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- Briefly summarize the Modernization Theory (discuss all four stages) and the World Systems Theory (discuss all three economic zones) of global inequality. Then discuss the fundamental difference between the two theories in their perception of the role high-income nations play in the economy of low-income nations. - Discuss the four reasons that Davis and Moore give for why social stratification is functional and universal. Then discuss Tumin’s three responses to Davis and Moore’s assertions. Lastly, provide your view on the matter. That is, do you feel Davis and Moore are accurate in their explanation for social stratification? Or, are you in agreement with Tumin’s responses to Davis and Moore? Or, do you see valid points made by Davis and Moore as well as Tumin? (Be sure to explain your position.) - Write an essay on Marx’s and Weber’s approaches to social stratification. In a paragraph for each theory, elaborate on the key points discussed in the lecture. For Weber, be sure to thoroughly discuss the three dimensions of social class and the interplay between the three dimensions in determining socioeconomic status. Moreover, please clearly discuss the two main differences between Weber’s theory and that of Marx. - Discuss three factors related to industrialization that undermined the system of slavery. - How do traditional gender roles regarding housework and the raising of children affect women’s employment status? How do these roles affect their life choices and living conditions? In your response, be sure to discuss the concepts of human capital and the second shift. - Discuss the influence of nature and nurture in the formation of gender identities. What are the arguments that biology primarily shapes gender? What are the sociological views on gender socialization? Summarize your conclusions about this fundamental question regarding gende .

- Briefly summarize the Modernization Theory (discuss all four
stages) and the
World Systems Theory (discuss all three economic zones) of
global inequality.
Then discuss the fundamental difference between the two
theories in their
perception of the role high-income nations play in the economy
of low-income
nations.
- Discuss the four reasons that Davis and Moore give for why
social stratification is
functional and universal. Then discuss Tumin’s three responses
to Davis and
Moore’s assertions. Lastly, provide your view on the matter.
That is, do you feel
Davis and Moore are accurate in their explanation for social
stratification? Or,
are you in agreement with Tumin’s responses to Davis and
Moore? Or, do you
see valid points made by Davis and Moore as well as Tumin?
(Be sure to explain
your position.)
- Write an essay on Marx’s and Weber’s approaches to social

stratification. In a
paragraph for each theory, elaborate on the key points discussed
in the lecture.
For Weber, be sure to thoroughly discuss the three dimensions
of social class and
the interplay between the three dimensions in determining
socioeconomic status.
Moreover, please clearly discuss the two main differences
between Weber’s
theory and that of Marx.
- Discuss three factors related to industrialization that
undermined the system of
slavery.
- How do traditional gender roles regarding housework and the
raising of children
affect women’s employment status? How do these roles affect
their life choices
and living conditions? In your response, be sure to discuss the
concepts of human
capital and the second shift.
- Discuss the influence of nature and nurture in the formation of
gender identities.
What are the arguments that biology primarily shapes gender?

What are the
sociological views on gender socialization? Summarize your
conclusions about
this fundamental question regarding gende

