The standard way to conduct quantitative content analyses prescribes.docx

•Download as DOCX, PDF•

0 likes•2 views

The standard way to conduct quantitative content analyses prescribes that the main researcher should ideally train other people, called “coders”, to “code” the media content the researcher is interested in analyzing in their study. In other words, ideally the main researcher trains other people how to record numerical information about the media content being studied. Why is this a necessary step in content analyses? Why not just have the main researcher “code” the media messages themselves? And relatedly, if there is more than one “coder” analyzing media content in a study, what is the purpose of collecting intercoder reliability data? What does intercoder reliability data do for the main researcher and their findings? 2 paragraphs due tonight .

Education

More from joshua2345678

The speed S of blood that is r centimeters from the center of an artery is given below, where C is a constant, R is the radius of the artery, and S is measured in centimeters per second. Suppose a drug is administered and the artery begins to dilate at a rate of dR/dt. At a constant distance r, find the rate at which S changes with respect to t for C = 1.71 105, R = 1.4 10-2, and dR/dt = 1.0 10-5. (Round your answer to 4 decimal places.) S = C(R2 − r2) dS/dt=???????/ .

The speed S of blood that is r centimeters from the center of an art.docx

joshua2345678

The Specificity Principle in Acculturation Science Marc H. Bornstein Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Public Health Service Abstract The Specificity Principle in Acculturation Science asserts that specific setting conditions of specific people at specific times moderate specific domains in acculturation by specific processes. Our understanding of acculturation depends critically on what is studied where, in whom, how, and when. This article defines, explains, and illustrates the Specificity Principle in Acculturation Science. Research hypotheses about acculturation can be more adequately tested, inconsistencies and discrepancies in the acculturation literature can be satisfactorily resolved, acculturation interventions can be tailored to be more successful, and acculturation policies can be brought to new levels of effectiveness if the specificity principle that governs acculturation science is more widely recognized. Migration and Acculturation The world is in motion. Throughout human history, people have been on the move, and migration and acculturation have been facts of the human condition ever since peoples of the African savannah radiated outward in their treks to new lands (Cann, Stoneking, & Wilson, 1987; Jin et al., 1999; Stringer, 1988). Polynesian expansion, Phoenician trade, Jewish diaspora, Persian realm, Alexandrian conquest, Roman hegemony, Hun invasion, Umayyad caliphate, Viking settlement, Ifat sultanate, Hanseatic league, and Columbian exchange illuminate the history of successive intercultural contacts, just as, beginning 23 centuries BC with Sargon’s expansion of Akkad across the Fertile Crescent, Egyptian, Kushite, Aksumite, Ottoman, Inca, Mongol, Songhai, Moghul, Napoleonic, and British empires—all intercultural permeations—followed one another inexorably. Indeed, human beings have not ceased migrating even though virtually all habitable places on earth have long since been settled. It comes as little surprise, then, that migration and acculturation are global concerns in our own time. Everywhere one looks, the numbers stun. What in 1990 was 154 million and in 2000 175 million, the United Nations (U.N.) Population Division reported that as of 2015 nearly 245 million people live outside the country of their birth or citizenship. That translates into roughly 1 in every 30 people on the face of the globe (United Nations, 2016). Address correspondence to: Dr. Marc H. Bornstein, Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Suite 8030, 6705 Rockledge Drive, Bethesda MD 20892-7971, USA, TEL: 301-496-6832, FAX: 301-496-2766, [email protected] HHS Public Access Author manuscript Perspect Psychol Sci. Author manuscript; available in PMC 2018 January 01. Published in final edited form as: Perspect Psychol Sci..

