop Mount Everest. Today, the world is
    producing 353 million metric tons of plastic waste annually — twice as much as it

    [https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1](https://canvas.chaffey.edu/courses/45755/files/13638640/download?download_frd=1)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    [https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617](https://cqpress-sagepub-com.chaffey.idm.oclc.org/cqresearcher/report/plastic-pollution-cqresrre20220617)

    did two decades ago. Plastic waste is known to harm the environment, wildlife
    and human health. Currently, less than 10 percent of all plastics manufactured
    around the world is recycled. Industry officials have acknowledged the need to
    improve recycling rates and infrastructure, and new approaches and
    technologies are being developed in response. However, critics say the industry
    is not doing enough and needs to be held more responsible for the plastics they
    produce. Several local, national and international entities, including the United
    Nations, are acting to curb plastic pollution by passing or considering laws that
    could ban certain plastics, increase regulations and add fees. Meanwhile, experts
    say the production of plastic is expected to double by 2040.

    Kuta Beach on the island of Bali in Indonesia is seen here dotted with litter in
    2020. About 353 million metric tons of plastic waste is generated annually around
    the globe, with at least 14 million metric tons ending up in the ocean. (Getty
    Images/SOPA Images/LightRocket/Dicky Bisinglasi)

    Should single-use plastics be banned?

    “Pro” by John Hocevar, Oceans Campaign Director, Greenpeace USA
    Written for CQ Researcher, June 2022

    Plastic comes at a cost that people and our planet simply cannot afford. The
    trillions of plastic throwaway items produced each year continue to accumulate.
    They break down into microplastics that are in the water we drink, the food we
    eat, the air we breathe and even our blood and lungs. Furthermore, plastic is
    made from fossil fuels, and the industry's plan to triple its production within the
    next few years is driving new oil and gas extraction and pushing our planet closer
    to climate chaos.

    Despite the plastic industry's long and well-funded efforts to persuade Americans
    that recycling is the answer, recycling is not an option for most types of plastic.
    In fact, less than 6 percent of the more than 40 million tons of plastic waste
    America produces each year is recycled. The rest is dumped, burned or
    discarded. Unlike paper, glass or aluminum, which can be repeatedly recycled,
    the rare plastic items that are recycled are typically downcycled, or reused at a
    lower quality, only once before being landfilled or incinerated.

    From its production to its incineration, single-use plastic is a threat to our health,
    our communities and our climate. Communities of color bear the disproportionate
    health impacts of the toxic carcinogenic chemicals released during these
    processes from facilities that are overwhelmingly located in their neighborhoods.

    Bottom line: We can't recycle our way out of this crisis. Bans, phaseouts and
    reduction targets are a fundamental part of any real solution — and they're
    realistic. Bans are already being successfully implemented in communities all
    around the world, starting with straws and bags and now moving to cutlery,
    takeout containers and particularly dangerous materials such as polystyrene and
    polyvinyl chloride.

    Congress has an important role to play. It must create incentives, build
    infrastructure and assist businesses and workers in transitioning away from
    plastic. This year, the United Nations will begin discussing measures to limit
    plastic production via a new global plastics treaty, to be adopted as early as 2024.
    To properly address the substantial plastic and climate change crises we are
    facing, governments such as the United States must set bold and ambitious
    targets to reduce plastic production. And to ensure that we don't simply replace
    single-use plastic with other types of throwaway packaging, we need to invest in
    reuse, refill and package-free approaches.

    We cannot continue to flood our planet and communities with plastic, and we
    cannot stop the flood unless we stop producing so much throwaway plastic.

    “Con” by Joshua Baca, Vice President of Plastics, American Chemistry Council
    Written for CQ Researcher, June 2022

    For every action, there is a reaction. Banning “single-use” plastics will not stop
    people from using food packaging, bags, cups or cutlery; it will result in a switch
    to a different material, likely paper, metal or glass. Such a switch is expected to
    cause three outcomes: a greater environmental footprint, increased costs for
    businesses and consumers and worse performance of the product's function.

    Research shows that alternative packaging materials result in, on average, 2.5
    times more greenhouse gas (GHG) emissions over their lifecycles compared to
    plastics. They also usually weigh more, adding to transportation emissions, and
    require more material to perform the same function. And that just speaks to the
    material itself.

    Use of plastics can also help avoid GHG emissions, particularly when it comes to
    reducing food waste by keeping food fresh longer and protecting food from
    physical destruction (e.g., berries in a clamshell). If GHG emissions from food
    waste were ranked against countries' emissions, they would be the third-largest
    emitter, behind China and the United States. Reducing food waste is a critical
    step toward a lower carbon future, and plastics are needed to help us get there.

    Now more than ever, plastics are valued for affordability, especially for
    “single-use” applications and packaging. A recent polystyrene ban in Hawaii had
    small-business restaurant owners lamenting that the paper alternatives cost
    seven times more than the polystyrene packaging. Single-use plastic bans hurt
    the smallest of businesses, families and those least able to afford it.

    Sometimes plastics are just the best material for the job. Many consumers value
    the performance of plastic products compared to things like a paper straw that
    begins dissolving the moment it hits liquid, and nobody wants to buy their raw
    meat or seafood in a soaked paper package. If another material can't do its job,
    more waste, emissions and frustration are the result.

    America's plastic makers have a plan to reuse and remake much more plastic. We
    believe that soon the term “single use” will be a relic of the past, as more
    advanced recycling comes online. Advanced recycling leverages innovative
    technologies to take mixed-used plastics that mechanical recycling can't recycle
    and make it into new plastics, even plastics approved for food and medical use.
    Plastic bags, cups, cutlery and food packaging can be remade again and again
    via advanced recycling, and they will no longer be single use, but part of a
    circular economy and lower carbon future.