Part A

In your opinion, is it a good idea to label people as criminals? Ex-cons? Why or why not? Did any of the theories for this week change your mind? If so, how? If not, why not? Without resorting to “strawman” arguments (making a bad faith counter-argument based on something that IS NOT actually what is being argued in the first place) or “slippery slope” arguments (making a bad faith counter-argument based on potential, but unrealistic, outcomes), what is the worst realistic outcome of NOT labeling offenders as such? Best realistic outcome of NOT labeling offenders? Which realistic outcomes have more merit in your opinion? Why?

Part B

These theories assume that people are good or altruistic which I agree with. Individuals become corrupted by society as they grow up and engage with different types on individuals. Stereotypes can lead people to commit crime even if they have never thought about it. For example young minority males are stereotyped to be criminals, therefore since it is expected of them by society they then engage in deviant behavior. Pluralist paradigm of society is also assumed which I agree with. Negative connotations originate from other groups or people rather then ourselves. The part I do not agree with is soft determinism; it argues that anyone who is labeled is more likely to commit crime. I don’t think everyone who is labeled will engage in criminal activity; it depends more on their social status in my opinion. Both Cooley’s concept and Merton’s lay a platform for labeling theories because they show the process in which our mind can work. For example, if a minority is being called names like criminal, ex-con, etc. then they might be more likely to engage in crime because people already see him as a criminal therefore it will not hurt his label is he commits a crime.

I do not believe that we should continue labeling criminals or people who have not even committed crimes as criminals. It is wrong to do so, specially young people because, like studies show they can carry that label through adulthood and become criminals. A young person should be taught right from wrong, and if their attitudes or behaviors are extreme then it should be treated instead of being labeled. The outcome of not labeling can create any person a successful one. The worst outcome is creating a criminal; a person who can hurt others just because of negative labels.

I do not believe labeling theories alone are strong enough to be considered general theories of crime because it doesn’t explain why individuals engage in criminal activity in the first place. These theories only explain why they continued to engage in crime. It doesn’t study the depths of criminal activity and individuals like it probably should. I don’t think any theory is better than the other because we need a piece of all theories so best explain criminal behavior.

Part C

Labeling people as ex-cons or criminals does not seem logical or ethical to me because most of the time, these people serve their time in prison and re-invent themselves. When they are always referred to as an ex-con it does not allow them to fully grow out of who they used to be. They are constantly being reminded of their mistakes. The theories did not change my mind about this but rather confirmed it even more so. Specifically because when someone is being referred to as a label, it’s hard for them to escape it and become something else. When society sees these people being referred to as criminals, they begin to treat them like one. This leads to them struggling with the conformity aspect of getting released from prison as well as increasing their recidivism rate due to not being able to fit back into society. The worst outcome of NOT labeling offenders is that they do not feel any shame about what they did and are likely to think it is okay and will likely do it again. The best outcome of not labeling offenders is that they are able to successfully reintegrate back into society and people are more likely to associate with them. The best outcomes come from NOT labeling them because they can easily feel accepted back into society, reducing recidivism rates.

For this discussion board address the following:

• Make an initial post.

  • Discuss Normalization. In your own words, explain what Normalization is. You may use the scenario below to help demonstrate your understanding of normalization rules.

  • Apply normalization rules. Create an ER diagram to display the third normal form of the data set listed below. When done, attach your ER diagram to your initial post. The initial posts are due on Wednesday evening at 11:59 p.m.

• Respond to 2 students. Look at your classmates responses and evaluate their ER diagrams so that you can get a better concept of Normalization; look at the differences and similarities in your ER diagrams. Create conversation by responding to 2 other students posts (2 different replies). Replies to your classmates are due on Sunday evening at 11:59 p.m.

Normalization:

A veterinary office collectsthe following data for every pet that comes in for a service from their office. Determine an ER diagram showing the data set below that has been normalized.

VETERINARYOFFICE(petName, petType, petBreed, petDOB, ownerName, ownerPhone, ownerEmail, serviceDescription, serviceDate, amountBilled)

• Review materials posted in M03 Reading and M03 Supplemental Materials.

• With the information provided above, create a normalized ERD (third normal form) in draw.io for the entities in the Veterinary Office Database. *Note: A tutorial for draw.io can be found at the end of this discussion.