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Encyclopedia of Social Theory Conflict Theory Contributors: Jonathan H. Turner Edited by: George Ritzer Book Title: Encyclopedia of Social Theory Chapter Title: "Conflict Theory" Pub. Date: 2005 Access Date: August 8, 2018 Publishing Company: SAGE Publications, Inc. City: Thousand Oaks Print ISBN: 9780761926115 Online ISBN: 9781412952552 DOI: http://dx.doi.org/10.4135/9781412952552.n57 Print pages: 135-139 ©2005 SAGE Publications, Inc.. All Rights Reserved. This PDF has been generated from SAGE Knowledge. Please note that the pagination of the online version will vary from the pagination of the print book. javascript:void(0); http://dx.doi.org/10.4135/9781412952552.n57 Conflict theorizing originated in Europe in the works of Karl Marx, Max Weber, and Georg Simmel. In its more modern guise, conflict theory is an American invention, despite the fact that its reemergence in the mid-twentieth century was inspired by European and European- origin critics of structural functionalism. Early criticisms of functionalism came from David Lockwood and Ralf Dahrendorf, who argued that functional theory, especially the version practiced by Talcott Parsons, presented an overly integrated view of social organization that could not account for conflict and change. This critique was buttressed by immigrant critical theorists and, curiously, by Lewis Coser, another European immigrant, who argued that both conflict and functional theories were too extreme, requiring an assessment of the functions of conflict. These criticisms became ritualistic attacks on functionalism as American academia emerged from the repression of Marxist (communist-sounding) thought during the McCarthy era in the 1950s and as the student unrest of the 1960s accelerated during the course of the Vietnam War. Functionalism was seen as ideologically conservative and as providing justification for the status quo. All of these criticisms were overdrawn, and most did not lead to new theorizing but, instead, caused the collapse of functional theorizing, especially the action theory of Talcott Parsons. Yet the critique of functionalism did legitimate a revival of the European conflict tradition in the United States; and by the mid-1970s, Marx's and Weber's approaches were being recast into modern conflict theory, with occasional use of Simmel's ideas. Three lines of conflict theorizing emerged in America, two devoted to reviving Marx and Weber (again, with Simmelian elements) and a third combining elements of both Marx and Weber. These can be labeled, for convenience, neo-Marxist, neo-Weberian, a n d historical-comparative conflict theory. Alongside these general theories were more specific theories associated with social movements and identity politics (e.g., ethnicity and gender). Critical theorizing, however, did not enjoy the same revival in America, remaining predominately a European enterprise or being incorporated into the revival of Marxian conflict theory. Neo-Marxi ...

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Differentiate between social class and social status. In other words, what makes these two concepts similar or different? Differentiate between Weber and Marx’s conceptualization of social class. What is social stratification? List and explain only one (1) of these systems of stratification discussed in class. How do conflict theorists and functionalists view social stratification? List the seven (7) types of groups. B. Explain two (2) of these groups and provide an example for each. Identify and explain the factors that affect group dynamics? State the transformations of western society and state the stimulus for change. B. Explain what happens to the state of equality and social solidarity as society moves through each transformation. Demographically, who is poor in the United States? How does poverty affect people’s life experiences? How does social class affect one’s life experiences? List and explain the ways in which people can experience social mobility? Lastly, i dentify and explain the two (2) competing explanations for why people remain poor. .

Differentiate between social class and social status. In oth.docx

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1 | S o c i a l T h e o r i e s Social Theories Learning Outcomes At the end of this chapter you will be able to do the following. x Explain the major assumptions of each of the three major theoretical perspectives. x Compare and contrast the three major theoretical perspectives. x Apply the three major theoretical perspectives to everyday life. MAKING SENSE OF ABSTRACT THEORIES Sociological theories are the core and underlying strength of the discipline. They guide researchers in their studies; they also guide practitioners in their intervention strategies. And they will provide you with a basic understanding of how to see the larger social picture in your own personal life. A sociological theory is a set of interrelated concepts used to describe, explain, and predict how society and its parts are related to each other. Let’s use binoculars as a metaphor to illustrate the usefulness of a theory. Binoculars serve to magnify, enlarge, clarify, and expand our view of the thing we are looking at. Unlike binoculars, you can’t see or touch a theory, but it is a framework to help you “see” the world sociologically. Some things you want to look at need 20x80 strength binoculars while you might see other things better with 8x40 or 10x30 lenses. It’s the same with society. Some things need the lens of Conflict Theory, while others need a Structural Functionalist or Symbolic Interactionist lenses. Some social phenomena can be viewed using each of the three frameworks, although each will give you a slightly different view of the topic under investigation. Theories are sets of interrelated concepts and ideas that have been scientifically tested and combined to magnify, enlarge, clarify, and expand our understanding of people, their behaviors, and their societies. Without theories, science would be a futile exercise in statistics. In the diagram below, you can see the process by which a theory leads sociologists to perform a certain type of study with certain types of questions that can test the assumptions of the theory. Once the study is administered, the findings and generalizations can be considered to see if they support the theory. If they do, similar studies will be performed to repeat and fine-tune the process. If the findings and generalizations do not support the theory, the sociologist rethinks and revisits the assumptions they made. Here’s a real-life scientific example: In the 1960s, two researchers named Cumming and Henry studied the processes of aging. They devised a theory on aging that had assumptions built into it. These were, simply put, that all elderly people realize the inevitability of death and begin to systematically disengage from their previous youthful roles while at the same time society prepares to disengage from them.1 Cumming and Henry tested their theory on a large number of elderly persons. Findings and generalization consistently yielded a “no” in terms of sup ...

