Contributions or inventions created by the ancient Chinese. Paper instructions: Read the topic carefully. contributions or inventions created by the ancient Chinese. Paper instructions: Read the topic carefully.

The purpose of this Assignment is to give you a practical application to implement your PICOT idea, supported by the evidence-based research you have obtained in during your systematic review.
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Contributions or inventions created by the ancient Chinese. Paper instructions: Read the topic carefully.
contributions or inventions created by the ancient Chinese. Paper instructions: Read the topic carefully.

Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.

For the topic you choose: Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed. While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information. Use at least two (2) sources Ancient Chinese Contributions. Essay. To win a trip to China, you enter a contest to determine the four most useful contributions or inventions created by the ancient Chinese. (1) Identify eight to ten of these useful inventions or contributions. (2) Nominate four that you believe are the most ingenious or innovative. (3) Explain why you believe these four inventions or contributions are the most useful inventions or contributions from the ancient Chinese. (4) Identify one invention or contribution that you cannot live without and explain wh INTRODUCTION Historically, gender differences have been at the core of social and economic injustice and women have faced fundamental disadvantages (Tepperman& Curtis, 2011, p. 351). Despite recent changes in formal equality –the introduction of protection for women in the Constitution Act, 1982 and the Charter of Rights and Freedoms, for example – informal barriers are still present which lead to the discrimination of women (Tepperman& Curtis, 2011, p. 89). The Canadian education system has not been immune to the effects of discrimination towards women; in fact, some argue that schools have been a vessel for inequality (Knudson-Martin & Mahoney, 2009, p. 45). This paper will argue that discrimination toward women inpost-secondary education has led to social and economic inequality that reaches much further than just educational institutions. The first section of the paper will outline current scholarly literature on education and specifically gender inequality in universities. This paper will then discuss why gender inequality in schools and education is a social problem. Finally, the essay will conclude with a discussion and commentary regarding the issue of social and economic inequality between genders as an educational system failure. WHAT DO WE KNOW? Many structural functionalistssuggest thateducation is a fundamental way that socialization occurs (Tepperman and Curtis, 2001, p. 347). Furthermore, that our society isobsessed with assigning social statuses to people based on their perceived level of ‘success’; this method of placing individuals or groups into social statuses is often referred to as ascribed status (Sasaki as cited inTepperman and Curtis, 2011, p. 347). The emphasis placed on social status is reinforced by individuals desire to gain upward social mobility – a process by which one moves up a perceived social or economic hierarchy in order to achieve a desired status in a meritocracy (holding power based on merit and not social status)(Tepperman& Curtis, 2011, p. 347). The desire to


 

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