• Once you’re done, attach a copy of your ERD to this discussion board

Structure Requirement – students are reminded work should have a beginning, a middle and an end,
that each paragraph should contain one point which is explained well and reasoned through, and
finally, that paragraphs are linked.
Content Requirement – students must demonstrate: [i] knowledge of the subject area in question; [ii]
the ability to search out additional (relevant) material to that given in the lecture; [iii] the ability to
marshal materials into logical and coherent lines of reasoning in a critical and analytical fashion; [iv]
the ability to provide, if applicable, some discussion of any policy instruments; and [v] the ability to
inform the reader whilst answering the assignment brief.
Language
The paper must be written in formal English language. Please avoid any slang or unethical
terms that could offend a second party.
Article structure
Subdivision – numbered sections
Divide your article into clearly defined and numbered sections. Subsections must be
numbered 1.1 (then 1.1.1, 1.1.2, …), 1.2, etc. but note that the abstract is not included in
section numbering.
Introduction
In the introduction part, authors must carefully review the literature and provide the reason as
to why we need to do this research. Authors must also clearly state the novelty of the paper in
this part and specify the differences between this work and previously published works.

DETAILED ASSIGNMENT

20210406172631andividual_assignment

For this discussion board address the following:

• Make an initial post.

  • Discuss Normalization. In your own words, explain what Normalization is. You may use the scenario below to help demonstrate your understanding of normalization rules.

  • Apply normalization rules. Create an ER diagram to display the third normal form of the data set listed below. When done, attach your ER diagram to your initial post. The initial posts are due on Wednesday evening at 11:59 p.m.

• Respond to 2 students. Look at your classmates responses and evaluate their ER diagrams so that you can get a better concept of Normalization; look at the differences and similarities in your ER diagrams. Create conversation by responding to 2 other students posts (2 different replies). Replies to your classmates are due on Sunday evening at 11:59 p.m.

Normalization:

A veterinary office collectsthe following data for every pet that comes in for a service from their office. Determine an ER diagram showing the data set below that has been normalized.

VETERINARYOFFICE(petName, petType, petBreed, petDOB, ownerName, ownerPhone, ownerEmail, serviceDescription, serviceDate, amountBilled)

• Review materials posted in M03 Reading and M03 Supplemental Materials.

• With the information provided above, create a normalized ERD (third normal form) in draw.io for the entities in the Veterinary Office Database. *Note: A tutorial for draw.io can be found at the end of this discussion.

• Once you’re done, attach a copy of your ERD to this discussion board

Academic Report Guideline (Co-op)

Academic Report Guideline (Co-op)

The purpose of the Internship Report is offer students to describe their accomplishments and demonstrate what they learned through participation at Saudi Electronic University. In addition, the report should be approximately 3000 – 4000, single –spaced and consider taking the following format

General instructions for writing the final report:

-The word limit is 3000-4000. If the report word count is not within the required word limit, marks will be deducted.

• Add page numbers in the middle bottom of the page.

• Plagiarism or copying from other sources will result in ZERO marks.

• Your work should be clearly and completely presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

First Page

The first page should display the student’s full name, internship start and finish dates, working hours per week, company/institution name,

The field instructor should sign on the first page..

A Brief Executive Summary of the Internship

A one-page summary of the company/institution and a short account of the major activities carried out during the internship period.

Acknowledgment

• To allow the student to express her/his thankful and gratitude to individuals (such as: field instructor, academic supervisor, colleagues…etc.) who help them in carrying out and completing her/his training journey.

• This part will aid the students to learn basic elements of academic writing.

• To express their appreciation in a concise and professional manner.

Table ofContents

• Contents of the report with page numbers, list of tables, and list of figures.

Introduction

• A brief of the report.

• The Aim of the report.

Chapter 1: Description of the company

This section should answer the following questions:

What is the full title of the company/institution? Give a brief history of the company, full mailing address and relevant web links

What is the type of ownership of the company/institution? State the main shareholders and their shares.

What is the sector that the company/institution operates in? Specify the products and services produced and offered to its customers/clients.

• Who are regarded as the customers/clients of your internship company (consider the end users, retailers, other manufacturers, employees, etc.)?

• Provide an organization chart of the company, along with information on the number of employees.

• Provide a list of functions performed by different departments/divisions in the internship organization.

