Sociology Question

For this assignment, you will need to choose a time of significant stress and crisis that your family has gone through that you are comfortable sharing. The goal of any of these assignments is NEVER to cause any student discomfort or to feel like they have to share distressing or uncomfortable matters of their personal lives. You only have to discuss what you are willing to present. The objective of this assignment is for you to apply what you are learning to your own life and to reflect on what you have gleaned from it.

assignment-descriptions-red bannerTHINK ABOUT A TIME WHEN YOUR FAMILY EXPERIENCED A SIGNIFICANT TIME OF STRESS AND/OR CRISIS AND THE RESPONSE OF FAMILY MEMBERS, WAYS OF COPING, AND HOW THE FAMILY SYSTEM WORKED THROUGH THE DIFFICULTIES EXPERIENCED. EVERYONE HAS OR WILL GO THROUGH A CHALLENGE … ALSO KEEP IN MIND THAT NOT ALL CHALLENGES ARE HORRIBLE OR TRAGIC SUCH AS A FAMILY MEMBER MOVING AWAY FOR VARIOUS REASONS, GETTING MARRIED, GOING AWAY TO COLLEGE, ETC. CAN ALL BE STRESSFUL AND HARD FOR FAMILIES.

___________________________________________________________

YOU WILL NEED TO READ AND REVIEW CHAPTER 13 IN OUR LAMANNA TEXTBOOK (14E) TO COMPLETE THIS ASSIGNMENT BECAUSE IT IS A PERSONAL APPLICATION PAPER.

  1. Identify and discuss what type of stressor(s) were present (the book provides the different types)? If it became a major crisis, what led to it becoming one?
    • Please note: the stressor or crisis you choose to discuss MUST 1) be in the past and one that your family has already gone through; not one that they are currently in, 2) one that you are old enough to recall and speak directly about and how it personally impacted you as a member of the family and 3) impacted your immediate family and extended family like grandparents. This is important because you will not be able to answer all the questions if your family is still working through the challenge or if you are retelling something second hand such as you were too young to remember.
      • If you are unsure about ANYTHING or believe you cannot meet this criterion, please email me and we can find a solution together 🙂 I have done this for students in the past; so do not hesitate to reach out.
  2. Then think about the “course of a family crisis” we learned about in chapter 13. Describe and summarize what your family looked like during these stages: how did your family handle it–what were the responses of the family system?
  3. Address and discuss how your family coped, adjusted, and or chose to adapt. Were they resilient or vulnerable and why? What resources/factors as addressed in the chapter did your family use, need, or should have used (this depends on what occurred as well as your perception of what took place: remember how everyone appraises the situation/crisis/challenge differently)?
  4. Finally, looking back, what came from this experience in the life of your family including lessons learned or what you learned about your family and even yourself

It is critical and expected that when discussing family dynamics and personal reflections that you apply course information from chapter 13 in the Lamanna et al., (2021) text to support and explain your assessment–by using terms and concepts presented throughout the chapter material as well as properly cite the information.

submission_instructions bannerYOU WILL NEED TO SUBMIT YOUR ASSIGNMENT AS AN ATTACHMENT BELOW.

Please be sure you have followed the instructions; as well as meet the expectations for written work. Please refer to the grading rubric provided below. I have found that it takes students usually between 3-4 pages to complete though it varies by student. As long as your work satisfies the criteria, the length is not an issue.

Personal Reflection Assignment #2 Student Grading Rubric

EVALUATION OF WRITTEN WORK

All course work will be evaluated concerning the following: writing mechanics, grammar, originality, quality of integration of relevant literature and perspectives, clarity, organization, and development. Papers are expected to be well written, grammatically correct, well organized, and original. The paper must be double-spaced, using Times New Roman preferably, in 12 pt. font and pages numbered. ALL written assignments should be proofread for proper grammar and spelling so that you always submit your best work.

*Remember for Turnitin: No paper will be accepted that is above a 20% match in the originality report.*

Any questions, please do not hesitate to ask!


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Sociology Question

Research and Analysis

Hi so this is the second part of the previous paper we did last time which is also about college counseling. You should conduct an interview with a counselor and we use the theories and things we talked about in paper one. You can find a person or see how you will do it and then I will just write the name of another counselor. Please pay attention to typos because I got points deducted bc of that last time.

In this phase, you will conduct or join an interview with a professional who is already working (or have recently worked) in the field you are hoping to enter.

Part 1. Reach out to one professional in the field who is working in your preferred career direction and schedule an interview about their work. If you have difficulty identifying a contact, please join one of the interviews arranged by the course instructors.

Part 2. Prepare for the interview with a set of approximately 5 questions that helps you understand their profession. Some of your questions may include:

  • Do you work from a theoretical orientation? If so, what?
  • What have you learned about your theoretical orientation since you started working? Has it shifted?
  • What do you enjoy the most about your work? The least?
  • What are some of the practical, social, emotional skills you find the most valuable in your work?
  • What relational skills are important in your work?
  • What does your working day look like?
  • What are some of the most challenging situations you have come across?

Part 3. Conduct or join the interview.

Chapter 2: (4-6 pages) Write up the results of the interview as well as reflections on learnings and insights. The paper should describe how you will apply what you have learned.

  • Describe some aspects of the interview that stood out to you. What did you learn?
  • What aspects of the interview resonated for you? Why?
  • How will you apply what you have learned in the interview?
  • What makes you a suitable candidate for the career you are hoping to enter? What did the interviewee say that helps you identify that?
  • What additional areas of knowledge or experience do you wish to explore based on what you learned from the interview?
  • What are the implications of these insights on your orientation to your identified field of interest?

Module 2 Grading Rubric

  • Content: You conducted or joined one interview with professionals in your desired career field.
  • Connections: You clearly connected the responses to the interview to your personal reflections about your career goals.
  • Writing: Paragraphs and sentences are logical units of thought and well organized. Statements are clear and easy to understand. Spelling, grammar, and diction are correct.
  • APA style: You used APA style for citations, headings, and subheadings, spacing and writing.

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Sociology Question

📎 this is more about revise the previous essay as I failed in the first time. I have wrote 4000 words, some of them could use, but some of them could not use as it was not right way to do.

📍 1. could you have a look on feedback to revise the problems carefully and accordingly. and see the examples, to re-write and re-construct the essay form the beginning. there are to some extent, you need to rewrite 4000 words.

choose an analytical approach that best suits the question, theme or theory that you want to address, and what you would like to achieve with this data (e.g. thematic analysis, discourse analysis, or narrative analysis). Use NVivo to support your chosen analytical approach and explain the reasons for the analytical categories and focus you adopt, drawing on relevant sociological literature. The assessment must include a discussion of this literature and set out the theoretical background which supports your analysis.

You are expected to write a 4000 word research report which should contain:

Introduction: a discussion of the study and relevant theory/background detail

Methodology: an account of the analytic process and justification for the approach adopted, which should be linked to a discussion of how you incorporated NVivo. You should also explain the sample of documents included in the study. There should also be a discussion of any issues raised by carrying out secondary analysis of this data.

Findings: presentation of the analysis carried out. This should include quotations or data from the study. You should also include your interpretation of the findings here.

Conclusion: summarise and critically reflect on the analysis you have carried out. References: list all of the sources used within the report.

Appendix You should include some evidence of your use of NVivo, e.g. a list of the nodes used as part of your analysis with descriptions explaining each node, any diagrams, memos, or other pertinent information from NVivo that showcases your work. Please note that materials incorporated into the Appendix do not constitute part of the word length.


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Sociology Question

The paper must be written using ASA style, (Typed, Double Spaced New times Roman Script 8-12 point font, Title page , abstract page and a reference list at the end). The Paper needs to be no less than 2 pages in length, with in-text citations. The paper should be divided into these subheadings:

1. Summary (Where you summarize the Articles main points and ideas

2. Relevancy (How does this article related to the class by incorporating lecture notes and the text in the analysis

3. Analysis ( How does this article related to the understanding of society at the Micro, Macro and Mezo level)

4. Critique (What are some criticisms of the article, what did it get “right” in your opinion and where was it lacking

Things to think about but it’s optional:

Any Sociological analysis of social class would not be complete without reading Karl Marx. A Conflict theorist that understood social inequality through the lens of class, much of Karl Marx’s work focused on criticizing Capitalism and its elimination in society as an economic system. As you read, let me provide you with a synthesis of his critique:

1) The social conflict that exists Marx determined was between the Bourgeoisie and the Proletariat (which shall be henceforth labeled “owners and workers”) According to Marx, the “owners” owned the means of production ( the tools and machinery to make something along with the access to raw materials to make these goods). The Workers only had their body (What Marx calls labor power) the energy from which people sell in order to get a wage. This difference creates a disconnect between owners and workers in that the owners have control over the workers because they purchase the worker’s labor.

2) Capitalism as an economic system cares more for the value of the product (it what it costs to make and what it can be sold for) rather than the worker, and the conditions they exist in order to make that product. For an illustration of this, think of any time when you have gone to a store. When you are making the decision whether or not to buy a product how often do you think about the worker that made the product and the working conditions (usually she) was in when the product was made. Contrast this with how many times you have thought about the price. This is what Marx calls the importance of Exchange value over Use Value

3) According to Marx, Capitalism carries with it an Internal contradiction of Capital Accumulation. Meaning that because Capitalism is driven by the profit motive (the importance of a steady unbroken stream of revenue) if left unregulated, will eventually lead to the exploitation of the workforce (through the creation of sweatshops and the Exploitation of Consumers by having a 100- 1000% mark up from the cost of certain goods. Many times these goods are still considered cheap even with the mark up so they often go undetected.

4) Capitalism creates many forms of Alienation for its workers. According to Marx, this is alienation from the product of production (in that that many of the workers that make a product are not paid enough wages for them to purchase the thing they help produce; alienated from the process of production (due to mass production they no longer make the whole product denying them a feeling of satisfaction), alienated from feeling human ( many of the working hours and conditions are inhumane) and they are alienated from other workers ( the banning together of other workers means an increase in bargaining power to have better working conditions and an increase in pay; therefore many corporations don’t encourage or bust up unions as they form).

Attached are lecture notes that you can reference.


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Sociology Question

QUESTION 2

  1. Sebastian is 35 years old and has been in state prison for 3 years for a botched armed robbery of a jewelry store that he was involved in with his older brother. Sebastian was the driver of the car that was used to get away. He is married to Gretta and they have 2 children: a daughter aged 5 and a son aged 3. His youngest child was born while he was incarcerated, and he has only seen the kids on visits, but he is eager to be with them and be part of their lives.In preparation for release, he participated in an interview with the human services professional practitioner assigned as his parole officer. Sebastian said that he wants to be a good father, but he is afraid his kids will have become used to his not being there, especially the youngest. He plans to get involved by getting the kids signed up in different sports, where he can be their champion.Choose one of the above theories and explain how that theory would ground your response to the scenario as the professional practitioner.

QUESTION 4

  1. Sabina is the Executive Director of Soup’s ON, a non-profit organization that rescues excess cooked food from buffet restaurants and hotels to redistribute to homeless shelters and seniors’ homes in low-income neighborhoods. These locations have had difficulty getting access to healthy food because of the costs and the lack of local grocery stores. The organization’s offices are in a donated industrial building.
    Sabina is the only paid employee, and all the rest of the work is done by volunteers. The funds they raise and a grant they have from the city pay for a truck to pick up and deliver the food. During a pandemic, the restaurants that supplied donated food stopped cooking large quantities, and some even disappeared, leaving Soup’s ON without a source of food.Together with the Board of Directors, Sabina decided to apply for a grant to convert the offices to a soup kitchen to prepare large-batch soups from diverted produce that is beyond best from large local grocery stores that are in the wealthier suburbs. It means an investment in kitchen equipment and the ability to have a certified industrial kitchen in their location. But the belief is that the transition will help solve two problems of finding food during a pandemic and the food desert in the low-income neighborhoods. Sabina believes the renovation will serve the community more effectively, which will contribute to the health and wellbeing of everyone.Choose one of the above theories and explain how that theory would ground your research to the scenario

QUESTION 6

  1. Dominique is graduating with a Bachelor of Business Administration. She hopes to go into banking and has recently started working on her resume. To help prepare for job interviews, Dominique makes an appointment with the local career center. At the career center, she meets with a human services professional practitioner who is a career counselor. The counselor is helpful, but Dominique was assessing her own chances of a successful interview by saying she was not the ideal candidate, even though her GPA is high. She was worried because she is a woman of color and overweight, to the point of being obese. Dominique knew that these would be noticed by potential employers and may make it more difficult for her to compete in the tight job market. Choose one of the above theories and explain how that theory would ground your work in this scenario.