1 S o c i a l T h e o r i e s Social Theories .docx

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1 | S o c i a l T h e o r i e s Social Theories Learning Outcomes At the end of this chapter you will be able to do the following. x Explain the major assumptions of each of the three major theoretical perspectives. x Compare and contrast the three major theoretical perspectives. x Apply the three major theoretical perspectives to everyday life. MAKING SENSE OF ABSTRACT THEORIES Sociological theories are the core and underlying strength of the discipline. They guide researchers in their studies; they also guide practitioners in their intervention strategies. And they will provide you with a basic understanding of how to see the larger social picture in your own personal life. A sociological theory is a set of interrelated concepts used to describe, explain, and predict how society and its parts are related to each other. Let’s use binoculars as a metaphor to illustrate the usefulness of a theory. Binoculars serve to magnify, enlarge, clarify, and expand our view of the thing we are looking at. Unlike binoculars, you can’t see or touch a theory, but it is a framework to help you “see” the world sociologically. Some things you want to look at need 20x80 strength binoculars while you might see other things better with 8x40 or 10x30 lenses. It’s the same with society. Some things need the lens of Conflict Theory, while others need a Structural Functionalist or Symbolic Interactionist lenses. Some social phenomena can be viewed using each of the three frameworks, although each will give you a slightly different view of the topic under investigation. Theories are sets of interrelated concepts and ideas that have been scientifically tested and combined to magnify, enlarge, clarify, and expand our understanding of people, their behaviors, and their societies. Without theories, science would be a futile exercise in statistics. In the diagram below, you can see the process by which a theory leads sociologists to perform a certain type of study with certain types of questions that can test the assumptions of the theory. Once the study is administered, the findings and generalizations can be considered to see if they support the theory. If they do, similar studies will be performed to repeat and fine-tune the process. If the findings and generalizations do not support the theory, the sociologist rethinks and revisits the assumptions they made. Here’s a real-life scientific example: In the 1960s, two researchers named Cumming and Henry studied the processes of aging. They devised a theory on aging that had assumptions built into it. These were, simply put, that all elderly people realize the inevitability of death and begin to systematically disengage from their previous youthful roles while at the same time society prepares to disengage from them.1 Cumming and Henry tested their theory on a large number of elderly persons. Findings and generalization consistently yielded a “no” in terms of sup.

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1 S o c i a l T h e o r i e s Social Theories .docx

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Directions Summarize the following concepts using the questions below them as a guide. Please write one well-organized paragraph for each concept, in complete sentences using your own words . Social Stratification What is social stratification? How is social class connected to social stratification? Summarize the four systems of stratification (provide examples of each). Which stratification system(s) is likely to be open and/or closed ? Which systems reflect ascribed and/or achieved status? Explain. Means of Production For Karl Marx, what is the means of production(p.250) and who owns the means of production (explain and give examples)? Distinguish among the bourgeoisie and the proletariat. What is their relationship to the means of production? Finally, describe and explain the following terms: class consciousness, dominant ideology and false consciousness. Weber's Definitions of Class, Status Group & Prestige Distinguish among Weber’s usage of the following terms: class, status group and party. Provide examples of each. Contrast Weber and Marx’s views of social class. Cultural Capital How is cultural capital linked to class differences? How is cultural capital linked to power differences? Explain. Discuss cultural capital in relation to material, social and cultural resources. How is cultural capital expressed in attire, housing, vacations, food and sport? Note : Review the following terms: relative poverty, absolute poverty, socioeconomic status (SES), prestige and esteem. ...