• Provide a process chart of a major product and/or service.

Provide an overview off the production system or service procedure (what are the resources, inputs, outcomes, andconstraints?)

The following questions can be classified as your major fit (Finance, Accounting, Ecommerce and Management).

• What kind accounting/finance/IT//quality/marketing standards and principles are used in the organization?

• Discuss telecommunication technologies (Database, Instant Messenger, Networking, Ecommerce tools) used in the company.

• Describe the quality planning and control activities in the internship organization.

• Describe the quality control activities throughout the life cycle of the product/service groups

• What kind of financial analysis and decision-making methods are used by corporate treasurers and financial managers in the internship organization?

What types of marketing, selling, and human resources analysis are performed (cost system, evaluation of consumers, needs, product strategy, distribution strategy, promotional strategy)?

Chapter 2: Internship activities

This is the main body of your report. During the internship period, the focus of the training may on the following types of analysis and questions. You do not have to answer all the questions in the list:

Describe your working conditions and functions, such as: Who is your supervisor (include his/her name and his/her position); other team members or co-workers and what their functions are to complement yours.

• Provide a detailed description about the department(s) that the trainee did her/his training with them. Adding all sub-divisions for this department(s) if it is available. Student can add to this description a supported chart.

• Detailed descriptions about all tasks and activities that the trainee did them during her/his training period.

• Gained skills and how they added value to your work

• Other tasks that are not related to the trainee’s major that done by her/him at the company should be included in this chapter as well.

What types of incentives did you get as a trainee to be more proactive and productive?

Describe what kind of working documents and analysis you did there and what experiences you have gained throughout your training. Provide examples of your work.

A comparison between theory (things you have learned in the classroom) and practice (things you did or observed at the company) must be made and highlighted. In this section the student can add a supported table includes which academic course (s) (course title and code) helped to perform training tasks. For example, two columns; the first one shows the course name and second column shows the tasks performed and related to this course.

Show some work samples that you have encountered/conducted at the company through graphs, pictures, data, drawings, or design calculations and include them in your report.

Lessons learnt (what the overall benefits gained from the training program)

Chapter 3: Recommendations

Advantageous that helped the student in completing the training program.

• Disadvantageous and challenges that faced the student and how he/she did overcome them.

• Recommendations to improve training program in the college.

• Recommendation for the training company.

Conclusion

Sum up and summary of the training experience.

Reference

If it is needed

Appendix (option)

This will help the instructor to have a background about the trainee and his/her previous experiences. Also, it helps the students in writing their CVs for future job application especially for fresh graduates who do not have previous practical experiences.

Basic information (name, city, contact details…etc.).

• Job objectives.

• Academic qualifications.

• Practical experiences.

• Skills this will help the instructor to have a background about the trainee and his/her previous experiences.

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________________________________________________________________________________________

Presentation\Interview Guideline

(Co-op)

The Training Presentation\Interview:

The student on completion of his/her training must appear for final presentation before the supervisor appointed for this task. The supervisor will determine the overall performance of the student and recommend for No Grade-Pass or No Grade-Fail grade.

Research Critique Part II

Critique the same research study you used for Research Critique Part I. Use the Polit and Beck (2018) textbook to critique and explain/define the terms for each aspect of the study. Chapter 4 provides an overview of a research critique. The last paragraph of each chapter (beginning with chapter 5) discusses how to critique a specific aspect of the study. It is followed by a green box with critiquing guidelines. Appendix C presents a study and then a sample critique of that study.

Write in narrative form (full sentences). Use six level one headings to organize the paper. APA format required.

When doing a research critique, it is acceptable to put the reference for the article on the bottom of the title page. Do not cite the article within the body of the paper. All other resources (such as the Polit and Beck textbook) must be cited and referenced as usual.

1. Research Design

• • Identify and define the overall type of research design that was used in your study (quantitative or qualitative). If qualitative, identify the specific type of research design (phenomenological, ethnography, grounded theory, etc.) and provide a brief description of it. If quantitative, identify the specific type of research design (true experimental, quasi-experimental, or non-experimental) and provide a brief description of it.

1. Sample and Setting

• • Who is the target population?

• • What are the inclusion (eligibility) and/or exclusion criteria?

• • Identify and discuss the type of sampling used in the study?