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Sociology Question

give real-world examples of how social inequality manifests. You will conduct interviews with 2 people who are of different social categories about their perceptions, beliefs, and experiences with social inequalities. These categories can include race, ethnicity, gender, socioeconomic status, disability status, sexual orientation, gender identity, etc. Each person should fulfill two or more different categories in order to also analyze intersectionality. For example, if you interview a gay black man, his experiences would be based on the intersection of sexual orientation, race, and gender. You would then select a second person to interview who would intersect with different categories (Asian Straight Man, White Transgender Woman, Hispanic gay women, wealthy black woman, etc.). You can interview any 2 people you want, as long as they are from at least 2 different social categories (they can be the same on others).
You should interview them on their experiences, beliefs, and perceptions about social inequality, and the ways they deal with it in society. Make sure to provide examples of some of the experiences they have had and why they feel they have experienced social inequality. You also should explore which of their social categories they feel have led to the most social inequality (i.e. their race, gender, sexual orientation, etc.).
You should then compare and contrast their views and experiences. Within your comparison you should refer to the course concepts to help analyze and explain your interviewees’ views. You should reference the learning resources and other research sources to discuss how their cultural categories may have influenced their experiences and views. Make sure to also include a discussion on intersectionality. For example, if you are interviewing a white straight woman and a black straight man, you may find that they have had very different experiences with social inequality based both race and gender. Why would that be the case?
You should conclude your essay with a discussion of what you learned from your interviews and what you think should be done to address any major problems that your interviewees have experienced.
I don’t want to see an interview transcript. However, you should be using extensive quotes from your interviewees in your essay in order to validate your discussion. Please make sure to use academic sources to validate your discussion and format your paper according to the requirements. (4-5 pages)


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Sociology Question

In this course, the topic of your proposal and final paper should focus on a social movement — big or small — that has sought to address an issue of social inequality. Essays should describe the movement’s concerns, the origins and principles of the social movement, the ways in which certain identities and experiences are at the centre of these issues, as well as strengths and critiques of that movement. Sociological papers are best written with a clear thesis statement and theoretical orientation.

Proposals should be treated as mini versions of your essay, presenting your preliminary argument and showing how you’ll make that argument through connections to theory, literature, and examples. Your proposal should:

  • Introduce your topic and preliminary thesis statement
  • Illustrate your theoretical perspective
  • Discuss the subsections and examples you’ll draw from
  • Explain the significance of your topic from a sociological perspective

Proposals should be 600–700 words in length, plus a reference list of the scholarly sources you intend to use. Students are encouraged to use approximately six peer-reviewed academic journal articles or book chapters. Note: it is more important that you write a good paper rather than fixate on the number of sources you do or do not have. In other words, ask yourself: do I have enough sources to back up my claims? Is there more I need to say and associate with sources? Is this a good argument and a good paper?

The document should be saved as a PDF.

Crafting a Strong Sociological Essay:

1. Select a topic that is reasonably specific. “Class inequality in Canada” is too big of a topic. Something more specific might be:

  • Addressing class inequality rooted in colonialism through the Land Back social movement
  • Occupy Wallstreet in the Canadian context: Torontonians challenge Canadian class inequality
  • Can $10aDay Child Care even out class inequality among families in Canada?

*Please do not copy these topics verbatim — part of the work of completing essays is crafting your own topic, question, and argument. You must create your own unique topic.


2. Within your topic, you need to identify an issue, problem, or question that you are going to address in your paper. This is helpful to inform the direction of your paper, and later might be shifted into a thesis statement. For example:

  • “What role did Indigenous land dispossession play in the trajectory of class inequalities in Canada between settler and Indigenous communities and what class implications does the Land Back movement have?”
  • “How did Occupy protests in major Canadian cities speak specifically to Canadian class issues, and what did this social movement reveal or challenge about inequality in Canada?”
  • “If childcare is a major expense for many Canadian families, would a subsidized or socialized form of childcare reduce social inequality among wealthier and less-wealthy families?”


3. You answer that question in your paper. In order to answer the question, you need to develop some kind of argument.

  • Note that if your research question can be answered with a “yes” or “no,” then it is not nuanced enough — go back to step 2.
  • Answering the question also means applying a sociocultural perspective. In other words, you’ll want to employ theory such as Marxist, Bourdieusian, or critical race orientations to your analysis. Whatever theory you employ, sociological perspectives are usually attentive to diversity and complexity, critical, and often oriented towards justice in terms of thinking about power dynamics.
  • Look at a range of sources (i.e., books, articles in scholarly periodicals, popular media, websites). Think critically about your sources. How are they limited? Is there a particular perspective? On what basis do they claim authoritative knowledge? Be cautious of the information you get off the internet; these are usually not scholarly, peer-review sources.
  • While a variety of sources might provide interesting information, the core of your argument and library research needs to focus on academic sources. This means academic journal articles and academic books. Look to see if they are from a peer-reviewed journal and/or published from an academic press.


4. Drafting — a final paper in an upper-level university course will require a number of drafts before it is ready for submission. You may, for example, create three or four drafts before you’re confident that your paper is nearing completion. If you haven’t created several drafts, it’s probably not finished yet.


5. Thesis statement — you may not know what you’re arguing until you’re done a first or second draft. This is because we learn and refine through the process of writing. Once you’ve written one or two drafts, see if you have a clearer picture of your thesis statement. Insert that revised thesis into your introduction and let that lead your next round of drafting as you create a more coherent focus and argument throughout your paper.

5. Have a good look at the rubric I will use to mark your essay (available by clicking on the assignment submission link below). If you get bogged down in the writing or organization, then come and see me.


6. When you have a draft of the paper, get someone to read it over and tell you about holes in your argument, ungrammatical sentences, and muddled or awkward aspects of your writing or thinking. Another strategy is to stand up and read it aloud exactly as if you were presenting to the class. This is a very effective way to identify weak spots in a paper – if you don’t know what you are saying, you can be sure that I won’t too.


Check out the excellent writing advice available here: https://advice.writing.utoronto.ca/. The Intros and Conclusions, Paragraphs, Revising and Editing, and Passive Voice sections may be particularly pertinent.

Thinking sociologically means:
  • Identifying how ideas and behaviors reflect and reproduce particular interpretations or ways of understanding and naming the world, particularly relations between people and state institutions, arrangements of power, identities, categories, performances, and so on.
  • Being attentive to diversity and variation in ideas and practices along lines of ethnicity, race, income/class, education, gender, sexuality, age, location, cultural context, etc.
  • Engaging with the sociological imagination – considering how everyday activities, events, or experiences are tied to broad axes of power and structural processes that are often rendered invisible; sociologists illuminate these relationships and dialectics
  • Paying attention to the ways in which class, labour, capitalism, racism, family arrangements, etc. are folded into and contested within everyday life, and how these reflect (but also shift) social, political, and economic relations for people in different social positions, categories, or roles.
  • An analysis that is detailed and holistic, taking into account a wide range of factors.
  • Being comparative without being judgmental and avoiding simplistic, oppressive, unjust, or passé language. The words you choose matter, so be clear about what you mean and thoughtful with your word choice.
  • Making empirical rather than normative statements; back up what you are saying with empirical information that is research-based from academic, peer-reviewed, and sociocultural sources.

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Sociology Question

10 pages APA Format: You will complete this assignment by assessing a partnership using the Wilder Collaboration Factors Inventory (attached). You can choose an organization, place of employment or community group/association.

To evaluate the partnership for your chosen organization, you will conduct two (2) interviews. You will complete the Wilder Collaboration Factors Inventory with the partnership representatives during the interview.

Summarize and analyze the findings from the inventory and your interviews, incorporating material from the required course readings and your own research.

You will complete this assignment by assessing a partnership using the Wilder Collaboration Factors Inventory. You can choose a present/past field placement organization, place of employment or community group/association.

Summarize and analyze the findings from the inventory and your interviews, incorporating material from the required course readings and your own research.

Please use the following format to conduct your evaluation of a collaboration/partnership.

Collecting Data

  • With input from your past/current field supervisor or contact person within the organization you are using for this assignment, select a collaboration to evaluate.
  • To evaluate the partnership for your chosen organization, you will conduct two (2) interviews. You will complete the Wilder Collaboration Factors Inventory with the partnership representatives during the interview. Interviews may be conducted in any format to which you both agree (e.g., webex, phone, Zoom, Google hangout, in-person, etc.).
  • Gather and review written materials that describe the collaboration such as a grant, memorandum of understanding, or written guidelines.

Interview Guide: Use the following guide for your interviews, making adaptations as needed.

Begin by

  • Explain the purpose of your assignment, including how you will conduct the interview.
  • Explain the purpose of the Inventory and how to complete it using the instructions found in the Mattessich, et al book (Please see the instructions attached)
  • Administer the Wilder Collaboration Factors Inventory prior to or at the beginning of your interview (Please see the Wilder Collaborations Factors Inventory Attached). Ask the representative to answer the questions on the Inventory based on his/her/their involvement in the collaboration.

Questions

  • You will also ask questions beyond the Inventory itself. [Not all the questions need to be asked; figure out which ones would be the most appropriate to ask for your specific evaluation.]

Sample background questions include:

    • Why was the collaboration started? What is the purpose of the collaboration? Why is your agency involved in this collaboration?
    • How long have you been involved in the collaboration? What is your role?
    • What do you think your organization and other entities/organizations accomplish by being in this collaboration that you could not do on your own?
    • What do you think are the strengths and/or benefits of the collaboration?
    • What do you think are the challenges and/or weaknesses of the collaboration?

Sample questions based on collaboration factors include:

  • How has the political, social or economic environment facilitated your work in the collaboration? For example, current social policies, organizational policies, economic conditions?
  • How has the political, social or economic environment challenged your work in the collaboration? For example, current social policies, organizational policies, economic conditions?
  • What is the level of respect and trust among collaboration members? Can you give an example?
  • How open, adaptable and flexible is the group in how it conducts its work? How clear are the roles and guidelines for the group?
  • How engaged are other members of your organization in the collaboration? How do they view the work of the collaboration?

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Sociology Question

Payne SOCI 60 Fall 2021 Assignment #2 300 pts. Due Friday, November 12th

Please use 12pt. Times New Roman font and please use double space. Please remember to insert page
numbers and a header with your full name as well as our course title (SOCI 60).
Part One: Identifications. 10 pts x 15 IDs = 150 pts.
For each of the concepts below, please provide a concise definition describing what the term means. Please also provide an example from our course materials (readings, lectures, slides)
that provide an illustration/demonstrate the significance of each concept. Please aim for approximately 2-3 sentences per identification (including an example).
1) Group Think
2) Saturation
3) Independent Variable
4) Hypothesis
5) Census
6) Response Rate
7) Response Categories
8) Sampling Frame
9) Probability Sampling
10) Generalizability
11) Frequencies/Frequency Distributions
12) Secondary Data
13) Critical Methodology
14) Selective Coding
15) Negative Cases

2
Payne SOCI 60 Fall 2021 Assignment #2 300 pts. Due Friday November 12th
Part Two: Short Answer. 75 pts./prompt = 130 pts. total
Please craft a thoughtful response to each of the following two short-answer prompts.
Aim for approximately 2 paragraphs (approx. 300 words) per answer.
Please be sure to include one specific example from our course materials that help illustrate or provide evidence for each short answer response (two examples total).
1.) Surveys are a staple for many social researchers. Quantitative survey methods provide researchers with a unique set of benefits. As with any research method, surveys also have their distinct limitations.
First, please discuss the kinds of research questions that are most appropriately answered using quantitative survey methods. What information [data] can a researcher gather and analyze via surveys? What kinds of data or findings are not available to researchers using survey methods? What does bias look like in survey research? What steps do researchers using survey methods take to achieve objectivity in their study? [Hint: it may be helpful here to consider sampling methods, as well as the construction of questions and response categories.] Next, please reflect on the process of constructing a survey questionnaire and the subsequent process of collecting and analyzing survey data.
What steps do researchers using survey methods take during the conceptualization stage? What steps do they taken during the operationalization stage? When we aim to test a hypothesis, what is the relationship between an independent variable (IV) and a dependent variable (DV)? What does it

3
Payne SOCI 60 Fall 2021 Assignment #2 300 pts. Due Friday November 12th
mean to find a “negative” relationship between the IV and DV? A “positive”
relationship?
What does it mean to say that survey results are reliable? What does it mean
to say that survey results are valid?
Please remember to include an example from course materials as you
answer.
2.) Content analysis – quantitative, qualitative, or a mix of both – is a powerhouse method
used by social researchers who investigate the explicit/overt as well as implicit/subtle
meanings, messages, norms, portrayals, and/or comparative historical expressions
embedded in textual, visual, and audiovisual documents.
First, please compare and contrast quantitative and qualitative approaches to
content analysis. What similarities do quantitative and qualitative content
analysis share? What differences exist between quantitative and qualitative
content analysis? [Hint: it may be helpful here to consider sampling methods,
construction of measurement instruments, and analysis of data].
Then, please reflect on critical methodological frameworks. What are the
distinguishing characteristics of critical methodological frameworks? What
does objectivity mean in the context of critical methodological frameworks?
[Hint: it may be helpful here to consider the interpretivist and positivist
methodologies we have discussed as helpful contrast/comparisons].
Why might someone conducting content analysis decide to use a critical
methodological framework to guide their research?
Please remember to include an example from course materials as you
answer.