The Specificity Principle in Acculturation ScienceMarc H. .docx

joshua2345678

The specific parts of the Friendly Assisted Living Facility case study you will need to prepare this week’s elements of the project plan are listed below. Meredith, J.R., Mantel, Jr. S.J., Shafer, S.M., & Sutton, M.M. (2017). Project management in practice (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Parts 1,2,3: Friendly Assisted Living Facility case –on pp. 29, 67 and 104. Part 4: Friendly Assisted Living Facility case Project Budget Development (pp. 140-141) Part 5: Friendly Assisted Living Facility case (pp. 179-181) Friendly Assisted Living Facility case Construction Project Plan (pp. 181) Incorporate from your Project Charter the: Project Description Project Assumptions and Constraints Stakeholder Acceptance Process Create the: Project Management Approach Responsibility Assignment Matrix Project Scope Statement .

The specific parts of the Friendly Assisted Living Facility case stu.docx

joshua2345678

The special education resource teacher is trying to quiet an agitated student in the library. The student is so out of control that he turns over his chair and throws a book from the shelf at the resource teacher. The resource teacher is struck in the head by the book. The regular education teacher attempts to restore calmness by slamming a large paperweight onto a table. The teacher has to remove the student from the library due to his uncontrollable behavior. The regular education teacher holds onto the student’s upper arm to guide him out of the library to a time-out area designated for this type of behavior. The student yells derogatory remarks at the teacher and tells her she will be sued. The next day, the parents of the student contacts the school administration and school resource officer with a report of child abuse. Decide if there is a possible tort law liability and who might be liable? Next, propose an alternate way to resolve the situation above to avoid possible tort law liability. .

The special education resource teacher is trying to quiet an agitate.docx

joshua2345678

The special education process can be overwhelming for both parents and educators. For example, differentiating between IFSPs, IEPs, and 504s can be difficult. The classroom teacher is a member of the interdisciplinary team, and it is important for the teacher to have a general understanding of IFSPs, IEPs, and 504s. The interdisciplinary team includes the grade level teacher, special education teacher, district representative, school psychologist/specialist, the parents, and the student (when it is appropriate). For this assignment, create a 12-15 slide digital presentation for an upcoming professional development. Include the following in the presentation: Explanations of IDEA, IFSPs, IEPs, and 504 plans and how they differ from each other. General processes for special education identification, including Child Find, parent referral, and school referral. Roles family, the school, and/or district faculty and staff play in identification, support, and reporting, as well as the meaning of service delivery. Methods of communication with families regarding the process of special education identification. A title slide, reference slide, and presenter’s notes. Support your presentation with 3-5 scholarly references. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. .

The special education process can be overwhelming for both paren.docx

joshua2345678

The Sony Pictures Entertainment Hack The Problem On November 24, 2014, a hacker group called the “Guardians of Peace” or GOP successfully attacked Sony Pictures Entertainment (www.sonypictures.com; SPE). The attackers obtained personally identifiable information about 47,000 current and former SPE employees and their dependents. These materials included numerous sensitive e-mails among top SPE executives concerning actors, financial deals, and creative disagreements; executive salaries; and complete copies of unreleased Sony films. The information included names, addresses, social security numbers, driver's license numbers, passport numbers, bank account information, credit card information used for corporate travel and expenses, usernames and passwords, and compensation and other employment-related information. The hackers claimed to have stolen more than 100 terabytes of data from SPE. The GOP initially released the most damaging information over the Internet. This information consisted of digital copies of SPE films that had been released (e.g., Fury) or were yet to be released (e.g., Annie). In addition, the attackers announced they would continue to release more interesting SPE information. Although the specific motives for the attack had not been revealed as of mid- 2016, the hack has been linked to the planned release of the SPE film The Interview. In this movie, producers of a tabloid television show learn that North Korea's leader, Kim Jong Un, is a big fan of the show, and they set up an interview with him. While the show's team is preparing for the interview, the CIA recruits them to assassinate Kim Jong Un. Prior to the Sony hack, North Korean officials had expressed concerns about the film to the United Nations. The officials stated that “to allow the production and distribution of such a film on the assassination of an incumbent head of a sovereign state should be regarded as the most undisguised sponsoring of terrorism as well as an act of war.” On December 16, 2014, the GOP mentioned The Interview by name, and they threatened to take terrorist actions against the film's New York City premiere at Sunshine Cinema on December 18. The GOP also threatened similar actions on the film's America-wide release date of December 25 (Christmas). On December 18, two messages allegedly from the GOP appeared. The first claimed that the GOP would not release any further information if SPE agreed not to release The Interview and to remove it completely from the Internet. The second http://www.sonypictures.com/ stated that SPE had “suffered enough” and it could release the film, but only if Kim Jong Un's death scene was not “too happy.” In the aftermath of the attack, the studio was forced to use fax machines, to communicate through hard-copy posted messages, and to pay its employees with paper checks. Employees worked with pen and paper, and shops located on Sony property accepted only cash. .