DirectionsSummarize the following concepts using the questions b

DirectionsSummarize the following concepts using the questions b

DirectionsSummarize the following concepts using the questions b

DaliaCulbertson719

one paragraph for each concept original work Social Stratification What is social stratification? How is social class connected to social stratification? Summarize the four systems of stratification (provide examples of each). Which stratification system(s) is likely to be open and/or closed ? Which systems reflect ascribed and/or achieved status? Explain. Means of Production For Karl Marx, what is the means of production and who owns the means of production (explain and give examples)? Distinguish among the bourgeoisie and the proletariat. What is their relationship to the means of production? Finally, describe and explain the following terms: class consciousness, dominant ideology and false consciousness. Weber's Definitions of Class, Status Group & Party Distinguish among Weber’s usage of the following terms: class, status group and party. Provide examples of each. Contrast Weber and Marx’s views of social class. Cultural Capital How is cultural capital linked to class differences? How is cultural capital linked to power differences? Explain. Discuss cultural capital in relation to material, social and cultural resources. How is cultural capital expressed in attire, housing, vacations, food and sport? Note : Review the following terms: relative poverty, absolute poverty, socioeconomic status (SES), prestige and esteem. .

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HUM 2590 – 20 th /21 st Century Humanities Instruction Sheet for Major Essay Assignment DUE NO LATER THAN WEDNESDAY, MARCH 19 TH LATE PASSES DO NOT PERTAIN!!! Instructions: Choose one of the two choices provided below to write your paper assignment. Your paper should:  Have a title (no cover page necessary)  Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and conclusion)  Have a minimum of 8 sentences in each body paragraph  Be word-processed, double-spaced, size 12 font (hand written papers will not be accepted), to be handed in as a hard copy  Include a word count of 1,250 - 1,500 words at the top corner of the first page of your paper, along with your name, date and course title  Grading Rubric (located on page 3) must be attached to final copy of your paper assignment  THIS IS NOT A RESEARCH PAPER!!!!! 1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry, architecture, philosophy/religion, and either or performing arts) discussed in our course from the 20 th century that detail the change in the medium influenced by one of historical contexts discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution, Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct similarities and either or contrasts between these two works and reflect on how they each represent the time period from which they emerged. As you write your essay in which you address each of these comparisons, refer specifically to key points in our readings, films, and discussions to help you formulate and justify your arguments. You may use any of the course material uploaded on Blackboard to help develop a more in depth discussion on the two works of art you have chosen. Use the three comparisons and either or contrasts to help organize the content of your essay (Argument1 = Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 = Comparison/ Contrast3). In your conclusion address how these two specific works of art are important to the culture of the 20 th /21 st century. THIS IS NOT A RESEARCH PAPER!!! 2. Social Realism: Choose one titled piece of social realism modern art that is in your textbook. Really try to find something that evokes thought and either or feeling, whether positive or negative. Thoroughly discuss your piece: Be specific and use descriptive language through applying all of the steps of the art critiquing process; Describe, Analyze, Interpret, and Judge. You must address the following questions in depth while you are critiquing your chosen piece of .

HUM 2590 – 20th21st Century Humanities .docx

HUM 2590 – 20th21st Century Humanities .docx

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Task Choose ONE of the following options and answer it wi.docx

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Overview: This purpose of the week 6 discussion board is to examine social class and global stratification. Answer prompt 1. Then select and answer one prompt from prompts 2-4. Refer to Chapters 7 and 8 to answer the prompts. Instructions: Respond to prompts in paragraph form (200-400 words Prompt 1: Describe 3 topics from Chapters 7 and 8 that you found interesting. Three topics I found interesting from Chapter 7 and 8 were the Dependency Theory, World Systems Theory, and Modernization Theory. Prompt 2: Describe 3 different social classes and criteria for membership in each. Prompt 3: Describe the effect of social inequality upon dominant and minority groups. Prompt 4 : Describe social mobility regarding how to rise up the social class ladder, if it is possible. Prompt 5: Apply a functionalist or conflict theory perspective to social inequality. .