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Sociology Question

Career Research Paper

This assignment will be due on July 11th.

Use My Next Move – Interest Profiler to explore possible careers. Choose 1 career, complete research on that career. Write a 3-5 page informational essay about that career.

Include:

  • Education and training
  • Job skills, talents, and experience
  • Earnings
  • Benefits/health factors
  • Employment factors
  • Typical day
  • Can you see yourself doing this job in the next 5 years? Why or why not?
  • What resources can you use now in order to get to the job you want?

Paper will be graded on

  • Content (including the above listed items)
  • Use of evidence and sources
  • Research paper organization and transitions
  • Conventions, grammar, length, and formatting
Career Research Paper
Criteria Ratings Pts
Organization

10.0 pts

Exhibits logical progression of ideas and/or events and skillfully uses transitions between ideas.

8.0 pts

Exhibits logical progression of ideas, although there may be minor weaknesses. Transitions adequately connect ideas.

6.0 pts

Exhibits major lapses in the logical progression of ideas, and transitions are inconsistent or ineffective.

1.33 pts

Ideas and/or events are presented in a random fashion with little or no connections between ideas.

10.0
Evidence & Elaboration

10.0 pts

Demonstrates exceptional selection of supporting information clearly relevant to the thesis.

8.0 pts

Demonstrates sufficient selection of supporting information clearly relevant to the thesis.

6.0 pts

Demonstrates insufficient selection of supporting information clearly relevant to the thesis.

1.33 pts

Lacks supporting information clearly relevant to thesis and its related ideas.

10.0
Content

10.0 pts

Demonstrates a strong understanding of the career, including all of the following: education and training; job skills, talents, and experience; earnings; benefits/health factors; employment factors; and a typical day

8.0 pts

Demonstrates an understanding of the career, including most of the following: education and training; job skills, talents, and experience; earnings; benefits/health factors; employment factors; and a typical day

6.0 pts

Demonstrates a somewhat weak understanding of the career, including some of the following: education and training; job skills, talents, and experience; earnings; benefits/health factors; employment factors; and a typical day

2.0 pts

Demonstrates minimal understanding of the career, including few of the following: education and training; job skills, talents, and experience; earnings; benefits/health factors; employment factors; and a typical day

10.0
Conventions, Spelling, Length, & MLA formatting

10.0 pts

Exhibits strong control of grammar and vocabulary appropriate for grade level. 5 paragraphs

8.0 pts

Exhibits reasonable control of grammar and vocabulary appropriate for grade level. 4 paragraphs

6.0 pts

Exhibits minimal control of grammar and vocabulary appropriate for grade level. 2-3 paragraphs

2.0 pts

Lacks control of grammar and vocabulary appropriate for grade level. 1 paragraph

10.0
Total points: 40.0

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Sociology Question

Hi so this is the third paper in the class we already did two I will include them below.

This paper is supposed to be about a counseling interview with a person of choice. I will give you a name and than you can just say that you interviewed a friend. This paper has three parts to it. Each part is 2-4 pages. I want a total of 10 pages please do not do more or less. SO you have to pretend that you did an interview with that person and than write a paper based on it. The Paper has three parts and it is all explained in the prompt. In the two papers before we talked about using a theory and this theory you can use in the interview. You do not have to provide the interview itself just the three parts that are explain in the prompt. Please make sure to follow all the bullet points below each part and everything in APA and also the reference page. I will do the consent form part. For the references use the Diane Gehart book and you can use the same sources you have used in the paper before you have to have at least 5 if you want you can also find other academic sources. I will provide the link to the book.

Prompt:

Students will conduct a live mock interview with a colleague or student; record (audio or video) and write a case conceptualization paper. Students will write a theory-based case conceptualization that demonstrates their theoretical orientation and counseling skills. Students should demonstrate concepts learned throughout the program and coherently apply them to their own counseling practice. Students are expected to demonstrate an understanding of the program’s central tenets: multicultural responsiveness, social constructionist/postmodern theory, knowledge of trauma informed care and recovery movement principles.

Readings: Read articles and chapters related to counseling theory and single session interviews. Here, you may dive deeper into the research of your preferred orientation and counseling philosophy.

Instructor will be available to provide consultations, suggestions, and review student work over Zoom. The purpose of these meetings is to provide students with support, encouragement, and reflections in order to stay on track and complete the projects. They are voluntary.

Mock Interview Guidelines

You will be facilitating a one-time mock interview with a person over the age of 18. Who should you interview:

  • Someone that you have a professional relationship with (co-worker).
  • A friend or a relative.

It would be useful for you to reflect on some questions you might want to ask based on your preferred theoretical orientation so that when you write your case conceptualization you have the relevant information. Imagine what may be useful to know if you are going to meet this person again and begin a collaborative helping relationship with them. Try and structure the interview so that it ends within 30-60 minutes (typical length of a regular counseling session). As this project is for a class assignment and will be audio or video recorded you will have to seek consent from your interviewee (see example “Consent form”) – both you and the interviewee must sign this form. This is NOT optional. You will submit the informed consent along with the reference page.

Since there will be no follow-up session planned, encourage the person to share something that was meaningful or important to them in the past – perhaps they can talk about a hurdle or difficulty they managed to overcome. We do not anticipate any negative effects from this conversation – in fact we hope that this will be a learning and growth experience for you and the interviewee. However, because it is impossible to know beforehand what may emerge in a conversation, make sure to check in with your interviewee periodically and at the end of the interview how the conversation is going for them. If they are impacted negatively by the conversation, provide them with information about a local counseling service or helpline.

Check in questions:

Ask periodically: How is this conversation going for you?

As you are nearing the end: Does this seem like an okay place for us to conclude this conversation? Is there anything else you would like to share about the situation that I have not asked about?

After you have ended: Do you have any comments or reflections on our conversation?

THE MAIN THREE PARTS BELOW

Case Conceptualization Requirements:

Section 1 (2-4 pages) Guidelines:

Provide a brief background of the interview.

What were you attempting to do during the interview?

Describe the core concepts and interventions of your theoretical orientation.

Describe your interventions, rationale, and the results.

How is this connected to your theory of counseling?

Be sure to reference specific portions of the interview; write at least two specific questions, comments, or responses during the interview.

Were there other possible paths the conversation could have taken?

Section 2 (2-4 pages) Guidelines:

How would trauma-informed care principles, restorative justice and/or recovery movement ideas inform how you think about your role as a counselor and the conversation that you had with the pretend counseling participant?

(my own comment: here about that part you can say that, In my trauma informed care with my Professor class I have learnt that as a counselor I am not the expert but the client is.) You can say that in some cases it is helpful to let clients also take over and find a solution) (You can google that idea further). Identify some ideas from trauma informed and restorative justice that are connecting to you as the role of a counselor)

Describe any possible ethical and legal issues. No need to go through the process of resolving the possible ethical or legal issue.

Discuss any referrals and consultations that would be helpful if needed.

Section 3 (2-4 pages) Guidelines:

Situate Yourself: How do your own beliefs, background and priorities affect the way that you are thinking about this conversation?

Situate yourself vis-a-vis your own experience—how does it relate or not relate to your own lived experiences?

How does your own social and political location related to your gender, sexual orientation, class, race-ethnicity, citizenship status and/or ability capacities influence your “reading” of the topic? In what ways do your privileges impact how you are constructing meaning and knowledge?

(My own comment: I am a Middle Eastern female who is an immigrant in the US, I always dreamt of education because in my culture girls become housewives and so on.) You can say that even I was raised a certain way this does not affect any counseling conversation I have I try not to bias and so on. So I am female, straight, lower to middle class, middle eastern and so on. for more information let me know.

Appendices

1.Reference Page: If needed, continue adding more sources to your reference page. Draw upon and cite at least 5 different significant or primary sources. You may incorporate resources or writings from previous modules, lectures, and excerpts of your work from prior courses. You should utilize appropriate graduate-level material from research articles and books. Textbooks can provide you with a helpful overview to think about a topic, however, you should seek out and utilize primary sources for your paper.

2.Signed Consent Form: Submit a copy from your interview informed consent:

The paper should balance your own reflections with the literature/research; be sure to include citations and maintain connections with the authors.


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Sociology Question

Let’s think and talk about the trend of cohabitation. While for many the trend of cohabitation is something quite normal and encouraged and something some of you are and will participate in, for others and even in academic circles there are still considerations and caution. Thus, we are having a conversation…

First, review chapter 6 and at least TWO of the following listed articles of your choosing that you will need to incorporate and use in your post (for a total of three resources). You are also free and encouraged to do your research and include other sources ( remember to cite and make sure they are credible sources) to the two required from the list below and the chapter:

Based on your review of chapter 6 (and even other chapters of our text that include cohabitation), the articles you chose and thinking over your observations and maybe experience…

Part A:

  • What are your views and perspective concerning cohabitation, and why it has become so normative (what has changed?) from your perspective based on the chapter readings and chosen articles?
  • Discuss what you learned and what stood out to you from the two resources you chose and the chapter (please remember to provide multiple points from each article).
  • Based on your resources and the chapter, in what ways can cohabitation be helpful or harmful, or both?
    • Be sure to discuss/apply the articles you chose and the chapter to support and explain your conclusions–this is critical to ALL coursework.

Part B:

  • Based on what you have learned from the research, any personal experience/observations, beliefs/values, and the resources you chose about cohabitation, what would you share and advise a friend who is considering cohabiting with their partner and comes to you for your thoughts as they contemplate this very important decision? This is a very important decision and should be made with understanding and wisdom. Course Application is expected in your response.
    • As indicated in the articles and chapter, consider the following areas to bring up and share with a friend as your feelings and beliefs about cohabitation, finances, the future of the relationship, motivation and reason to move in together, family and friends’ views, religious beliefs, social time and leisure activities, what are the non-negotiables, chores, hobbies, pet peeves, pets, what happens if someone wants out, renting versus buying, purchases (shared or buy things separately), should they create a cohabitation contract, potential pregnancy, etc.

In your replies, feel free to include your personal beliefs and experiences related to cohabiting in addition to also using the resources and chapter to assert your views and conclusions.

Post your original response and 4 peer responses below by clicking on reply.

As always, remember to:

  • Integrate course material from chapter 6 AND the 2 resources you chose into your post in addition to your personal views and/or experiences.
  • Be sure to proofread your work and that you addressed parts A and B before submitting your posts. No editing once you post.
  • Be sure to clearly and properly cite your sources throughout your post and provide a reference list at the end in APA format.
  • Respond to 4 others in the conversation and share your views about what they shared, ask questions, or even critique their responses. The goal is to move the conversation forward and provide thoughtful feedback.
  • Keep in mind: your original post to this prompt is worth up to 10 points and your 4 peer responses are worth up to 4 points (1 point for each response). This makes the total points for this discussion worth 14 points
  • Class Discussion Grading Rubric

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Sociology Question

Clients expect and deserve competent social workers, and ethical social work practice requires that the best interests of vulnerable clients take center stage. Your competence as a practicum student has developed over time when classroom knowledge and practicum experiences have been integrated through real social work experiences. As you end your MSW education and begin a social work career, it is important to think ahead about how evaluation, including self-evaluation, can be incorporated into your professional practice. (Adapted from Garthwait, 2014, p. 189)

Reflection is critical in order to learn from our experiences. The everyday demands of field education involve a range of experiences—some interesting and exciting; and others stressful or even dull. Often, because of the day-to-day demands we may not recognize the value of the experience. Experiential learning requires that we intentionally devote time and energy to “thinking about” what we are engaged in doing. In completing this paper, you should ask the question, “What specific events or situations of this field education experience have contributed to my learning and professional development?”