The Sony Pictures Entertainment Hack The Problem On .docx

joshua2345678

The son mexicano is a broad Mexican musical category. (T/F) The son jarocho is native to western Merico. (T/F) 3. The canción mexicana and the son mexicano are one in the same.(T/F) 4. The canción ranchera is a form of son . (T/F) 5. Mariachi Cobre is an example of a Chicano mariachi .(T/F) Los Lobos and Conjunto Hueyapan are examples of Chicano ensembles, who perform son jarocho . (T/F) 7. Chicano literature is limited to poetry and novels. (T/F) 8. Code-switching and__________are defining features of Chicano literature. (a) caló (b) pochismos (c) profanity (d) both a & b 9. Chicanismo is not often reflected in works by Chicano writers. (T/F) 10. Juan Seguín and Mariano Vallejo were early writers, who wrote protest literature. (T/F) 11. Sandra Cisneros wrote Mexican Village in 1945. (T/F) 12. Quinto Sol Publications nurtured the careers of authors such as Rodolfo Anaya, (a) Rolando Hinojosa-Smith (b) Tomás Rivera (c) Luis Valdez (d) both a & b 13. I am Joaquín is an epic poem written by Chicano activist (a) Alurista (b) Rodolfo “Corky” Gonzáles (c) José Montoya (d) Rodlofo Anaya 14. I am Joaquín laid the groundwork for the future of Chicano literature since 1967. (T/F) 15. I am Joaquín popularized the use of the term, Mexican-American. (T/F) I am Joaquín is an epic poem, which relates the history of the Chicano. (T/F) El Plan Espiritual de Aztlan , written by “Alurista”, inspired a sense of Chicano nationalism. (T/F) Chicano author, Richard Rodríguez, often expresses his sense of chicanismo is his work. (T/F) Sandra Cisneros wrote the popular novel Bless Me Última . (T/F) Author Cherrie Montoya deals with issues of Chicana lesbianism in her works. (T/F) Tomás Rivera and Rolando Hinojosa-Smith wrote Spanish language estampas. (T/F) Mexican corridos often narrated stories of the Mexican-American experience in the 1800’s. (T/F) Richard Rodríguez often explores his strong sense of chicanismo . (T/F) The poet, José Montoya, utilizes much caló in his poems. (T/F) Gregorio Cortéz is the subject of a popular 19 th century corrido from Texas. (T/F) .

The son mexicano is a broad Mexican musical category. (TF)The.docx

joshua2345678

The Soul Selects Her Own Society and My Life Had Stood-A Loaded Gun Write a 150 word analysis that answers the following question- Death and isolation are common themes in Dickinson’s poetry, yet her poems rarely seem melancholy. What elements prevent her poems from becoming too solemn? A minimum of one (1) Figurative/Connotative Device found in the work should be mentioned. Include a minimum of one (1) quote from the work with author name/page number reference in parentheses following the quote. .

