“Lives Worth Living” Summary

The following post has three assignments namely;

1.“Lives Worth Living”
Summary

1) Watch the 54 minutes film “Lives Worth Living” found in the link : “Course Documents” The film will be shown during class time as well.
2) Three page summary of the film (double spaced).
3) Pick out three of your favorite scenes in the film and explain why.
4) Answer the following questions
a) Before viewing this film, what was your understanding of individuals with disabilities?
b) Using the ADA information in the powerpoint class session 3, describe the main purpose of ADA and list the 5 titles of the law.
c) How does this film connect with GS 420 class content?

2.Differences in the translations of the Qur’an

The first Surah (chapter) of the Qur’an is called Al-Fatiha (the opening). It is considered as a very important Surah of the Qur’an and it is recited in every unit of the five daily prayers and in many other occasions of Muslims’ lives. The translations and commentary of this Surah by Zafar Ishaq Ansari and Abdullah Yusuf Ali have been provided to you in the attached two files. Review both sources carefully and provide a comparative analysis of both translations and commentaries of this Surah in the following 3 parts:

A Identify and describe the differences of the translations and commentaries of each verse. Second, compare and analyze those differences for each verse separately (in seven short paragraphs). Your comparison in this analysis should be based on the choice of words, expressions, clarity, ease of understanding, etc.

B. Compare the overall differences of both sources for the whole Surah in one paragraph. The sources should be referred to as “Ansari” and “Yusuf Ali” in your answer.

C . Based on these two sources and the class presentation about this Surah, provide the main points that you have learned from each verse of this Surah separately. The answer could take 1-3 sentences for each verse, but separate them by a space line.

3.Working with students in special education

How can we integrate the professional responsibility we are to uphold when evaluating and working with students in special education with the demands and constraints we deal with every day in our schools (either public or private) and districts?

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