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Chapter 10 Discussion - Economics and Politics 99 unread replies.99 replies. Chapter 10: Economics and Politics Karl Marx and Max Weber rocked the economic world with their ideas on class and economics. Marx: To understand Marx a historical background is needed. Karl Marx (1818-1883) wrote midst the Industrial Revolution of the nineteenth century. Until the mid-1800s, people had limited sources of employment. Most people worked in farming, ranching, or mining. A few were lucky enough to work at nonlabor jobs that supported the laborers. With the advent of the factory work suddenly there was a flood of ready-made goods (like clothing and canned foods) that lead to consumerism. People readily purchased products that they would have made or grown before the Industrial Revolution. Marx witnessed the rapidly changing world of industry which evolved as a result of the new consumerist mindset. He believed that the Industrial Revolution lead to a great class divide. Marx also thought that the world was divided into only two statuses. He stated that a person’s status is directly correlated with their relationship to means of production. Either you own some form of property that produces capital (profit), or you own your own labor. He used terms culled from the French Revolution to describe these two classes. The Bourgeoisie ( French for town dwellers), also known as the “Haves,” own the capital. The Proletariats (peasants) sell their labor to the Bourgeoisie. During Marx’s time, the Industrial Baron Haves (those who were the most fiscally successful of the Bourgeoisie) were earning $20 million a year while workers on average earned $500.00 a year. That meant owners made 40,000 times as much as their workers. Also, the workers averaged 60-70 hour work weeks. Until nearly a hundred years later, there were no minimum wage laws (the first minimum wage was 25 cents per hour!). Workers did not have any benefits. Employee health insurance, overtime pay, and sick days did not exist. Such benefits for workers were not known until the mid- 1940’s. Working conditions were considerably different than what we have today. There were no human resource departments. Workplace safety rules did not exist. Serious workplace injuries were commonplace. Employees and their families did not have the right to sue nor could they file complaints about unsafe working conditions. Workers were routinely mutilated by machinery and workplace deaths were common. After an employee was rendered disabled, the management would send an apology letter. No benefits would be given to the employee or their family. There were also no child labor laws. Often children younger than ten years old worked in factories, sweatshops, and coal mines. Literally, millions of children worked in jobs that would often destroy their health and render them disabled for life. Based on this world view, Marx developed his socioeconomic theory. Marx’s Major Points: Injustice (two sets of rules fo.

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-Describe the Plessy v. Ferguson Supreme Court Case of 1896; how was this ruling an example of legal discrimination? -What is another example of legal descrimination (state or local)? -What are at least 2 examples of extra-legal practices (i.e., KKK, banishment, …) of the Jim Crow South, used to terrorize Blacks socio-economically; what do you think motivated these racist acts and policies? -What organizations and/or individuals examplify the tactics of of accommodation, radical-protest, and nationalism tactics during this "nadir" period of Jim Crow? -Based on the unit resources provided, what are you left wondering about; what questions are left unanswered for you? .

-Describe the Plessy v. Ferguson Supreme Court Case of 1896; how was.docx

-Describe the Plessy v. Ferguson Supreme Court Case of 1896; how was.docx

-Describe the Plessy v. Ferguson Supreme Court Case of 1896; how was.docx

-Do the schedule with Activity on Node and also draw the schedule AND -Do the schedule with Activity on Arrow and also draw the schedule PS: Use the construction estimating rsmeans book for any additional information. The excel file for the assignment is uploaded and additional notes are posted. .

-Do the schedule with Activity on Node and also draw the schedule.docx

-Do the schedule with Activity on Node and also draw the schedule.docx

-Do the schedule with Activity on Node and also draw the schedule.docx

. Record your initial reaction to the work ( suggested length of 1 paragraph or half a page ) by doing the following: 1. Describe your initial thoughts and/or feelings about the work. 2. Describe in detail at least one aspect of the work that most interests you. B. Analyze the work ( suggested length of 2–4 pages ) by doing the following: 1. Describe the historical context of the period in which the work was created. 2. Discuss insights into the work that can be gained from the artist’s biography. 3. Analyze how this work explores a particular theme and/or stylistic characteristic from its period. 4. Explain the relevance of this work for today’s audiences. C. Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work ( suggested length of 1 paragraph or half a page ). D. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following: • author • date • title • location of information (e.g., publisher, journal, website URL) E. Demonstrate professional communication in the content and presentation of your submission. .