The Soul Selects Her Own Society and My Life Had Stood-A Loaded Gun.docx

joshua2345678

The “soul friendships” can be difficult to cultivate. As it states in the chapter, they can take time to develop, but usually there is some sort of commonality between the two people in which the friendship can develop into one of the soul. The example in the chapter in which Mark Vernon uses for this is between Montaigne and La Boetie. Montaigne is said to state that individuals that are capable of soul friendship are rare and thus the soul friendship even rarer. He goes on to say that they are a force of destiny. However, Mark Vernon points out that the friendship in which Montaigne and La Boetie formed was based off of timing and the period in which the lived. Both had similar, and dangerous points of view for the time, so when the met their friendship already had a foundation to built upon. This is an important aspect for the development of a friendship of the soul because without some form of commonality in where mutual respect is given the friendship cannot develop into something deeper. The author also uses Emerson and Fuller as an example, even all Emerson uses the “phrase divine friendship.” When they firs met Emerson did not initially take a liking to her, however he soon had a great respect for her because of her mind. This then laid a common ground and mutual respect was able to form and then deepen into a friendship of the soul. I think it is important for friends of the soul to have a foundation of mutual respect, and by having this they are less inclined to be upset or the friendship failing when the other person is completely honest with them. In fact, that should be something that is welcomed, because they respect each other to such a degree that it goes beyond petty indifferences. I can say that I have one such friend, I may not call our friendship a “soul friendship” but it is close. I respect him and he respects me and we have always been able to be honest with each other. It is a friendship where, although there is still and element of self-loving, we can see past our differences and in a way that makes the friendship more meaningful. The reason I say this is that I can count on him to real me back in when I am being a little stubborn, or when I cannot see the truth of a matter because I am blinded by some emotion. The key to is to be honest and respectful and to understand that difference of opinions is what makes the friendship more than just someone I can be around and be polite to. References Vernon, M. (2010). The Meaning Friendship. New York : Palgrave Macmillian. .

The soul friendships” can be difficult to cultivate. As it sta.docx

joshua2345678

The song is black holes by the Renee Rosnes Quintet Contemporary jazz reflects both its past and the current music scene in general. Some artists are more traditional and are attached to older styles, while others stretch jazz to a place that is not necessarily even recognizable to many as jazz. R&B styles and musical styles from around the world have become common as part of the jazz language. Though this kind of genre mixing has been around in jazz for a long time, jazz today has its own sound and styles. 400 words Essay Topic: After reading Chapter 15 and going through the listening examples, as well as seeking out other recordings mentioned throughout the chapter, write an essay in five parts: 1a. Choose one recording form Chapter 15 that you particularly like. Discuss the recording in detail. 1b. Discuss the one thing that stands out the most to you in the recording in detail. 2a. Choose a recording by an artist in a genre of your choosing. Discuss it in detail. 2b. Discuss the one thing that stands out the most to you in the recording in detail. 2c. Discuss similarities and/or differences between the Chapter 15 recording and the one of your own choosing. .

The song is black holes by the Renee Rosnes QuintetContemporary .docx

joshua2345678

The son mexicano is a broad Mexican musical category. ( T /F) The son jarocho is native to western Merico. ( T /F) 3. The canción mexicana and the son mexicano are one in the same.(T/ F ) 4. The canción ranchera is a form of son . (T/ F ) 5. Mariachi Cobre is an example of a Chicano mariachi .(T/ F ) Los Lobos and Conjunto Hueyapan are examples of Chicano ensembles, who perform son jarocho . (T/F) 7. Chicano literature is limited to poetry and novels. (T/F) 8. Code-switching and__________are defining features of Chicano literature. (a) caló (b) pochismos (c) profanity (d) both a & b 9. Chicanismo is not often reflected in works by Chicano writers. (T/F) 10. Juan Seguín and Mariano Vallejo were early writers, who wrote protest literature. (T/F) 11. Sandra Cisneros wrote Mexican Village in 1945. (T/F) 12. Quinto Sol Publications nurtured the careers of authors such as Rodolfo Anaya, (a) Rolando Hinojosa-Smith (b) Tomás Rivera (c) Luis Valdez (d) both a & b 13. I am Joaquín is an epic poem written by Chicano activist (a) Alurista (b) Rodolfo “Corky” Gonzáles (c) José Montoya (d) Rodlofo Anaya 14. I am Joaquín laid the groundwork for the future of Chicano literature since 1967. (T/F) 15. I am Joaquín popularized the use of the term, Mexican-American. (T/F) I am Joaquín is an epic poem, which relates the history of the Chicano. (T/F) El Plan Espiritual de Aztlan , written by “Alurista”, inspired a sense of Chicano nationalism. (T/F) Chicano author, Richard Rodríguez, often expresses his sense of chicanismo is his work. (T/F) Sandra Cisneros wrote the popular novel Bless Me Última . (T/F) Author Cherrie Montoya deals with issues of Chicana lesbianism in her works. (T/F) Tomás Rivera and Rolando Hinojosa-Smith wrote Spanish language estampas. (T/F) Mexican corridos often narrated stories of the Mexican-American experience in the 1800’s. (T/F) Richard Rodríguez often explores his strong sense of chicanismo . (T/F) The poet, José Montoya, utilizes much caló in his poems. (T/F) Gregorio Cortéz is the subject of a popular 19 th century corrido from Texas. (T/F) .