• • What is the setting and is it appropriate for the study?

DETAILED ASSIGNMENT

20210407045444research_critique_part_ii_instructions_nur4165

1. Obesity is an endocrine disorder caused by excessive food consumption and a lack of exercise exacerbated by “EDCs” or endocrine-disrupting chemicals found in the environment, industrial chemicals (e.g. bisphenol A), and consumer products. Accidental exposure to EDCs is attributed to the consumption of certain foods, such as meat, fish, and dairy products, and contaminated tap water or caused by direct skin contact or inhalation of contaminants. EDCs interfere with the endocrine system processes such as lipid and glucose metabolism and insulin signaling pathway and promote adipogenesis in animals and humans (Nappi et al., 2016).

Adipogenesis is increased storage in pre-existing fat cells which coincides with prenatal or early-life exposure to EDCs. The “obesogen hypothesis” identifies the adipose tissue as an endocrine organ susceptible to disruption especially during pre- and early postnatal life or puberty, and is the preferred storage site of EDCs. One example of an EDC which affects birth weight in human offspring is TBT, or a fungicide known as tributyltin. Exposure to TBT during pregnancy results in offspring with heavier birth weights compared to offspring who weren’t exposed (Giovanna et al., 2017). Another toxic EDC which causes a higher birth weight in offspring is BPA or bisphenol A. Found in certain food and beverage cans, polycarbonate plastic, and developers, BPA is a common endocrine disruptor that plays a crucial role in determining adult body weight and fat mass. Furthermore, exposure to it has been shown to increase inflammation in adipose tissue which can lead to metabolic diseases such as diabetes and obesity.

Muscogiuri, G., Barrea, L., Laudisio, D. et al. Obesogenic endocrine disruptors and obesity: myths and truths. Arch Toxicol 91, 3469–3475 (2017). https://doi-org.libaccess.sjlibrary.org/10.1007/s0…

Nappi, F., Barrea, L., Di Somma, C., Savanelli, M. C., Muscogiuri, G., Orio, F., & Savastano, S. (2016). Endocrine Aspects of Environmental “Obesogen” Pollutants. International Journal of Environmental Research and Public Health, 13(8), 1-16. http://dx.doi.org.libaccess.sjlibrary.org/10.3390/…

2. Endocrine Disrupting Chemicals are chemicals that are exogenous and interfere with hormone action, thereby increasing the risk of cancer, other diseases, cognitive deficits, and obesity. The endocrine system is composed of glands that secrete chemical messengers hormones that interact with specific target receptors. These interactions lead to the regulation of a vast set of functions, including growth, development, reproduction, energy balance, metabolism, and body weight regulation. However, exogenous chemicals can interfere with this complex communication system and cause horrible side health effects. The key components of the endocrine disruptors were developed by recognizing that there are common features of hormone regulation and action that are independent of the diversity of the effects of hormones during the life cycle. It is also known that there are the actions of chemicals that interfere with hormone regulation and action. All hormones act by binding to a specific receptor or receptors. Endocrine disruptors that inappropriately bind to and/or activate hormone receptors can produce adverse biological effects. There are numerous examples of chemicals that cause detrimental effects after binding to nuclear hormone receptors. The endocrine system is the collection of glands that produce hormones that regulate metabolism, growth and development, tissue function, sexual function, reproduction, sleep, and mood, among other things, if this system gets disrupted, then our body won’t be able to function properly.

MLA Citations:

Merrill, Michele A. La, et al. “Consensus on the Key Characteristics of Endocrine-Disrupting Chemicals as a Basis for Hazard Identification.” Nature News, Nature Publishing Group, 12 Nov. 2019, www.nature.com/articles/s41574-019-0273-8 (Links to an external site.).

Zimmermann, Kim Ann. “Endocrine System: Facts, Functions and Diseases.” LiveScience, Purch, 16 Feb. 2018, www.livescience.com/26496-endocrine-system.html#:~:text=The%20endocrine%20system%20is%20the,and%20mood%2C%20among%20other%20things.

• This is an individual work.

• You will submit online through blackboard.

• A cover page is required for each submission, one mark will be deducted if there is no cover page.

• The submitted document needs to be structured as follow: a cover page, assignments’ requirements’, then your answers. without these instructions.