Assignment Instructions:

Address the following three parts of this assignment as follows:

(1) Describe in some detail a critical experience or incident, and the impact (learning) the experience had on you as an aspiring social worker. That is, for the critical incident:

  • “put into words” the significance of the incident;
  • key learning outcomes acquired as a result of the incident;
  • self-insights you gained with respect to your own sense of professional identity

(2) Detailed description of the overall field experience on key learning specific to social work:

  • values (e.g. personal and social work values, principles, ethics and ethical dilemmas, strengths, empowerment, cultural competency, etc.);
  • knowledge (e.g. policy, theory, research, practice, context, client systems, organizational dynamics, etc.); and
  • skills (e.g. engagement, assessment, intervention, evaluation, verbal and non-verbal communication, analytic skills, etc.)

(3) What did the experience teach you about yourself? Looking back, in 20-20 hindsight, provide an explanation of how incidents like the one you encountered

  • created awareness of qualities that are needed to thrive as well as overcome challenges; and
  • produced changes on your part (behavioral, attitudinal, self-awareness, values clarification, etc.) or prompted you to think about changes that may be important for you to become an effective, culturally competent practitioner.
  • From this, use your current understanding to evaluate what will be important as you move forward in a social work career, i.e. factors related to future supervisor and/or employment setting.

Notes

  • Use APA writing style incorporating:
    • cover page
    • introductory paragraph
    • concluding summary
    • use headings to separate sections of the assignment
    • reference page
    • APA style literary citations
  • Use References to support your narrative.
  • Use first person narrative as this is a reflection of your personal experience.
  • Paper should be approximately 3-4 pages long (approximately 1 page per question) in addition to the cover and reference pages.

Due Date:undefinedFriday of Week 7 undefined.


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Sociology Question

1-What is cultural competence and why is it important that educators demonstrate an ongoing commitment to developing their own cultural competence?and Discussion Rubric for additional instructions for composing your response.


2-

Planning for Other Ages

Directions: For this assignment you will select the age group (Infants and Toddlers or School-Age Children) you would like to focus on.

A – Infant and Toddlers: In Chapter 15 re-read 15.3: Overarching Principles of Planning Curriculum for Infants and Toddlers. After re-reading the section address the following questions:

  • Which of the Overarching Principles did you connect with the most?
  • Why do you feel that you connected with theses principles?
  • Are there any that might be more challenging for you to embrace?

Or

B – School-Age Children: In Chapter 16 re-read 16.4: Principles. Also, in Chapter 16 re-read Cultural Competence located in section 16:5 Practice. After re-reading these sections you will write a paper summarizing of what you read to include

  • How the Principles discussed are important in school-age care programs.
  • How Cultural Competence is important in school-age care programs.

Your paper will be at least one-page. The assignment will be in an essay format. Standard Guideline: Typed, Font Times New Roman or Arial, Size 11/12 Font, double spaced. Check for spelling, grammar, and punctuation. Use APA style when citing references.

Please note your paper is only on one age group Infant and Toddlers or School-Age Children. Not both age groups.

Rubric Reflection Paper .pdf

3-

You will view the two TEDx videos below. Both video’s discuss reading aloud to children. After viewing the videos, you will write at least a one-page papersummary of each video. The summary will be in a essay format. In your paper, you will also share your thoughts on the videos topic. You will also answer the following questions:

Were there books that were read to you or you read as a child that you connected with?

What was it about the book or the person who read to you that stands out in your mind?

When you type your paper ensure you do the following:

State the title of the video and the speakers name. The assignment must be typed using MS Word and double-spaced. The font will be Times New Roman or Arial and must be 11 or 12-point font. Please note to receive the full 10 points both videos must be addressed.

Rubric for Extra Credit TEDX Summary on Reading Aloud Revised2.pdf

TEDx videos Links:

Why we all need to start reading aloud to our kids | Keisha Siriboe | TEDxWanChai

Why we should all be reading aloud to children | Rebecca Bellingham | TEDxYouth@BeaconStreet


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Sociology Question

For this assignment, you will need to choose a time of significant stress and crisis that your family has gone through that you are comfortable sharing. The goal of any of these assignments is NEVER to cause any student discomfort or to feel like they have to share distressing or uncomfortable matters of their personal lives. You only have to discuss what you are willing to present. The objective of this assignment is for you to apply what you are learning to your own life and to reflect on what you have gleaned from it.

assignment-descriptions-red bannerThink about a time when your family experienced a significant time of stress and/or crisis and the response of family members, ways of coping, and how the family system worked through the difficulties experienced. Everyone has or will go through a challenge … also keep in mind that not all challenges are horrible or tragic such as a family member moving away for various reasons, getting married, going away to college, etc. can all be stressful and hard for families.

___________________________________________________________

You will need to read and review Chapter 13 in our Lamanna textbook (14e) to complete this assignment because it is a personal application paper.

  1. Identify and discuss what type of stressor(s) were present (the book provides the different types)? If it became a major crisis, what led to it becoming one?
    • Please note: the stressor or crisis you choose to discuss MUST 1) be in the past and one that your family has already gone through; not one that they are currently in, 2) one that you are old enough to recall and speak directly about and how it personally impacted you as a member of the family and 3) impacted your immediate family and extended family like grandparents. This is important because you will not be able to answer all the questions if your family is still working through the challenge or if you are retelling something second hand such as you were too young to remember.
      • If you are unsure about ANYTHING or believe you cannot meet this criterion, please email me and we can find a solution together 🙂 I have done this for students in the past; so do not hesitate to reach out.
  2. Then think about the “course of a family crisis” we learned about in chapter 13. Describe and summarize what your family looked like during these stages: how did your family handle it–what were the responses of the family system?
  3. Address and discuss how your family coped, adjusted, and or chose to adapt. Were they resilient or vulnerable and why? What resources/factors as addressed in the chapter did your family use, need, or should have used (this depends on what occurred as well as your perception of what took place: remember how everyone appraises the situation/crisis/challenge differently)?
  4. Finally, looking back, what came from this experience in the life of your family including lessons learned or what you learned about your family and even yourself

It is critical and expected that when discussing family dynamics and personal reflections that you apply course information from chapter 13 in the Lamanna et al., (2021) text to support and explain your assessment–by using terms and concepts presented throughout the chapter material as well as properly cite the information.

submission_instructions bannerYou will need to submit your assignment as an attachment below.

Please be sure you have followed the instructions; as well as meet the expectations for written work. Please refer to the grading rubric provided below. I have found that it takes students usually between 3-4 pages to complete though it varies by student. As long as your work satisfies the criteria, the length is not an issue.

Personal Reflection Assignment #2 Student Grading Rubric

Evaluation of Written Work

All course work will be evaluated concerning the following: writing mechanics, grammar, originality, quality of integration of relevant literature and perspectives, clarity, organization, and development. Papers are expected to be well written, grammatically correct, well organized, and original. The paper must be double-spaced, using Times New Roman preferably, in 12 pt. font and pages numbered. ALL written assignments should be proofread for proper grammar and spelling so that you always submit your best work.

*Remember for Turnitin: No paper will be accepted that is above a 20% match in the originality report.*

Any questions, please do not hesitate to ask!


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Sociology Question

Answer the following questions in short answer form (see page minimums per question). Make sure your name is on your work, as well as the class name (Sociology 300 SCC). Upload your work to the Assignment link before the deadline for the assignment!! You are welcome to either answer each question on a separate page or all in one document — keeping the minimum length for each question in mind.

  1. Go to https://www.anthropology-news.org/topics/culture/ (Links to an external site.) . Scroll down this site and choose one of the several news stories that sounds interesting to you (note — there are multiple pages of story choices!), click on it and read it, and then summarize the article and what you learned in approximately one paragraph. (minimum 1/2 page, double spaced, not including header)
  2. Define ethnocentrism (see text chapter 2 and http://www.sociologyguide.com/basic-concepts/Ethnocentrism.php (Links to an external site.) for reference). Next, read about the Nacirema (Links to an external site.) (link). After reading about this group, answer the following questions –
  • Who are the Nacirema?? An isolated tribe in the Caribbean?? A now extinct primitive tribe in North America?? Americans?? What makes you think so??
  • What point do you think Miner was trying to make about ethnocentrism??

(minimum 1 page — inclusive of definition and answers to above questions — double spaced, not including heade

  1. It’s often difficult not to be ethnocentric; we often think we understand the meaning of things when in fact our perspective is at best a very limited one. Let’s explore this possibility by looking at the following short articles — The Question of Hijab: Suppression or Liberation? (Links to an external site.) [http:\//www.thewaytotruth.org/womaninislam/hijab.html] and Young Muslim Women Are Reclaiming the Hijab (Links to an external site.). [http:\//thewallpaperz.ucoz.com/forum/5-46-1] (for more information about women and Islam in the postmodern era, see Women, Islam and the 21st Century (Links to an external site.) [http://www.oxfordislamicstudies.com/Public/focus/essay1107_women.html] website; scroll down the site a bit for this discussion). These readings examine the veil in Islamic tradition —something that many Westerners think epitomizes the subjugation of women in Islamic societies. After reading through these articles, did these websites make you feel that you may have been ethnocentric in your view of the meaning of the veil in an Islamic society? Discuss, explaining what this website seems to be saying about women and the wearing of the veil. (minimum 1/2 page, double spaced, not including header)
  2. “Consumerism, the concept that an increasing consumption of goods is greatly beneficial to the economy was an intentional shift from product utility to desires…. With the advent of the Industrial Revolution, the availability of consumer goods greatly increased and for the first time consumers could choose to purchase goods because they wanted to rather than out of need. The rapid expansion of the advertising industry in the 1920s—when American corporations began linking mass-produced goods to unconscious desires—dramatically changed patterns of consumption around the world. Automobiles, television sets, clothing, and household appliances became widely used to express cultural values, and began to take on meaning and shape lifestyles. Consequences of mass consumption include severe environmental degradation, conflict over limited resources, health issues, unsustainable personal debt, and more.” (reference: http://www.globalonenessproject.org/resources/lesson-plans/deconstructing-consumerism)
  3. View the following (approximately 30 minutes), then answer the questions posted below —
    (for a written summary, click e-notes (Links to an external site.))THE OVERSPENT AMERICA – WHY WE WANT WHAT WE DON’T NEED (Links to an external site.)

    Americans are working longer hours with less leisure time than in the past. According to sociologist Juliet Schor, this is partially the result of “competitive consumption,” or the drive to have more than those around us do. According to Schor, we increasingly compare ourselves—and our stuff—with both peers and those earning significantly more that we do, creating an endless attempt to acquire and display the trappings of wealth. This leads to greater debt and damage to the environment.

    1. What role does consumerism play in your life? What role does it play in shaping your sense of self?
    2. What is competitive consumption? Have you observed this among your peers?
    3. What is “upscale emulation”? What do you think causes this to happen?
    4. Do you think consumerism will decrease over the next 10 years? Why or why not? What would be some of the consequences of decreased consumerism in the U.S.?

    (minimum 1 page, double spaced, not including header)


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Sociology Question

Final Paper

Requirements

In a 5-page analysis, answer the following question:

Can people change their social class in their lifetime?

Format requirements:

5 pages, Times New Roman, Double Spaced, 12, APA style

Recommendations:

1. Take a stance from the beginning: “Yes, they can….”. “No, they cannot...” or “Yes, they might but a lot of conditions have to be met” …. etc.

While there is no right or wrong answer to this question, and while by now, you probably developed an understanding of the idea that in social sciences nothing is “black or white”, I want to see how YOU support your claim using the knowledge acquired in this class.

2. You must use lessons learned from the documentary “People Like Us” and sociological concepts and theories to support your stance.

While it may seem that the essay asks for your opinion, it actually asks you to explain your answer sociologically, using knowledge accumulated in this course.

Here is an example of what you should avoid.

“Yes, they can, because I have a cousin who was born in a poor family and now, he is driving a Mercedes and has a 5-bedroom house in Vinings.”

You may include such an example, but it has to be used only to support a theoretical argument and not as the main explanation.

3. Adopt a theoretical standpoint and develop your essay from that perspective.

4. Do not present your theoretical standpoint (because it will take a lot of the text body). It is expected that, by now, everyone in the class knows that Conflict Theory criticizes the arrangements in society – based on Marx’s division of classes in bourgeoise and proletarians, and Functionalist Theory sees the arrangements in society as serving a purpose, just like the parts of an organism.

5. You may acknowledge the other stand point in the end, but you have to explain why you think it is not as sound as the one you adopted.

6. Pay attention to the logic of your writing.

Your argument has to flow. (e.g. I think this…because of this…& the documentary showed that…& textbook mentioned this and that & the authors X, Y and Z demonstrated a, b, c) …etc.

7. Divide your essay in 3-4 parts (subchapters if you want).Even name your subchapters.

8. You may use external sources, or you may limit to the textbook and documentary. Do whatever you think is necessary to create a sound and well written essay.