The son mexicano is a broad Mexican musical category. (TF).docx

joshua2345678

The solutions you wrote for me: Dr Palmer and his staff are upset by the many security elements provided in the health record system. Instead of inactivating the security features, a possible solution for their upset is to allow the security system to go to sleep after 15 minutes of no operation. This way, if the system will not be accessed for a given period of time, it shall be redirected into idle mode and health records shall not be rendered into jeopardy. This solution is practical because it gives the working staff enough time to have a break and go back in a manageable time-frame without having to log out. The drawback of this solution is that, within the set time frame, an intruder can access the system and possibly expose patient records. In addition of accessing the system through a username and a password, the system could be opened by fingerprint. This technique would only need an employee to place their respective finger in the identification system, then they would be granted full access to the system. The solution is practical since it will eradicate passwords and usernames granting the user simple and easy access to the system (Jamoom et al., 2013). The negative part of this solution is embedded on the cost of the finger-print system. In other words, every computer must be fitted with the system and this calls of additional costs. However, when all areas are put into consideration, I believe that this is the best solution for the problem. Simply, the fingerprint system will eliminate the tedious access of records through usernames and passwords. Furthermore, security of the system shall be increased since fingerprints cannot be leaked or copied like usernames and passwords. a. Identify any areas of weakness within your chosen solution. b. Identify hidden assumptions and beliefs you may harbor about your choice of solution. ISOL 536 Security Architecture and Design Threat Modeling Session 6a “Processing Threats” Agenda • When to find threats • Playing chess • How to approach software • Tracking threats and assumptions • Customer/vendor • The API threat model • Reading: Chapter 7 When to Find Threats • Start at the beginning of your project – Create a model of what you’re building – Do a first pass for threats • Dig deep as you work through features – Think about how threats apply to your mitigations • Check your design & model matches as you get close to shipping Attackers Respond to Your Defenses Playing Chess • The ideal attacker will follow the road you defend – Ideal attackers are like spherical cows — they’re a useful model for some things • Real attackers will go around your defenses • Your defenses need to be broad and deep “Orders of Mitigation” Order Threat Mitigation 1st Window smashing Reinforced glass 2nd Window smashing Alarm 3rd Cut alarm wire Heartbeat signal 4th Fake heartbeat Cryptographic signal integrity By Example: • Thus window smashing is a first order th.

The solutions you wrote for meDr Palmer and his staff are ups.docx

joshua2345678

The sociological imagination tells us we need to look beyond personal troubles to societal problems. Describe how the Covid-19 Shutdown of 2020 was more than an individual problem. Explain how the shutdown affected researchers, government agencies, daycare centers, and restaurants and other areas of society. Should contain at least 200-250 words. Any use of outside resources requires that you cite and reference your sources in APA format. .