• The assignments parts will be each submitted on a different date. However, part 2 needs to contain part one, and part 3 needs to contain parts 1 & 2.

• The reference list, a minimum number of 10 references and citations is required, and you must use APA referencing style.

  • Quotations must be cited to its resources.

• The paper styles:

  • The format of the paper needs to be introduction, main body and conclusion.

  • Your work needs to be consistent in terms of style, tone and appearance.

  • Font size: 12.

  • Font type: Times New Roman,

  • Page are numbered.

  • 1.5 spacing between lines and paragraphs.

  • Left alignment.

• Entire project word count, around 2500 words.

• You must check the spelling and grammar mistakes before submitting the assignment. You can ask someone to proofread your work or use online tools.

• Up to 20% of the total grade will be deducted for providing a poor structure of assignment. Structure includes these elements: paper style, free of spelling and grammar errors.

• In case of any questions, please refer to your instructor.

PAULO FREIRE: “The Banking Concept of Education” Excerpted from PEDAGOGY OF THE OPPRESSEDA careful analysis of the teacher–student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). Thecontents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration —contents which are detached from reality, disconnected fromthe totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Para is Belem.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” inthe affirmation “the capital of Para is Belem,” that is, what Belem means for Para and what Para means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teachers. The more completely she fills the receptacles, the better teachershe is. The more meekly the receptacles permit themselves to be filled, the better students they are.Education thus becomes anact of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking”concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in thelast analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re–invention, through the restless, impatient,continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence —but unlike the slave, they never discover that they educate the teacher. The raison d’etre of libertarian education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher–student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.

2This solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a.the teacher teaches and the students are taught; b.the teacher knows everything and the students know nothing; c.the teacher thinks and the students are thought about; d.the teacher talks and the students listen —meekly; e.the teacher disciplines and the students are disciplined; f.the teacher chooses and enforces his choice, and the students comply; g.the teacher acts and the students have the illusion of acting through the action of the teacher; h.the teacher chooses the program content, and the students (who were not consulted) adapt to it; i.the teacher confuses the authority of knowledge with his or her own professional authority, which she and he setin opposition to the freedom of the students; j.the teacher is the Subject of the learning process, while the pupils are mere objects. It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them. The capability of banking education to minimize or annul the student’s creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their “humanitarianism” to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality, butalways seeks out the ties which link one point to another and one problem to another. Indeed, the interests of the oppressors lie in “changing the consciousness of the oppressed, not thesituation which oppresses them” (1),for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this,the oppressors use the banking concept of education in conjunction with a paternalistic social action apparatus, within which the oppressed receive the euphemistic title of “welfare recipients.” They are treated as individual cases, as marginal persons who deviate from the general configuration of a “good, organized and just” society. The oppressed are regarded as the pathology of the healthy society which must therefore adjust these “incompetent and lazy” folk to its own patterns by changing their mentality. These marginals need to be “integrated,” “incorporated” into the healthy society that they have “forsaken.” …The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, Roger gave green grass to the rabbit. The “humanism” of the banking approach masks the effort to turn women and men into automatons —the very negation of their ontological vocation to be more fully human. …The more completely the majority adapt to the purposes which the dominant minorityprescribe for them (thereby depriving them of the right to their own purposes), the more easily the minority can continue to prescribe. The theory and practice of banking education serve this end quite

3efficiently. Verbalistic lessons, reading requirements(3),the methods for evaluating “knowledge,” the distance between the teacher and the taught, the criteria for promotion: everything in this ready–to–wear approach serves to obviate thinking.…Because banking education begins with a false understanding of men and women as objects, it cannot promote the development of what Fromm calls “biophily,” but instead produces its opposite: “necrophily.”While life is characterized by growth in a structured functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is driven by the desire to transform the organic into the inorganic, to approach life mechanically, as if all living persons were things. . . . Memory, rather than experience; having, rather than being, is what counts.The necrophilous person can relate to an object —a flower or a person —only if he possesses it; hence a threat to his possession is a threat to himself, if he loses possession he loses contact with the world. . . . He loves control, and in the act of controlling he kills life(4).Oppression —overwhelming control —is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects. It attempts to control thinking and action, leads women and men to adjust to the world, and inhibits their creative power…[On the other hand]…The problem–posing method does not dichotomize the activity of teacher–student: she is not “cognitive” at one point and “narrative” at another. She is always “cognitive,” whether preparing a project or engaging in dialogue with the students. She does not regard objects as herprivate property, but asthe object of reflection by herself and herstudents. In this way, the problem–posing educator constantly re–forms herreflections in the reflection of the students. The students —no longer docile listeners —are now critical co–investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re–considers her earlier considerations as the students express their own. The role of the problem–posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge at the level of the logos. Whereas banking education anesthetizes and inhibits creative power, problem–posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context,not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom —as opposed to education as the practice of domination —denies that man is abstract, isolated, independent and unattached to the world; it also denies that the world exists as a reality apart from people. Authentic reflection considers neither abstract man nor