9. MOST IMPORTANTLY, your essay has to be sociological in nature, not psychological or ethical (e.g., “while I do not have any money, I feel like I am part of the elite class”, or, “we should not have social classes because it is not fair”).

10. When you cite the documentary, you have to mentioned the name of the speaker and the section. When you cite your textbook, you have to mentioned the page.


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Sociology Question

One of the core values in a variety of helping professions entails recognizing and being aware of our own biases and addressing WHY we feel the way we do. We ALL have an unconscious bias(es).

It is important to know what areas you may need more exposure or a better understanding to best serve your clients and interact with others regardless of one’s profession because this concept also applies to education, business, medicine, and other fields in which you must know and understand your client or customer to be effective.

This assignment is designed to help you reflect, share, and practice some of your ideas when it comes to who you choose to interact and have relationships with: in particular choosing friends, your current partner/spouse, and/or future partner/spouse. The goal is to create awareness of our biases and how they influence our relationship choices/interactions and mate selection.

assignment-descriptions-red banner Each of us can be defined or classified in many ways. Our race, age, gender, sexual orientation, religion, education, social class, and ethnicity are some ways we identify with others. We also use these as part of our filtering process when choosing a potential mate and those close to us as we learned in chapter 5.

Think of your life as a pie chart based on demographics. If you were to divide the circle into different components or segments, which pieces are most important to how you identify yourself? For some, their religion plays the greatest part in who they are. For others, their gender identity or race is the most defining characteristic.

Create your pie chart (computer-generated) with the percentages of what is most important to you and a key that defines what each percentage represents. This may prove to be harder than you think, but it is worth at least beginning to think about the biases we have and what has contributed to them.

To keep this activity simple, we are going to only focus on a handful of demographics. Thus for this assignment, you MUST include these demographics (even if the percentage is 0; please assign a numerical value to each component) :

  • Gender identity (do not confuse with sexual orientation–they are different)
  • Age
  • Race
  • Religion/faith/spiritual beliefs

*Feel free to include other and ONLY demographic categories (i.e., socioeconomic status, education level) as you deem appropriately relevant to your own identity and diversity.

Take some time to think about how demographics influence our perceptions of ourselves and others…here are some questions to prompt your thinking:

Many students have said, “age is just a number,” but is it? Would you feel different having a 25-year-old professor compared to a 50-year-old, compared to an 85-year-old? Are your friends closer to your age or do you have a variety of ages among friends? Do you make assumptions about people based on their age? Do others judge you by your age?

With race, many students say they don’t see color, but do others see your skin color and treat you one way as a result or have you ever made assumptions of others based on their race? Would your life be different if you were of a different race? Is your race something that you find people make presumptions about regarding you? What role does race play in your relationships with others?

With religious beliefs, do you find yourself looking for those who share your faith or prefer those who do not practice any religious beliefs? Would faith play an important role in your mate selection filter?

In what ways are your connections with others influenced by your demographics: racial background; religion or are there certain religions that make you uncomfortable or nervous or you are drawn to? Are you or do you treat others a certain way based on their sex? If you were the opposite sex would you be treated differently? Lots of things to consider…

Reflect and explore how you perceive each of these biases have or will influence your preferences regarding:

  • connecting with others
  • in friendships
  • choosing a mate

Think about it: what would you look for in a mate or a friend based on your pie chart? If you currently are in an intimate relationship or married (or have been), what factors based on your identity influenced your attraction to your partner? Think about your current friendships: was it a shared faith or similar background in race or age, etc. that helped form a relationship?

In conclusion, after addressing all the components of your pie, what do you think has been the greatest influence that has shaped your perception of yourself and others the most–is it your demographics, your family upbringing or culture, your faith, and/or past experiences?

Write a 3-4 page summary of why you ranked the categories the way you did and your responses to the questions posed with relevant inclusion of information from chapter 5.

Here is an example of a former student’s reflection for your convenience and assistance:

Student Template

Actions

submission_instructions banner Upload your pie chart and reflection paper as an attachment after you have met the criteria.

  • Be sure to follow the criteria outlined above and the expectations for written work.
  • Include points of application from chapter 5 as you share your reflections.
  • Remember for Turnitin: No paper will be accepted that is above a 20% match in the originality report.

PR Assignment 1 Student Grading Rubric

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Sociology Question

Paper #2

In this paper you will review Part 2 by applying your learning to the extended case study, “Revolt of the Delivery
Workers.”

Please follow the paragraph structure outlined below, and please address every outlined question. Each paragraph
should reflect approximately one page of writing, with the entire paper constituting a streamlined 4-page narrative
essay.

Paragraph 1: Culture and Socialization (see Writing Assignment #5, Questions 1-2)

  • What is “culture”? What are the five categories of culture? Define each.
  • How is the concept of “culture” relevant to the assigned case study? What categories of culture are relevant, and why?
  • Paragraph 2: Social Structure (see Writing Assignment #6, Questions 1-2)

  • What is “social structure”? What are the three levels that inform/build social structure? Define each.o What are the social interactions that unfold on each level? Define each.
  • How is the concept of “social structure” relevant to the assigned case study? What levels are relevant, and why?
    What social interactions are relevant, and why?
  • Paragraph 3: Social Stratification (see Writing Assignment #7, Questions 1-2)

  • What is “social stratification”?o What is class-based stratification?
    What is racial/ethnic stratification?
    What is sex/gender- based stratification?
  • How is the concept of “social stratification” relevant to the assigned case study?o Is class-based stratification relevant? If so, how or why?
    Is racial/ethnic stratification relevant? If so, how or why?
    Is sex/gender-based stratification relevant? If so, how or why?
  • Paragraph 4: Social Change (see Writing Assignment #8, Questions 1-2)

  • What is “social change”?o Why does social change happen?
    How does social change happen? (i.e., From the lecture, what are the {two} models and {three}
  • theories of social change? From the OER chapter, what are the causes or agents of social

    change?)
    • How is the concept of “social change” relevant to the assigned case study?

    What kind of social change is evidenced in the case study?
    o Why is social change happening in the case study?
    How is social change happening in the case study?


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    Sociology Question

    You had the chance earlier in the course to practice with multiple regression and obtain peer feedback. Now, it is time once again to put all of that good practice to use and answer a social research question with multiple regression. As you begin the Assignment, be sure and pay close attention to the assumptions. Specifically, make sure the variables are metric level variables.

    Part 1

    To prepare for this Part 1 of your Assignment:

    • Review this week 9 and 10 Learning Resources and media program related to multiple regression.
    • Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in the Learning Resources for this week.
    • Based on the dataset you chose, construct a research question that can be answered with a multiple regression analysis.
    • Once you perform your multiple regression analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

    For this Part 1 Assignment:

    Write a 1- to 2-page analysis of your multiple regression results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

    Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

    Part 2

    To prepare for this Part 2 of your Assignment:

    • Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables.
    • Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in this week’s Learning Resources.
    • Consider the following:
      • Create a research question with metric variables and one variable that requires dummy coding. Estimate the model and report results. Note: You are expected to perform regression diagnostics and report that as well.
    • Once you perform your analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

    For this Part 2 Assignment:

    Write a 2- to 3-page analysis of your multiple regression using dummy variables results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

    Use proper APA format, citations, and referencing for your analysis, research question, and display of output.


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    Sociology Question

    SOC 433: Wealth, Status & Power Final Paper

    You will write one of three paper options as your final paper. Select one of the following:1)Comparing and contrasting related organizations that facilitate elite advantage2) Evaluating for efficacy existing policies or movements to reduce stratification3) Formulatingnew policy or strategy aimed at reducing stratificationPlease note that the three options also represent increasingly difficulty levels of learning. To compare features of organizations is a level 4 cognitive task “Analysing.” “Evaluating” policies or movements is a level 5 cognitive task. To Formulate a new policy is a level 6 cognitive task “Creating.”

    Examples to get you brainstorming Comparethe practices of Amazon, Google, and Facebook in terms of the degree of power given to their CEOs, quality of treatment of employees versus executives, or handling of profits.Comparethe career paths of Wall Street bankers and military generals.Evaluateourcurrent system of inheritance taxation to determine if it reasonably allows the wealthy to pass assets to the next generation or if it overconsolidates wealth among families.Evaluatethe career trajectory of top social media influencers and discuss the pros and cons of this emerging career pathway. How do you see it evolving over the next decade?Formulatea change to our corporate tax policies that do not harm competition or innovation but also closes tax loopholes among large multinational corporations.Formulate a new Super PAC, and beyond its mission and goals, explain why it would be particularly necessary now and where its funding would come from. Recommended SubSections: Use headings to break your essays into three or four sections. Depending on your paper topic, suggested sections could include:History/Context: of the social issue or movementTheoretical Framework: explain the applicable core features of a sociologicaltheoryPerson Profiles: tell us about key players or individuals relevant to your argumentCase Study: walk us through an eventbased section illustrating the argument.

    Past Policy Attempts:explaining past laws or reform efforts that did or did not workAnticipated Opposition:outlining a defense to expected counterargumentsPolicy Implications:explaining whatnew laws or reformsyou think needcreatedRecommendations for Future Research: explaining academic studies you think need doneVisual:Include at least one table or figure, labeled and marked according to ASA Style. It can be a chart of relevant statistics or a cultural artifact illustrating your point. Make sure it is not just a loosely related meme or image, but something that largely reinforcesyour argument.Technical Expectations: Fivepagesminimum(sevenpages maximum), doublespaced, 12ptfont. Include at least 10relevant scholarly sources (at least halfof which must be from peerreviewed sociological journals). Intext citations and the references page should be in ASA style. References page is not counted in the fivepage count. No cover page, abstract, keywords, or running head necessary.




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    Sociology Question

    Hello!

    Based on the topic chosen,(financial status/ class of the family) students will then extend the topic paper to complete a term
    paper using appropriate methods for literature searching and critical thinking/writing
    (worth 100 points). Students will identify a topic relating to the family that needs to be
    researched from a sociological perspective and will develop a design that will facilitate
    their knowledge of critical studies in that area. This assignment should be presented in
    literature review format. The submission should not be less than 9 double spaced pages.
    References and appendices are not included in the word count. The use of citations
    should be based on references that form key points to the literature. Use Times Roman
    12-point type and the 8.5 x 11-inch page setting. The document should be double spaced
    11
    throughout; place page numbers in the upper-right corner; and leave top and side margins
    of at least one inch. Avoid language that might be interpreted as denigrating or biased.
    Finally, for suggested topics and further guidelines to structure topic papers, see the
    sample provided. Late assignments will not be accepted.
    All papers should include a description of the significance of the issue or topic, a
    statement of the problem examined, a critical review of the literature, a description of the
    issue and its implications for policy and practice in education. Papers will be evaluated
    on content, clarity, and quality of research, as well as use of appropriate English
    composition. This paper is not a reflection of personal experiences or personal history,
    but rather research based.

    More Info

    9 pages

    Please see attached document (tutor) for the topic paper which is the base of the term paper, The term paper should be expanded from this topic paper it will be your guide. The topic paper will serve as the introduction for the term paper as well, first few pages, so just transition from there.

    I have also included examples and rubrics!


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    Sociology Question

    First assignment:

    Write 5 paragraphs identifying and explaining 5 ways in which Karl Marx criticizes capitalism? ( Five things that Marx said are wrong about capitalism.)

    Your answers to the questions must be of substantial quality in order to get points. Substantial quality includes a demonstration that you have completed the required readings and videos and thought critically about them. Your answers must be original, use your own ideas and words. Do not copy from any website or written material from another person. Be sure to refer to the required videos in your answer.

    Grading criteria:

      • Student can gain up to 5 points per paragraph written, and 5 points for the bibliography (list of sources consulted).
      • Each paragraph must identify and explain one criticism of Marx against capitalism.
      • Each paragraph must demonstrate that the student completed the required readings and videos. Each paragraph must contain a direct reference or quotation to some of the required readings.
      • Each paragraph must be original, using student’s own work and ideas.
      • A complete list of used-sources must be included after the 3 paragraphs. Sources must be listed using APA, ASA or MLA format. .
      • Second assignment
      • Identify and explain 3 differences between Karl Marx and Max Weber explanation of social stratification.Grading criteria:
        • A student can gain up to 5 points per paragraph written, and 5 points for the bibliography (list of sources consulted).
        • Each paragraph must identify and explain one difference between the Marx and Weber.
        • Each paragraph must demonstrate that the student completed the required readings and videos. Each paragraph must contain a direct reference or quotation to some of the required readings.
        • Each paragraph must be original, using student’s own work or ideas.
        • A complete list of used-sources must be included after the 3 paragraphs. Sources must be listed using APA, ASA or MLA format.

        A plagiarism check software will be used. Plagiarism (Links to an external site.) will result in a grade of 0.