The sociological imagination tells us we need to look beyond persona.docx

joshua2345678

The sociologist, Robin Williams Jr., originally created a list of ten central values in American culture in 1970. How do you believe this list might be different if it were created today? Which values do you believe have changed since this list was originally made? Why? Please use examples to illustrate how these values have changed using the media, social policy, politics, or otherwise. What are five symbols important to American culture? Are they important to you? How and why? What problems arise from excessive ethnocentrism? .

The sociologist, Robin Williams Jr., originally created a list of .docx

joshua2345678

The Sociology of Me By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 3: Explain the significance of social stratification and social inequality for the individual and society. Evaluate one's own educational experience from a sociological perspective. Explain sociological issues that affect one's own field of study. Competency 4: Analyze the influence of culture and socialization on both the individual and society. Examine the impact of culture and socialization on one's own life. Competency 5: Evaluate the impact of social change on society and social institutions. Evaluate the impact of social structure and groups on one's own life. Evaluate the role of technology and media in one's own life. Competency 6: Demonstrate written and verbal communication skills for effectively presenting sociological concepts, ideas, and analyses. Write in a professional style using APA 6th edition referencing and format with correct grammar, usage, and mechanics. Mills tells us of the intersection between public issues and private troubles. Throughout the course we have learned to use our sociological imagination to understand this difference—especially in terms of our own lives. For your final project you will reflect on the question, "Who am I?" using the sociological imagination to understand and explain your everyday experiences. In doing so, you will look at the impact of social forces on your individual life. This requires you to apply the concepts, theories, and applicable sociological understandings that you have encountered in the course. To successfully complete this assignment, you will write a paper with these components: Introduction: Introduce yourself and what you plan on discussing in your paper. Culture and Socialization: Examine the impact culture and socialization has had on your life. Consider the following when creating this section: How did you develop a sense of self? What agents of socialization had the biggest impact on you? How? How has culture influenced your life? Social Structure and Groups: Discuss the impact social structure and groups have had on your life. Considering the following: How have various groups (primary, secondary, reference, etc.) guided your behavior? What statuses have you held? What roles have you played? How have social hierarchies shaped your life choices? Education: Discuss how a sociologist would explain your experience with education. In doing so, consider the following: What major functions have education had for you? How has education been related to your life outcomes? What experiences with inequality have you had in education? Professional Field: Discuss the main sociological issues that affect your field of study or the field you intend to study at this point in your education. Be sure to include any social changes that may impac.

The Sociology of MeBy successfully completing this assessment, y.docx

joshua2345678

The Sociological Imagination Chapter One: The Promise C. Wright Mills (1959) Nowadays people often feel that their private lives are a series of traps. They sense that within their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often quite correct. What ordinary people are directly aware of and what they try to do are bounded by the private orbits in which they live; their visions and their powers are limited to the close-up scenes of job, family, neighborhood; in other milieux, they move vicariously and remain spectators. And the more aware they become, however vaguely, of ambitions and of threats which transcend their immediate locales, the more trapped they seem to feel. Underlying this sense of being trapped are seemingly impersonal changes in the very structure of continent-wide societies. The facts of contemporary history are also facts about the success and the failure of individual men and women. When a society is industrialized, a peasant becomes a worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person is employed or unemployed; when the rate of investment goes up or down, a person takes new heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent. Neither the life of an individual nor the history of a society can be understood without understanding both. Yet people do not usually define the troubles they endure in terms of historical change and institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups and downs of the societies in which they live. Seldom aware of the intricate connection between the patterns of their own lives and the course of world history, ordinary people do not usually know what this connection means for the kinds of people they are becoming and for the kinds of history-making in which they might take part. They do not possess the quality of mind essential to grasp the interplay of individuals and society, of biography and history, of self and world. They cannot cope with their personal troubles in such ways as to control the structural transformations that usually lie behind them. Surely it is no wonder. In what period have so many people been so totally exposed at so fast a pace to such earthquakes of change? That Americans have not known such catastrophic changes as have the men and women of other societies is due to historical facts that are now quickly becoming 'merely history.' The history that now affects every individual is world history. Within this scene and this period, in the course of a single generation, one sixth of humankind is transformed from all that is feudal and backward into all that is modern, advanced, and fearful. Political colonies are freed; new and less visible forms of imperialism installed. Re.