. Record your initial reaction to the work (suggested length of 1.docx

. Record your initial reaction to the work (suggested length of 1.docx

. Record your initial reaction to the work (suggested length of 1.docx

-Describe the existing needs for cost information in healthcare firm.docx

-Describe the existing needs for cost information in healthcare firm.docx

-Describe the existing needs for cost information in healthcare firm.docx

--------250 words--------- Chapter 18 – According to literature review and the EU Energy Security and ICT Policy, the authors indicated that, the points of departure of the EU’s (European Commission 2007) energy policy was threefold: combating climate change, limiting the EU’s external vulnerability to imported hydrocarbons, and promoting growth and jobs, thereby providing secure and affordable energy for consumers. The main focus of the EU’s policy ideally was to move towards a single global regime and the mainstreaming of climate into other policies; and hence receiving a 20% portion out of the entire 2014–2020 EU budget. The focus at the urban level was to produce the greatest results in an energy-efficient effort that will integrate three sectors. Q1 – What are these three sectors? Identify and name the three sectors Chapter 18 : When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts: Q2 – What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)? Identify and name the five ICT enablers , .

--------250 words---------Chapter 18 – According to literatu.docx

--------250 words---------Chapter 18 – According to literatu.docx

--------250 words---------Chapter 18 – According to literatu.docx

-Please name the functions of the skeletal system. 2-Where are located the long bones? Please give 2 examples and explain the importance of a long bone 3- What is epidermis? What are its functions? 4-Where is located the anterior fontanel? In between which bones? 5- What is an epicondyle, a fossa, a sinus, and a trochanter? 6.- What is a sarcomere? 7.- Please explain the steps of the impulse transmission through the neuromuscular junction. 8.- What are the differences between the three types of muscles? 9.- Please name the 9 abdominal regions, and some organs in each one. 10.- What are the functions of the frontalis muscle, and the deltoid? .

-Please name the functions of the skeletal system.2-Where are lo.docx

-Please name the functions of the skeletal system.2-Where are lo.docx

-Please name the functions of the skeletal system.2-Where are lo.docx

-TOPIC= Civil Right Movement and Black Power Movement #Students must submit a short research paper that compares and contrasts two events: one from the past, and one from the present. (Note: the term “events” broadly refers to notable developments or issues, recognized political and social leaders, organizations, and/or social movements.) This assignment focuses on the Core Objective of Social Responsibility. However Critical Thinking Skills and Communication Skills will also be assessed. Suggested outline · Page 1 – Provide a historical overview of this subject, such as when it took place, why it took place . Page 2, 3 and 4 instructions come directly from information received in terms of what is to be a part of this assignment. However I provided what I believe what may be a more clearer question in red lettering.. Page 2 What issues of fairness and/or inequality were addressed by individuals and groups involved with the events? Be sure to include a discussion of racial prejudice, discrimination, and ethical behaviors. (What key events took place to cause this event to take place.. for example..if you selected Black Lives Matter you can site the names and other info of those murdered which prompted this movement) · Page 3 How did individuals and groups involved with the events under analysis take a proactive role in changing society and/or participating in the democratic process? (Was this a one time protest or event? Was it spontaneous or organized and who were the organizers and key people involved? Was in confined to one city or did it occur in other places?) · Page 4 How can our nation overcome problems of race relations in establishing a fair and equal society? How have conditions for African Americans changed? How have they remained the same? (What was or is the outcome of this event? What is its relationship to the discipline of African American Studies? What are the future implications of this for Black People specifically and all people in general…Share your thoughts) * Double-spaced, in 12-point font, range between 800 and 1200 words, (3 ½ to 4 ½ pages, approximately 6 to 8 paragraphs.. 5-7 sentences in each paragraph) *Paper must be A++ with no plagarism. *Paper must be critically sound.plagiarism .