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    Sociology Question

    10 pages APA Format: You will complete this assignment by assessing a partnership using the Wilder Collaboration Factors Inventory (attached). You can choose an organization, place of employment or community group/association.

    To evaluate the partnership for your chosen organization, you will conduct two (2) interviews. You will complete the Wilder Collaboration Factors Inventory with the partnership representatives during the interview.

    Summarize and analyze the findings from the inventory and your interviews, incorporating material from the required course readings and your own research.

    You will complete this assignment by assessing a partnership using the Wilder Collaboration Factors Inventory. You can choose a present/past field placement organization, place of employment or community group/association.

    Summarize and analyze the findings from the inventory and your interviews, incorporating material from the required course readings and your own research.

    Please use the following format to conduct your evaluation of a collaboration/partnership.

    Collecting Data

    • With input from your past/current field supervisor or contact person within the organization you are using for this assignment, select a collaboration to evaluate.
    • To evaluate the partnership for your chosen organization, you will conduct two (2) interviews. You will complete the Wilder Collaboration Factors Inventory with the partnership representatives during the interview. Interviews may be conducted in any format to which you both agree (e.g., webex, phone, Zoom, Google hangout, in-person, etc.).
    • Gather and review written materials that describe the collaboration such as a grant, memorandum of understanding, or written guidelines.

    Interview Guide: Use the following guide for your interviews, making adaptations as needed.

    Begin by

    • Explain the purpose of your assignment, including how you will conduct the interview.
    • Explain the purpose of the Inventory and how to complete it using the instructions found in the Mattessich, et al book (Please see the instructions attached)
    • Administer the Wilder Collaboration Factors Inventory prior to or at the beginning of your interview (Please see the Wilder Collaborations Factors Inventory Attached). Ask the representative to answer the questions on the Inventory based on his/her/their involvement in the collaboration.

    Questions

    • You will also ask questions beyond the Inventory itself. [Not all the questions need to be asked; figure out which ones would be the most appropriate to ask for your specific evaluation.]

    Sample background questions include:

      • Why was the collaboration started? What is the purpose of the collaboration? Why is your agency involved in this collaboration?
      • How long have you been involved in the collaboration? What is your role?
      • What do you think your organization and other entities/organizations accomplish by being in this collaboration that you could not do on your own?
      • What do you think are the strengths and/or benefits of the collaboration?
      • What do you think are the challenges and/or weaknesses of the collaboration?

    Sample questions based on collaboration factors include:

    • How has the political, social or economic environment facilitated your work in the collaboration? For example, current social policies, organizational policies, economic conditions?
    • How has the political, social or economic environment challenged your work in the collaboration? For example, current social policies, organizational policies, economic conditions?
    • What is the level of respect and trust among collaboration members? Can you give an example?
    • How open, adaptable and flexible is the group in how it conducts its work? How clear are the roles and guidelines for the group?
    • How engaged are other members of your organization in the collaboration? How do they view the work of the collaboration?

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    Sociology Question

    As we explored and learned about the topic and trend of marriage, we were presented with the question: Does Marriage Matter … and in particular, does it matter in America? In this discussion, we will dialogue about how we perceive and understand marriage not only on a personal level but also on a national level within the USA.

    assignment-descriptions-red banner First, read chapter 7 in our text (you will not be able to properly respond to the prompt otherwise):

    In your post, consider…

    • What does marriage mean to you?
    • How do you perceive its present state in America when considering the marital and divorce rate and your own experiences and observations? Do you believe its value has changed in society; why or why not?
    • As some research has shown about public opinion, do you think marriage is becoming obsolete as some assert … is it just a piece of paper, and why?

    Next, think about the concept by Dr. Andrew Cherlin of “Deinstitutionalized Marriage” as addressed in chapter 7 and what it asserts…

    • In what ways has the shift from the Institutional Marriage Premise to the Individualized Marriage Premise impacted marital stability; has it been for “better or worse” based on your reflections from reading the chapter and why?

    Be sure to ALWAYS support your conclusions and views with application from the course material!

    submission_instructions bannerPost your original response and 4 peer responses below by clicking on reply.

    As always, remember to:

    • Integrate course material from chapter 7 and any other relevant information from the textbook to support your views and demonstrate an understanding of the material.
    • Review your post before submitting–no editing after you post.
    • Do not put your post in a question-and-answer format–you may organize your post by bullet points.
    • Post to at least 4 others in the discussion.
    • Cite all sources in proper APA format.
    • Keep in mind: your original post to this prompt is worth up to 10 points and your 4 peer responses are worth up to 4 points (1 point for each response). This makes the total points for this discussion worth 14 points.

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    Sociology Question

    Mexican Duaghter Essay

    Our readings have talked about reasons we keep secrets from those who know us best. One article also mentioned that reader’s ethnicity plays an important role in how that person interprets the reading. Lastly, keep in mind public displays of hostility toward immigrants in our country. Your essay will discuss all three of these topics.

    Part One:
    This book is very much about family members who keep secrets from one another. In class, some of you mentioned a reason for keeping secrets is that we do not want to disappoint our family members. Research shows young people who grow up bicultural confide more in friends than in family members. Consider how easily Julia confided in Lorena and Connor. Consider how Olga trusted Angie but not her own sister. In the last chapter, Julia says,
    In some ways, I think that part of what I’m trying to accomplish—whether Amá really understands it or not—is to live for her, Apá, and Olga…What a waste their journey would be if I just settled for a dull, mediocre life.”
    Julia, too, does not wish to disappoint her parents, but her efforts to better herself are at odds with what her parents want for her. This conflict is common among immigrant parents and their US-raised children. How do you see Julia’s two cultures causing her conflict with her parents and with Connor? How did Olga’s two cultures cause her internal conflict? Provide specific examples from the book.

    Part Two:
    Latinos who read about the Latino experience may feel their own stories are validated. In class, we talked about seeing our own family dynamics in this book. For example. Some of you related to this scene:

    “If I don’t kiss each and every relative on the cheek help and goodbye, even if I don’t know them, Amá calls me a malcriada, a badly raised daughter.”
    What scenes, behaviors, or events in the book did you find characteristic of the Latino experience? Provide specific examples from the book.

    Part Three:
    What are your personal thoughts on your own biculturalism? If you are not bicultural, tell me what your thoughts are about what you think it might be like to grow up in two cultures?
    What was your personal feeling when you read the parts of the book that showed the Latino experience? Provide specific examples from the book.
    Stories about immigrants are one way to increase empathy toward them. If you are not an immigrant, write about what this book makes you think of the immigrant experience. If you are an immigrant, tell me what parts of this book you think will help non-immigrants have greater empathy and less hostility toward immigrants.

    500 to 1000 words. 12-point font. Double-spaced. Citations encouraged. Examples from the book required.


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    Sociology Question

    Is That True? by Joel Best

    For your TWO peer replies (click the reply button in the author’s post), engage with the author by elaborating, comparing or contrasting, sharing counterpoints, or drawing connections to specific course concepts. This is an opportunity to demonstrate critical thinking, so avoid simplistic replies that mainly repeat Best’s or your classmate’s contributions (e.g. “I agree” or restating the author’s ideas). Try to bring something new, insightful, or provocative to the discussion! You want to further the conversation by adding new ideas, information, or perspectives. It’s OK to play “devil’s advocate”, just let others know so we’re all on the same page. Be sure to use in-text citations when appropriate and page numbers so others can easily find the passages you’re discussing! My classmates posts:

    1- Alexander Malonson : It is interesting how sociological reasoning is rooted with one idea, comparing, a researcher must clearly categorize a comparison, then define the reason of how/why the study intends to answer that comparison. (The reason is usually how/why a pattern in society behaves a certain way.) In the first paragraph of chapter 10, Best makes it clear that being able to compare aspects of social life is a key tool for all sociologists. In my understanding, this is the only analytical tool used to compare values. This practice allows sociologists “to discover and demonstrate what is happening” while remaining objective because “… their training in sociology does not qualify them to make authoritative judgment about what is fair or just” in regards to societal values (Best 113, 101).The most complicated issue sociologists must overcome when comparing is the inability to replicate the research. This is extremely difficult because of intervening variables or the inability to test the same subjects. In the words of Best, “intervening variables alter the causes’ impact on the effect”, and “there is no way to avoid this; researchers can only explain their choices and point to their evidence” (115, 127).One idea that raised questions for me was concept creep or how the meaning of a word changes over time. Best used the example of the word deviant. Todays meaning of deviant is exactly opposite of what sociologist coined it to be. Best suggests that “there is no natural end to this process”, this happens because everyone is encouraged to add on examples to the fuzzy terms (97). Is this how the meaning of deviant morphed? Are all the fuzzy terms like institution also doomed by evolving examples in the future?. Write reply….

    2- Klarissa Peraza : One “big idea” that I found very insightful was the idea of Measurements. I have always seen surveys and polls being taken, but I never really payed close attention to all that is behind it. In other words, I took these questionaries to be fairly easy to come up with. But, while reading chapter 9, I realize how difficult it must be to produce results with high validity. To add, Best (2021) mentions obtaining a representative sample in order for the results to be more accurate, but even then it is not 100%. Therefore, the best way to get accurate results is to look at the answers that seem to have validity. For example, “You probably ought to ignore the responses of people in your sample who aren’t eligible to vote, perhaps because they are underage or noncitizens” (Best, 2021, p. 90). I interpreted this as Best explaining that whatever seems “irrelevant” to the study, should not even be included. This being because any little thing may throw off the results of the whole study. I found this very interesting because I began to wonder if the surveys I have taken and are as valid as I ought them to be. For example, there have been many times where I simply answered “other” on surveys. I choose this as my answer when other answers provided were not thorough enough. In addition, “Oh, and you’ll need to decide what to do with the responses of people who say they haven’t made up their minds or who refuse to respond because they figure their preference is none of your damn business” (Best, 2021, p. 90). So as I reflect on this, what do pollsters do with the results that are vague? Although “throwing them out” or placing them where they want will allow for better results, it is a totally valid result. Write reply….Write 10-13 sentences paragraphs.


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    Sociology Question

    the book: This chair rocks: A manifesto against ageism

    For your TWO peer replies (click the reply button in the author’s post),
    engage with the author by elaborating, comparing or contrasting,
    sharing counterpoints (stats and/or studies welcome!), or drawing
    connections to specific sociological concepts or theories. This is an
    opportunity to demonstrate critical thinking, so avoid simplistic
    replies that mainly repeat the author’s post or others’ replies. Try to
    bring something new, insightful, or provocative to the discussion!
    Maybe a video to answer their question? Or a TED talk that elaborates
    on their ideas? Be sure to use in-text citations when appropriate and
    page numbers so others can easily find the passages you’re discussing! my classmates replies:

    1- Geneva Nguyen:The idea that older job seekers are less capable in the workplace as compared to younger job seekers was shocking to hear. In my experience, younger workers are actually the ones that show a lack of skill/competency. When I have a question at work or when I need to resolve an issue with a guest, I will actively look for an older coworker because in my mind, they would be more helpful. Applewhite (2016) mentions that “older workers score high in leadership, detail-oriented tasks, organization, listening, writing skills, and problem solving” (p.?) and I have found that all to be true. As I get older every year, I realize that I am constantly acquiring new skills through experience. If experience makes an individual better prepared to deal with obstacles, why would older job seekers be viewed as less capable workers? I’m sure this would be something interesting to ask my older coworkers as they probably have to combat these myths at work on a daily basis. write reply…

    2- Esmeralda Valenzuela: A “big idea” that caught my attention in the chapter is that 27% of women over forty are casted in prime-time television and are mostly casted as victims: betrayed, abandoned, and abused. Media surrounds our world, whether digitally or on paper. We’re surrounded by billboards, movies, television shows, magazines, that fetishize the young. Media plays a huge role in the way individuals perceive themselves. You have people like influencers, whom people idolize and greatly influence popular culture and the way we see ourselves. We want to be like them, we want to look and act like them, we want what they have. Personally, every individual is a walking billboard. The way one acts and dresses has been tainted by the media. Our lives revolve around technology, it’s the way we communicate. Write reply….

    write about 10-13 sentences paragraphs!


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    Sociology Question

    Required Readings

    Loeb, P. R. (2010). Soul of a citizen: Living with conviction in challenging times (rev. ed.). New York, NY: St. Martin’s Griffin.

    • Chapter 1, “Making Our Lives Count” (pp. 21–41)
    • Chapter 2, “We Don’t Have to Be Saints” (pp. 42–63)

    Brink, D. (2014). Mill’s moral and political philosophy. In E. N. Zalta (Ed.), Stanford encyclopedia of philosophy (Fall 2014 ed.). Retrieved from http://plato.stanford.edu/entries/mill-moral-political/

    The golden rule. (1991). In A. Wilson (Ed.), World scripture: A comparative anthology of sacred texts (pp. 114–115). St. Paul, MN: Paragon House. Used by permission of Paragon House.