The Sociological Imagination Chapter One The Promise C..docx

joshua2345678

THE SOCIOLOGICAL IMAGINATION Sociology is often defined as the science of society. In this lecture it is argued that even more important than science is sociology’s use of the imagination. Indeed, it is suggested that science is not possible without the imagination. This insight, although subject to dispute, has led sociologists, starting with C.Wright Mills, to speak of the “sociological imagination.” The lecture begins by questioning what we mean by the imagination in general and the sociological imagination in particular. It highlights Mills’ concerns with the relationship between “personal troubles” and “public issues.” It then proposes four dimensions or sensibilities of the sociological imagination. THE IMAGINATION “Never does the soul think without phantasm” (imagination) (Aristotle) “the union of deep feeling with profound thought … to see again, those things in which … custom and the common view … had bedimmed all the lustre, had dried up the sparkle and dew drops” (Samuel Taylor Coleridge) “[that] whereby ordinary things should be presented to the mind in an unusual way” (William Wordsworth) THE SOCIOLOGICAL IMAGINATION “being able to ‘think ourselves away’ from the familiar routines of our daily lives in order to look at them anew” Anthony Giddens (Sociology Second Edition, Polity Press, Oxford. 1993:18) “a quality of mind” … [that can] “grasp the interplay of the individual and society, of biography and history, of self and world.” C. Wright Mills The Sociological Imagination (1959) You can read the original at http://www.lclark.edu/~goldman/socimagination.html “A useful starting point for seeing why it is worthwhile to develop a sociological imagination has for some time been C. Wright Mills (1959) observation on the differences between our everyday knowledge of our social environment and a sociological understanding… There is a strong tendency in liberal democracies towards seeing human behaviour in terms of individual characteristics, abilities, choices and preferences… What sociologists, on the other hand, are more interested in is establishing the relationship between what happens to individuals…and the larger processes of social, economic and political change which might be said to lie underneath or behind those happenings… The sociological imagination wrote Mills, ‘enables us to grasp history and biography and the relation between the two in society.” (Van Krieken et. al. 2006: 4) A kind of interpretive imagination which does not treat its subject matter like objects in the natural world. The sociological imagination is anthropological, historical and critical. (Holmes et. al., 2003: 7) FOUR SENSIBILITIES OF THE SOCIOLOGICAL IMAGINATION 1. The Analytical Sensibility (science)What are the components of this situation and how do they relate to one another? The search for trends, correlation, causes, structures, functions and meanings that can be empirically demonstrated.