-TOPIC= Civil Right Movement and Black Power Movement#St.docx

-TOPIC= Civil Right Movement and Black Power Movement#St.docx

-TOPIC= Civil Right Movement and Black Power Movement#St.docx

- Wordcount: 500 to 1000 words - Structure: Cover, Table of Contents, References and Appendix are excluded of the total wordcount. - WRITTEN LIKE AN ESSAY with Intro, Main Part & Conclusion - Citation: The in-text References and the Bibliography must be in Harvard’s citation style. It assesses the following learning outcomes:  Outcome 1: understand the fundamental aspects of contractual relations.  Outcome 2: identify different issues and laws applicable in contractual context.  Outcome 3: learn how to address those issues and sustain solid arguments. Task: On August 1, Daniel visited local the electronics shop to purchase a new TV. He saw one he liked but was not sure if he could afford the 850€. The store owner agreed to write up and sign an offer stating that it would be held open for ten days, which he did. On August 2, the owner changed his mind and sent Daniel an e-mail revoking the offer, which Daniel received immediately. On August 3, Daniel sent a reply e-mail accepting the original offer. o Is there a contract in the above-mentioned case? Explain why/why not. o In interpreting agreements for the purpose of establishing whether a valid contract exists, what standards are generally applied by the courts? o What is understood as offer in Contract Law? When is an offer valid? o What is an acceptance under Contract Law? When is an acceptance considered effective? .

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- Wordcount 500 to 1000 words- Structure Cover, Table of Conte.docx

-What benefits can a diverse workforce provide to an organization.docx

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-How would you define or describe the American "Great Migration" movement; and what were some of the motivations or reasons for this ‘demographic shift’ of many African Americans out of the South? -What were at least 1 specific or general “push” and 1 "pull" factor which motivated the Great Migeration of many African Americans out of the rural south? -What are at least 2 Great Migration themes in August Wilson's "The Piano Lesson" play/film; (what pull and/or push factors do you see illustrated/demonstrated in the play/film)? -As a tactic, to solve real problems/challenges, would you say the "leaderless" Great Migration movement was one of accommodation, radical-protest , and/or nationalism ; how so specifically? -After exploring dynamics of the Great Migration, what are you left wondering about; what questions are left unanswered;and why? .

-How would you define or describe the American Great Migration m.docx

-How would you define or describe the American Great Migration m.docx

-How would you define or describe the American Great Migration m.docx

- We learned from our readings that the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading. In consideration with this revelation, identify and name these factors, and provide a brief discussion about them. - add 3 scholarly source and document should be in APA format. - Write 250 words. .

- We learned from our readings that the use of mobile devices in our.docx

- We learned from our readings that the use of mobile devices in our.docx

- We learned from our readings that the use of mobile devices in our.docx

- Goals (short and long term) and how you developed them; experiences, interests, responsibilities and mentors who have guided your development should be mentioned. - Strengths developed through experiences you've had which you can offer the internship as well as areas you would like to improve - Reasons you would like to be part of Andrews University's Dietetic Internship Program specifically. .

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- Pick ONE Theme for the 5 short stories (ex setting, character.docx