4the world without people, but people in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it……Once again, the two educational concepts and practices under analysis come into conflict. Banking education (for obvious reasons) attempts, by mythologizing reality, to conceal certain facts which explain the way human beings exist in the world; problem–posing education sets itself the task of demythologizing. Banking education resists dialogue; problem–posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem–posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more fully human. Problem–posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings only when engaged in inquiry andcreative transformation. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem–posing theory and practice take the people’s historicity as their starting point……A deepened consciousness of their situation leads people to apprehend that situation as an historical reality susceptible of transformation. Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If people,as historical beings necessarily engaged with other people in a movement of inquiry, did not control that movement, it would be (and is) a violation of their humanity. Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision–making is to change them into objects……Problem–posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why? While only a revolutionary society can carry out this education in systematic terms, the revolutionary leaders need not take full power before they can employ the method. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary —that is to say, dialogical —from the outset.•[Footnote #1: Simone de Beauvoir. La Pensee de Droite, Aujord’hui (Paris); ST, El Pensamiento politico de la Derecha (Buenos Aires, 1963), p. 34.]… •(Ironically, in light of the next note, we skipped the section with footnote #2.)•[Footnote #3: For example, some professors specify in their reading lists that a book should be read from pages 10 to 15 —and do this to ‘help’ their students!] …•[Footnote #4: Fromm, op. cit. p. 41.]Friere, Paulo. Chapter 2. Pedagogy of the Oppressed. New York: Continuum Books, 1993. 4the world without people, but people in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it……Once again, the two educational concepts and practices under analysis come into conflict. Banking education (for obvious reasons) attempts, by mythologizing reality, to conceal certain facts which explain the way human beings exist in the world; problem–posing education sets itself the task of demythologizing. Banking education resists dialogue; problem–posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem–posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more fully human. Problem–posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings only when engaged in inquiry andcreative transformation. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem–posing theory and practice take the people’s historicity as their starting point……A deepened consciousness of their situation leads people to apprehend that situation as an historical reality susceptible of transformation. Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If people,as historical beings necessarily engaged with other people in a movement of inquiry, did not control that movement, it would be (and is) a violation of their humanity. Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision–making is to change them into objects……Problem–posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why? While only a revolutionary society can carry out this education in systematic terms, the revolutionary leaders need not take full power before they can employ the method. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary —that is to say, dialogical —from the outset.•[Footnote #1: Simone de Beauvoir. La Pensee de Droite, Aujord’hui (Paris); ST, El Pensamiento politico de la Derecha (Buenos Aires, 1963), p. 34.]… •(Ironically, in light of the next note, we skipped the section with footnote #2.)•[Footnote #3: For example, some professors specify in their reading lists that a book should be read from pages 10 to 15 —and do this to ‘help’ their students!] …•[Footnote #4: Fromm, op. cit. p. 41.]Friere, Paulo. Chapter 2. Pedagogy of the Oppressed. New York: Contin

This will open up on Tuesday, April 6 at 2:00 PM and close on Thursday, April 8 at 5:00 PM (it is open about 48 hours). Once you begin taking the exam, you will have 150 minutes (two and a half hours) to complete it. You have 25 multiple choice questions to answer, 1 essay question, and 4 calculation questions. Remember to show your work, as I will give partial credit. You will submit the calculation questions by uploading a file (most likely a picture of your work, if that is easiest for you, but please note that you can only upload ONE file per question. If your work is more than one picture, you can paste your pictures into another file, such as a Word document, and upload it instead. If that doesn’t work, email me the pictures of your work before your time limit expires.)