THE SOCIOLOGICAL IMAGINATIONSociology is often defined as the sc.docx

joshua2345678

The Social Self Three Motivations in Social Psychology Motivation for certainty  We need to feel like we understand our environment Motivation for esteem  We need to feel competent and proud of ourselves Motivation for belonging  We need pleasant and stable social connections Three Motivations in Social Psychology Motivation for certainty Motivation for esteem Motivation for belonging The way we view our self-concept is driven largely by these Self-concept: A system of knowledge and beliefs about our personal qualities Self-Concept Me My likes My values My skills My traits My feelings Sources of Knowledge Write a list of 5 subjective traits that define you I am outgoing (subjective) I am a student (objective) These can include your values, likes, talents, personality traits, aspirations, etc. Next to each one: How do you know? Knowledge Through Behavior Self-perception theory  We learn about ourselves by watching our own behaviors I am talking in front of a classroom, so I must be outgoing Our behaviors are more telling when: They are freely chosen There is no reward Knowledge Through Behavior Children asked to draw with new markers for 20 minutes Condition 1: Promised a “Good player” certificate 2 weeks later, played with markers 8% of free-time Condition 2: Not promised a certificate, but surprised with one 2 weeks later, played with markers 16% of free-time Condition 3: Not promised a certificate, not given one 2 weeks later, played with markers 16% of free-time Knowledge Through Behavior Why? Condition 1: I played with these before, but it was for a certificate, so I don’t actually like them Condition 2 + 3: I played with these before without the promise of a certificate, so I must like them! Knowledge Through Thoughts/Feelings Similarly, we use our thoughts and feelings to define who we are I am calm in this classroom right now, so I must be outgoing Knowledge Through Feelings/Thoughts Researchers put a female surveyor in a national park to approach men Condition 1: Men approached in an open field/ picnic area Condition 2: Men approached as they crossed a swaying, unstable bridge A second researcher approaches after and asks how attractive that female was Men in condition 2 reported being more attracted to her Knowledge Through Feelings/Thoughts Conclusion: Being on the bridge elevated heartrate, sweating, and attention Men took this to mean attraction Knowledge From Others’ Reactions We understand who we are through the ways others treat us/react to us. My brother asked me to talk at his wedding, so I must be outgoing We respond to both obvious and subtle information from others: Obvious: Others tell me I am creative, people are impressed by what I create Subtle: My brother asks me to help design his wedding invitations Works more with under-developed self-concepts or new domains Knowledge from Social Comparisons We judge who we are by how we co.

The Social SelfThree Motivations in Social PsychologyM.docx

joshua2345678

the Social Security Program While Social Security provides a safety net of sorts for millions of people, there are still many groups who are not adequately served by this program. For example, there are disparities in the Social Security benefits women receive in comparison to men. For this Discussion , review this week’s resources. Also, conduct some Internet research to select a population that you think might be disenfranchised by the Social Security program. Consider how the population you selected might be disenfranchised by the Social Security program. .

the Social Security ProgramWhile Social Security provides a .docx

joshua2345678

The social media outlet that I chose to explore for different Ashford Universities groups was Facebook. Upon searching the many groups available, I requested to join a few that I think will really help me during my time as an Ashford student. The one that stood out to me the most, and that I think will be most beneficial to me is the Ashford University Online group. I think this group will be beneficial to me because sometimes it’s easy to feel alone while attending school online, and this group provides support and others going through the same things to communicate with. It is easy to connect with others in this group, and administration in the group provide a safe, caring environment. I think being a part of this group will provide help, a place to vent, somewhere to go for motivation and support, and as they state, “a virtual shoulder to cry on.” Sometimes while going to school online it’s difficult to feel supported and understood by others, although I have a wonderful support system, it is difficult for me to connect to them and for them to fully understand what you go through while going to school online. This platform provides others going through the same feelings, and also alumni that have felt the same feelings and have gone through the same things we have. Which is encouraging because they are there for you to motivate you, and to be an example of how you can succeed, work through your struggles, and accomplish your goals. I also think this Facebook group will benefit me during my academic time at Ashford University, by offering me another source to ask questions and to find support with assignments. By being able to connect to other online students, and students within my own courses I will be able to ask questions and get a sense of reassurance that I am on the right track with assignments, and papers. I found the Ashford Video provided so enlightening. Two people from different states connecting over social media and forming a lifelong friendship. They were able to find support and academic connections through just one post that grew into something so much more. Finding a social media platform to connect with other online students will help remind me that I am not alone, just like the two women from the video. In my last class I met a girl who lives in London and is attending Ashford University for the same degree as me, we have a lot of similarities and connected on Facebook to stay in touch with each other and to be there to support one another. So even though we are in different classes now, we are still able to be there for one another and offer a long-distance friendship. I can only think of one drawback by connecting with others on social media through school, and that’s feeling like I have to keep up with that other student I have connected with. Making sure I turn in assignments around the same time, making sure my responses are as good as theirs, just comparing myself to others. So, I think comparing myself to oth.

The social media outlet that I chose to explore for different Ashf.docx

joshua2345678

More from joshua2345678 (20)