    Johnson, R. (2014). Kant’s moral philosophy. In E. N. Zalta (Ed.), Stanford encyclopedia of philosophy (Summer 2014 ed.). Retrieved from http://plato.stanford.edu/entries/kant-moral/

    Kraut, R. (2014). Aristotle’s ethics. In E. N. Zalta (Ed.), Stanford encyclopedia of philosophy (Summer 2014 ed.). Retrieved from http://plato.stanford.edu/entries/aristotle-ethics/

    Document: Cultural Genogram: Dimensions of Culture (Word document)

    Required Media

    Laureate Education (Producer). (2015a). Exploring the foundations of social responsibility [Video file]. Baltimore, MD: Author.
    Note: The approximate length of this media piece is 4 minutes.

    Assignment: Morality and Social Responsibility

    Philosophical perspectives and theories on morality contribute to an understanding of the deep-rooted human need to question the role human beings play in society. Whether your views align with those of Aristotle, Kant, or Mill, you can explore the reasons behind your inherent motivation to act responsibly. At the outset of your life, you develop habits of thought based on what you are exposed to, where you live, with whom you live, and your experiences. In this Application Assignment, you critically examine these experiences as well as theoretical perspectives on morality and assess how they impact your moral and cultural identity. You also assess how these experiences influence your concept of social responsibility.

    To prepare for this Assignment:

    • Read the articles by Brink (2014), Johnson (2014), and Kraut (2014) in this week’s resources. Summarize the key points of each theory. Does one theory resonate with you more than another? Why or why not?
    • Make connections to your own culture. Consider whether these three theories are reflected in your own culture.
    • Review the Cultural Genogram: Dimensions of Culture document in this week’s Resources. Think about the ways different dimensions of culture inform your moral identity (e.g., how your national, ethnic, and/or gender identity informs your moral identity).
    • Consider how different dimensions of culture inform your concept of social responsibility.

    By Day 7

    Write a 2-page analysis connecting the three theories of morality to your own cultural identity.

    Explain how the theories align or do not align with your cultural identity. Include how cultural identity impacts social responsibility.

    Provide at least three references using proper APA format.


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    Sociology Question

    To Do: Read the case example and write a brief reflective paper answering each of the below questions and submit the paper below.

    Length of reflective paper: 1-2 pages double spaced

    You are a social worker in a high school. You have a 16 year old Caucasian client, Samuel. You have been meeting with Samuel for two weeks. His parents have reached out to you in concern about his current situation. Samuel has been struggling in his Junior year. They state he has become very withdrawn. He recently broke up with his girlfriend, and his grades are dropping considerably. His parents state that he just comes home and plays on his video games for most of the night. He has trouble waking up early enough to get to school. He has skipped school and slept most of the day. His parents have found marijuana and alcohol in his room. He is a great basketball player on his high school’s team, but his grades have dropped to the point where he may not be able to join the team in the spring. You meet with Samuel and talk with him about the concerns. He admits that he sometimes feels that “life is not that fun anymore.” He states that he feels “numb” and just “doesn’t care” like he used to. He admits to thinking about ending it all. When asked to elaborate on those thoughts, he states that he would just pull his car in the garage, shut the door and turn on the car to just “go to sleep and not wake up.”

    Assessment:

    Discuss or list the risks that you current see in Samuel.

    What are some of the normal behaviors for teens seen in this scenario:

    List two additional questions you would like to ask Samuel to help in your assessment?

    Using the SAD PERSONS Scale, discuss Samuel’s risks and your possible plan for clinical action.


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    Sociology Question


    Description of Sociological Museum Analysis-

    One major objective of this course is to introduce ways to critically analyze different types of societies and to show how a society can develop. One of the best tools at a sociologists’ disposal for this task is artifacts from the past, which are conveniently stored at museums. With this focus toward a comparative view of societies, you are tasked with selecting a museum of your choice, analyzing the artifacts of the display and submitting a written critical analysis. The museum you select must be applicable to the course discussion. For example, the World War II museum, could be used because it does show technological advancement and how societies evolve. However, the Roswell UFO museum would not be an appropriate choice for this class and can’t be selected because it does not have a description of technologies used to advance societies. Depending on the location of the museum you select, you may not be able to physically visit it. You may instead select a virtual tour for the purposes of this assignment. A virtual tour could be done through a website, through YouTube, through a slideshow on the Internet, a Skype tour, etc. This assignment is submitted in Canvas in either word or PDF format and is worth 100 points.

    Sociological Museum Critical Analysis Requirements

    Required Structure:

    This assignment should be typed, double-spaced, with 12-point Times New Roman font, include headings, ASA style in-text and ASA references list. Also, the paper must be edited closely to minimize errors in usage, mechanics, style, spelling, and grammar.

    Title Page (5 points)

    • The first page of this assignment should be a title page that includes your name, course name & section number, title of paper, and Write Site information (if you used TWU’s Write Site).

    Headings (5 points)

    • The paper is required to include the following headings: Introduction, Museum Selection, Method, Rationale, Museum Description, Societies Featured, Artifact, Subsistence Technology, Theory, and Conclusion.

    ASA Style In-text Citations (5 points)

    • Use ASA style in-text citations.

    Required Content:

    The following are the major content areas that are required to be included within your museum critical analysis assignment.

    Introduction (5 Points)

    • Within this section of the analysis, you should effectively communicate the topic and introduce the audience to some of main components that you will present in the analysis.

    Museum Selection (5 Points)

    • Within this section of the analysis, you should include the name of the museum, physical address, and website URL (if available).

    Method (5 Points)

    • Within this section of the analysis, you specify your method for gaining access to analyze the artifacts. In other words, whether you intend to visit the museum in person or take a virtual tour. If you decide to take a virtual tour, you must provide the URL of the virtual tour.

    Rationale (5 points)

    • Within this section of the analysis, you discuss why this museum was selected.

    Museum Description (10 Points)

    • Within this section of the analysis, you include a summarization of the museum’s description of life in society at the time or period of history it is focusing on.

    Societies Featured (10 Points)

    • Within this section of the analysis, you identify which type of society the museum features according to the types of societies described by the course textbook. Remember to cite the textbook using ASA style formatting.

    Artifact (10 points)

    • Within this section of the analysis, you demonstrate the ways in which you constructed knowledge by employing the sociological method of artifact analysis.
      • Identify at least one artifact on display in the museum. For example, a piece of clothing, tool, some type of currency, etc.
      • Search the Internet and find an item comparable (in use) to the one you have chosen from the museum.
      • Describe what these artifacts are and how the one you have used can be compared to the historical artifact. Provide pictures of both artifacts. If you are not allowed to take pictures inside of the museum, you should instead submit a selfie or a picture of yourself in front of the museum you are visiting. Make sure the museum’s title is present in the picture and not obscured by trees, your position, etc. Be sure to still include a description of the artifact and cite the sources in ASA style.

    Subsistence Technology (10 Points)

    • Within this section of the analysis, you identify the subsistence technology that produced the artifact and discuss how the artifact played a role in the development of the society featured by the museum.

    Theory (10 Points)

    • Within this section of the analysis, you use a sociological theory of your choice (either from our textbook or from one of your other sociology courses) and sociological concepts. When writing this section remember to identify the theory, discuss the main components of the theory and applicable sociological concepts. (Cite your sources in-text and in the references sections in ASA format).
    • Discuss how the society featured in the museum would have operated, developed, and/or collapsed, based on how that society was presented by the museum curator.

    Conclusion (10 Points)

    • Within this section of the analysis, you write a personal conclusion about what the museum experience means to you as a fourth-stage Industrial Age citizen.

    ASA Style References List (5 points)

    • Use ASA style to list all of references that you used for this critical analysis.

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    Sociology Question

    Weekly Reading Response papers (RR) (24 points)

    The response papers should include a synthesis of the key points in the readings and a critical gendered/ sociological analysis of the material.Do not just summarize.

    you must write a minimum of 2500 words in this course. This will be accomplished through various assignments, including reading response papers, artifact presentation, final paper or exam, and a storytelling assignment. In this paper, you must critically review and reflect on all of the assigned readings, course work, such as website, video, etc.

    Failure to submit a response will receive a zero.The total of all response papers is 24 points of your grade.Remember this is NOT a last-minute assignment.The first RR is mandatory.The final three RR’s are worth 6 points each. The RR assignment is worth more than any other assignment. Please be aware that not completing the RR will mean not passing the class. Once the week is completed, there are no make-up opportunities for the RR. This class no longer requires a midterm or final. Therefore, the writing in your RR is vital to show me you are understanding gender theories, perspectives and course materials.

    There are 5 weeks of RR papers.All students must complete week one to get up to speed and receive feedback. If you work hard for the first RR, you will be assured full credit. You may skip one RR without penalty.

    To receive credit, your response papers must demonstrate thoughtful consideration of ALL the readings, websites, and/or films assigned in relationship to issues in the course and demonstrate to me that you read all the readings assigned. Follow these guidelines.

    1 -2 points will demonstrate minimal effort.

    3 points will demonstrate moderate effort and minimal sociological understanding.

    4 points includes all the above, deeper sociological connections, all the assignment work and include connections to past/other readings,

    5 points will also include all the above and a final paragraph making specific sociological connections.

    6 points will include all the above and these two additional questions answered:

    i. How does this module apply to your life?
    ii. What current event is reflected the reading? This week is a RR paper. If you don’t listen to my lecture, you will not earn full credit for your RR paper. sad