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+16159390825 Whats app the test online on time Practice, Engage, and Assess • Learning Catalytics—Generates classroom discussion, guides lectures, and promotes peer-to-peer learning with real-time analytics. Students can use any device to interact in the classroom, engage with content, and even draw and share graphs. • Digital Interactives—Focused on a single core topic and organized in progressive levels, each interactive immerses students in an assignable and auto-graded activity. Digital Interactives are also engaging lecture tools for traditional, online, and hybrid courses, many incorporating real-time data, data displays, and analysis tools for rich classroom discussions. • Enhanced eText—Students actively read and learn, and with more engagement than ever before, through embedded and auto-graded practice, real-time data-graph updates, animations, author videos, and more. • Learning Resources—Personalized learning aids such as Help Me Solve This problem walkthroughs, Teach Me explanations of the underlying concept, and figure Animations provide on-demand help when students need it most. • Study Plan —Shows students sections to study next, gives easy access to practice problems, and provides an automatically generated quiz to prove mastery of the course material. • Practice—Algorithmically generated homework and study plan exercises with instant feedback ensure varied and productive practice, helping students improve their understanding and prepare for quizzes and tests. Draw-graph exercises encourage students to practice the language of economics. Z04_MISH9805_4_SE_FEP_001-004.indd 2 21/11/14 10:13 AM with MyEconLab ® • Current News Exercises —Every week, current microeconomic and macroeconomic news stories, with accompanying exercises, are posted to MyEconLab. Assignable and auto-graded, these multi-part exercises ask students to recognize and apply economic concepts to real-world events. • Real-Time Data Analysis Exercises—Using current macro data to help students understand the impact of changes in economic variables, Real-Time Data Analysis Exercises communicate directly with the Federal Reserve Bank of St. Louis’s FRED® site and update as new data are available. • Experiments—Flexible, easy-to-assign, auto-graded, and available in Single and Multiplayer versions, Experiments in MyEconLab make learning fun and engaging. • Reporting Dashboard—View, analyze, and report learning outcomes clearly and easily. Available via the Gradebook and fully mobile-ready, the Reporting Dashboard presents student performance data at the class, section, and program levels in an accessible, visual manner. • Mobile Ready—Students and instructors can access multimedia resources and complete assessments right at their fingertips, on any mobile device. • LMS Integration—Link from any LMS platform to access assignments, rosters, and resources, and synchr.

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(only 350 words ) In the wake of the terrorist attacks in September 2001, the 9/11 Commission recommended that the U.S. Intelligence Community (USIC) find a way to improve information sharing of terrorism-related intelligence at all three levels of government (local, state, and federal). The USIC’s answer to this recommendation was the creation of intelligence fusion centers . Since the creation of these intelligence fusion centers, there has been much controversy because of the large amounts of personal information secretly collected and shared within the U.S. intelligence and law enforcement communities. In addition, some critics argue that in the years since their creation, fusion centers and the law enforcement entities affiliated with them have moved away from their original purpose and instead have utilized federal grants and resources to fight local crime. Assignment Guidelines Address the following: In your opinion, how effective are U.S. fusion centers? Explain. Do you feel that the creation of fusion centers has improved information sharing of terrorism-related information at all three levels of government? Why or why not? Do you feel that fusion centers have ultimately moved away from their intended purpose? Why or why not? Are fusion centers now being used as a local law enforcement tool to help fight local crime? Why or why not? .

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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.

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1. - Briefly summarize the Modernization Theory (discuss all four stages) and the World Systems Theory (discuss all three economic zones) of global inequality. Then discuss the fundamental difference between the two theories in their perception of the role high-income nations play in the economy of low-income nations. - Discuss the four reasons that Davis and Moore give for why social stratification is functional and universal. Then discuss Tumin’s three responses to Davis and Moore’s assertions. Lastly, provide your view on the matter. That is, do you feel Davis and Moore are accurate in their explanation for social stratification? Or, are you in agreement with Tumin’s responses to Davis and Moore? Or, do you see valid points made by Davis and Moore as well as Tumin? (Be sure to explain your position.) - Write an essay on Marx’s and Weber’s approaches to social

2. stratification. In a paragraph for each theory, elaborate on the key points discussed in the lecture. For Weber, be sure to thoroughly discuss the three dimensions of social class and the interplay between the three dimensions in determining socioeconomic status. Moreover, please clearly discuss the two main differences between Weber’s theory and that of Marx. - Discuss three factors related to industrialization that undermined the system of slavery. - How do traditional gender roles regarding housework and the raising of children affect women’s employment status? How do these roles affect their life choices and living conditions? In your response, be sure to discuss the concepts of human capital and the second shift. - Discuss the influence of nature and nurture in the formation of gender identities. What are the arguments that biology primarily shapes gender?

3. What are the sociological views on gender socialization? Summarize your conclusions about this fundamental question regarding gende