    CLASS ZOOM TRANSCRIPT IS BELOW



    • aron cullity00:02Hi class Professor quality here and today I’m here to talk to you all about feminism. So feminism. That’s a pretty loaded word
    • 00:16My experience reading other students reading responses I think Bell Hooks has it right that when we hear that word.
    • 00:26Most of the time, we’ve gotten it through secondhand information. And if we were in class together right now. The first thing I would do it. I would ask you to sit in groups of three and brainstorm.
    • 00:40All of the words that come to mind when I say feminism for some people it can be very emotional. Some people get angry.
    • 00:50Some people feel that has nothing to do with men only a certain type of women, something that’s old school, etc, etc. Okay.
    • 01:05Then if we were if we were in class, I would invite you all to put these words that you’ve brainstormed about together on the board so that we could reflect and about them. And notice
    • 01:22What kind of imagery and words and ideas came up and then we would probably talk about what feminism isn’t and what feminism is. And of course,
    • 01:37Bell Hooks has an incredible definition which when we read that definition we find out that perhaps every one of you is a feminist because feminism is a movement sexism sex exploitation and oppression simple
    • 01:59Words powerful words that help us to a
    • 02:05Break through some of the myths and assumptions that so many of you have been socialized who understand
    • 02:16One, I hope.
    • 02:18Today, smart will help you understand is for the stigma is the word feminist of feminism by saying, men can be feminist to and indeed many men are feminist
    • 02:37So again, when we review hooks definition, a movement to end sexism sex exploitation and oppression, we find out that the problem is sexism. Okay. And as I just said males benefit too.
    • 02:54Many men know in their hearts. The Patriarchy is wrong and in the hearts and minds they that
    • 03:05It’s something we should be ending. But we also know that there is a backlash whenever we want to create social change.
    • 03:15And people realize that they must be willing to give up some things so that others can have more equality and be less oppressed and that’s why bell hooks and I say feminism is for everybody.
    • 03:32One of the first things bells hooks talks about when we talk about feminist politics is the idea that the definition does not
    • 03:43Imply that men are the enemy feminine feminism is often misunderstood and mostly we learn it from the patriarchal media remember media isn’t something just floating around out in society media is manufactured by
    • 04:03Individuals often times men, however.
    • 04:08We already know that women can also be anti feminist and
    • 04:14When we get these messages from the media. We have to remember that whatever way somebody was socialized the theories, the ideologies two perspectives that they have learned about the way the world works.
    • 04:27Will shape how they write about women in a TV show how men will be portrayed in a movie how advertisers will use for example, women’s bodies to sell a product which is a form of sexism for sure and oppression.
    • 04:53So we know that many of our social institutions shape the way we understand feminism, we could learn about the roles of men and women through faith communities to certainly learn about the roles of men and women.
    • 05:09In families in the educational system through sports through how the economy is set up how the criminal justice system is set up so I want you to think about how all these different social institutions.
    • 05:28In instill in us. This notion about gender specifically
    • 05:36Hooks talks about some of the earliest second wave feminism that you know there may have been some anti male sentiment in the early days because women were responding to
    • 05:52This oppression and domination and they were angry. They were angry at the injustices that were occurring to women around them and
    • 06:04I often say, I’m excited when my students get angry because anger leads to action. Right. Sometimes students tell me, Oh, it’s they feel sad, they feel hopeless about some
    • 06:17Any quality happening in society, but I feel like if something gets you angry. Maybe you’ll stand up and move towards action. So in some ways, anger, can be okay.
    • 06:31Another thing to remember about the second wave of feminism is that these women at this stage of feminism that hooks is talking about were mostly
    • 06:39white middle class college educated and they were basically focusing on some of the social problems that they were experiencing.
    • 06:53Even though they were actually in many ways, being led by men in a lot of their activist activities as well. But now looking back on the second wave of feminism. We know that because these particular majority white women had more power than, say,
    • 07:17Women of Color poor women working class women indigenous women disabled women LGBT Q community that they got a lot more media attention and were
    • 07:35Were didn’t realize that they were not including all women in their movement.
    • 07:45Another interesting idea that hooks talks about is that females are sexist too well of course because women are socialized to compete with each other.
    • 07:58Women can explode out the women, particularly because of issues around race or class and women are socialized in the same sexist world that men are socialized and so of course, women can be sexist to right
    • 08:16Because of this sort of inherent racism that was part of the earlier movements. A lot of the white middle class women, as I said before, got a lot of the media attention which created
    • 08:32Sort of this polarizing moment in history when we look at the second wave of feminism
    • 08:41Hooks talks a lot about the idea that just naming what was going on.
    • 08:49And getting media attention about these issues wasn’t good enough to
    • 08:56Change patriarchy, that it needed to transform the entire system to end patriarchy and sexism.
    • 09:06And the idea that there was this faulty notion that what women wanted was just what men wanted. Okay, which isn’t the case, right, because if we go back to the definition if a movement to end sexism sexual exploitation and oppression. That’s what women wanted and still want
    • 09:29There are a lot of different categories of feminism or feminist the reformist feminists focus primarily on work and economics yet sexism did not end
    • 09:42For lower classes of women, women of color who are still exploited and subordinated to do basically the dirty work, including other women.
    • 09:53Work and Work that men didn’t want to do so, again, as usual, we see in the structure of our society, especially in the United States that
    • 10:03Poor immigrant working class non white not heterosexual women in many ways were excluded. So as some women gained power and privilege.
    • 10:14This notion of lifestyle feminism ushered in the idea that there were many kinds of feminism and the problem was that some of this today. We call it choice feminism, which I included a really interesting short read in the module for this week.
    • 10:32The problem was that this caused the politics to be removed from much of feminism and we have to remember that.
    • 10:42As we I’ve told you at the beginning of our class that
    • 10:47The personal is political meaning really everything that happens to us has is political. And when we remove the politics from a social justice movement, then we’re really sort of
    • 11:05aligning with the status quo because change will not happen without that political aspect.
    • 11:14Basically, meaning without challenging the status quo. We cannot have structural or institutional change. OK. So again,
    • 11:25That kind of feminism is really similar to the so called choice feminism of today, sort of picking and choosing the kind of issues and changes. Well, still sort of been bracing and oppressive sexist ideology.
    • 11:45I’m not sure how many of you have heard of the term consciousness raising the consciousness raising was a very powerful tool during the days of the second wave feminism, because
    • 11:59Rather than being in a sort of a structured meeting setting men of the many of these meetings happened in in women’s homes, right, not in offices, not in schools.
    • 12:15Again. Generally, these were white and middle class college educated women who had a lot of internalized sexism that they were experiencing and questioning the meanings of their existence.
    • 12:31And women needed a safe place to discuss and discover the different meanings around what they were questioning when it came to their roles in society.
    • 12:47Perhaps some of you have can talk to your parents or even maybe your grandparents or grandmother’s as it was because this sense the consciousness racing groups actually were women only. And so you might get some me in a
    • 13:09From some older friends and relatives about what these what this racing was all about. Or you might also get some myths and assumptions around what consciousness racing was and you can people straight
    • 13:25So as we continue on in hooks is a wonderful book feminism is for everybody. Um, she talks about Sisterhood is still powerful and he’s consciousness raising, oops, and
    • 13:42This was the beginning of women’s studies, I’m pro comes a lot of these courses. However, we’re still most being taught by men in
    • 13:54The university setting were more reading writing about men. And so this was an opportunity to put women at the center and focus on women as bodies, the socialization of women in general.
    • 14:17Studying and thinking about this notion as we read in the beginning of the class that women’s bodies are men’s property women, the idea that women are dangerous basic specific men.
    • 14:32The in the idea that women wanted to begin to control their own sexuality and drape and harassment get effective birth control and have reproductive rights.
    • 14:45They wanted to challenge job discrimination and of course to do all this, you know, words are powerful, but we need to do this too.
    • 14:55In a way that we can create policy change.
    • 14:59It’s important here to think about when we think about feminism as an intersection issue, which are going to talk much more specifically about next week.
    • 15:11As we continue on our journey. However, an intersection will approach is to not pit women against each other and find commonalities not differences, and I hope that you might notice that throughout our two previous weeks.
    • 15:29This is what is an important key to understanding in this class that we’re often taught socialize to look at differences, yet our commonalities is what brings us together.
    • 15:43Which also helps us recognize that we have some of the same social problems, but not our all of our social problems are the same. And if we work across
    • 15:56Race and gender and class issues, we can see that I’m an inter sectional approach is a really important way to talk about social justice and social change.
    • 16:08Finally, the last chapter that I assigned in the hooks text around feminist educational education and critical consciousness.
    • 16:21As we think about the way the world works. She says, everything is rooted in theory, as I said before, everything is political. The personal is political.
    • 16:31And it’s important that when we connect to the educational system and our critical consciousness that we’re socialized to accept sexist thoughts in ways. And so because of this the development of Women’s Studies programs departments publishing magazines films media, etc.
    • 16:53Was in a way
    • 16:56A way to show that women’s studies feminism was not all about trashing men, but it was about becoming enlightened politically around issues.
    • 17:12In our society. However, as hooks talks about there was some
    • 17:19Upset in academic circles about who was getting published, who was had the focus
    • 17:27And of course, as many things expand and change. These are always things that happen. For example, if
    • 17:37If feminist ideology and literature was only being published in academic journals and it wasn’t sort of mass market based. Then again, who will be the people that have access to this.
    • 17:55Knowledge, just like all of you. I don’t think you probably sit around reading journal articles for fun, unless you’re a super academic nerd, which some of us are. However, this is also a way to keep knowledge from the rest of society. So think about that for a minute.
    • 18:19The idea around enlightening. Everybody is that the failure to teach everybody about feminism was a crucial failing.
    • 18:30So as the academic world and women with the resources to be part of the middle class to be at the university, etc.
    • 18:42Maybe they were being educated about theoretical issues around patriarchy, but the mainstream theories about women and oppression were still around. Okay, so people of society cannot know the positive contribution the feminist movement made if we’re not able to highlight those gains.
    • 19:06And as I’m sure you’ve noticed in other social justice movements. Many times the contributions of
    • 19:13social justice movements are co opted and appropriated by the dominant culture and then re constructed in a more negative light, which is why many of you might have believed that feminism is about man hating or radical
    • 19:34You know, feminist lesbians who hate other women or anti feminine, over and above, etc, etc. Again, back to the sort of academic
    • 19:48Notions around this movement. The idea around this exclusive jargon, kind of a more elite group of women.
    • 20:02Made it so that a lot of people did not understand the many ways that feminism has positively changed all of our lives, which is why feminism and feminist knowledge is for everybody.
    • 20:17So some of the questions that my students have asked in the past. And I’d like you to maybe think about it for your reading responses is
    • 20:28How can feminism benefit men.
    • 20:33How can feminism give hope to young women.
    • 20:37Think about what would feminism do for the world. These are some. Usually when we have class together. I asked students to pick a week that they’ll come up with some questions that we can discuss in class. So I’m sharing a few of these with you from last semester.
    • 20:57Should feminism be incorporated into the K through 12 curriculum. I think that’s a really good question and thought because I think that if we wait till
    • 21:08Students are in a 300 level college class, then we’re really missing out on socializing younger and upcoming generations to sort of understand the societal stereotypes on women and marginalized groups so
    • 21:29You know, more recently, there’s actually been a lot of really wonderful children’s books and young adult books, focusing on the idea of what feminism is and isn’t
    • 21:43So we’ll continue to read the hooks book in the coming weeks and
    • 21:52I hope that you’ve enjoyed learning about feminism from bell hooks. The other article that I assigned this week the fry article is one of my favorite articles, only two pages.
    • 22:08And when we talk about. It’s called a systemic birdcage of sexism, she starts the article off talking about the root of the word OPPRESSION WHICH IS PRESS. And I think that it’s very evocative when you read the first
    • 22:27Paragraph about
    • 22:29Pressing and how that what that word means to mold or flattened things to reduce them by squeezing a something out.
    • 22:42Something that is pressed is caught between
    • 22:45Or among forces and barriers which are so related she says to each other that jointly THEY RESTRAIN restrict or prevent things motion on mobility.
    • 23:00They reduce right and so this big word oppression that we throw around a lot. I want you to think about
    • 23:09What structural oppression really is right and one of the main things that she talks about is this notion of a structural double bind right so damned if you do damned if you don’t. And when she talks about sort of this invisible oppression that women in this case experience right
    • 23:38You know, she says, consider the birdcage right. And of course, if you’re inside of the cage. Maybe you can’t see the other wires. Maybe you can’t notice the
    • 23:51Sort of mundane taken for granted. Every day oppression that exists in your lives. However, when we take a more of a macro view of what the birdcage looks like in this example.
    • 24:09She says it is a network of forces and barriers which are systematically related which conspire to the mobilization reduction and molding of women.
    • 24:21And the lives that we lead. I think this this little to page reading is very, very powerful, especially when she talks about sort of the double bind and i think you know for some of you, you have experienced maybe
    • 24:38What you might think of as a double bind damned if you do, maybe you’re out shopping before Kobe right and
    • 24:46You’re kind of dress down and your sweats and this and that. And you say, Hey, you know, the woman at Nordstrom didn’t wait on Me because she thought I looked funky, or I didn’t have any money that may happen to you. Occasionally, but the thing is the difference between
    • 25:06Being it being a structural oppression is that you know you can opt out, you can change your clothes. You can look a different way. Perhaps, however, if you’re being judged on your race or maybe your sexuality.
    • 25:22Or your ability and you are part of a particular marginalized groups. You can’t really opt out of these sort of notions of who’s valued who’s not valued. So that’s a different kind of a structural
    • 25:38double bind or perhaps you’ve been in a meeting at work and as a woman you voice, an idea.
    • 25:48And nobody really responds to it and then someone else in the group. Perhaps you know and says exactly what you said and that voice is heard that voice is valued that voice is listened to.
    • 26:03And when this happens, you know, again and again because of structural inequality and sexism. That’s a different kind of a double bind
    • 26:14Oftentimes we talk about this notion of women and women’s bodies on the one hand, if you’re you know this this idea that women somehow have to encompass being Madonna, as well as a whore. Okay. So on the one hand, you should be chaste and pure and lovely and set aside.
    • 26:40For talks about being a lady. And then on the other hand you’re somehow supposed to also be able to turn into some type of
    • 26:49Attempt trust or
    • 26:52You know this overly sexualized being which again links back to what we read about as women as being dangerous or out of control, if you will.
    • 27:04And as we think about those two words that I just said, it’s pretty hard to sort of be both of those things, or even want to be both of those things right.
    • 27:13And then finally, this week I asked you to watch the film dreams of equality. What does mainstream feminism promise. I think this is just an interesting discussion about that was recorded about two years ago and pre coven we’re always going to remember
    • 27:35Pre coven post coconut right and but I think that’s an interesting discussion and I think it helps all of you to sort of situate yourself.
    • 27:46Within a particular place for your own social location as you think about these ideologies and theories and perspectives that we’re we’re learning about
    • 28:01Next week, we’re going to talk about more about intersection ality and oppression. More specifically, and privilege as well. And I just want you to
    • 28:15Start thinking about not only your own ideas about where you got your ideas about feminism and maybe now after you finish this module and you have your reading response and have an opportunity to have some discussion on these issues. Where do you feel like you fit now.
    • 28:35As well as the idea of your own sort of status and social location. So when we talk about intersection ality want you to think about what are all the different statuses that that you hold. Okay, I’m just going to say that about that now. And then I’ll talk more about that next week. Okay.

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    sociology question

    Describe the concept of Marxism

    2 Pages

    Ensure you cite tour work.

    Remember to check grammar


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