Students will choose a film, present quotes from each of the colorbl.docx

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Students will choose a film, present quotes from each of the colorblind racism frames, and analyze them accordingly, in a minimum of 6 pages. As his/her critical-thinking decision-making objective, students should decide whether the societal evidence he/she reviews in the paper (a) demonstrates the typical colorblind pattern that Bonilla-Silva describes in the textbook; or (b) reveals a more progressive and/or minority pattern; or (c) some combination of the above; or (d) some other pattern not discussed in the textbook but worth exploring in future research. The student may find that the quotes he/she analyzes deliberately challenge one of the 4 frames of colorblindness for the future of a multiracial society. In other words, how do the representations discovered in your analysis help and/or hinder a society's progress toward inclusive multiracial democracy? The paper should present quotes that illustrate all 4 frames of colorblindness and analyze them accordingly. .

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Discussion: Stereotypes: Categories and Concepts for Understanding the World Picture a teacher talking to a student. In the instant that you thought of the word teacher , what image of a person jumped into your mind? What were the age, color, gender, and nationality of the imagined teacher? What was the teacher doing and wearing? Similarly, what image of a student appeared in your mind to distinguish between the two people? Humans understand the world by creating categories and labeling concepts and, in this way, apply the concepts in a new circumstance. Stereotypes fall into this category of labeling concepts. They provide a system of coding that facilitates the acquisition of knowledge. On the other hand, stereotypes often demean people by distorting individual characteristics, skills, and abilities. By classifying people based on perceived characteristics of a group, inaccuracies arise at individual and group levels. These inaccuracies about individuals or groups can inhibit effective communication. As an intercultural communicator, however, there are some instances when using stereotypes can be helpful in gaining a level of cultural competence. To prepare for your Discussion: Review Chapter 6 in the course text . Pay particular attention to the section on stereotyping and the list of cultural categories. Have you seen or heard anyone stereotype any of these cultural categories either in the media or in your own experience? Locate common stereotypes about your culture on the Internet. Do any of them surprise you? What is true about these stereotypes? What is untrue? Find three common stereotypes of your culture in the media, or, using the cultural categories in Chapter 6 of the course text, think of a personal experience where you were stereotyped by your membership in one of those categories. Do you feel you are stereotyped in specific ways by certain cultural categories? Reflect on a personal experience or an example in the media where your culture has been stereotyped by another culture. How does stereotyping by the sender or receiver of the message in this situation affect the intercultural communication? Note: One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others. Do a 2 paragraph description of two examples of a stereotype of your culture that is found in the media or that you experienced personally. Explain the effects that true and untrue aspects of the selected stereotypes have on intercultural communication. Be sure to support your ideas by connecting them to at least one of this week’s Learning Resources. Additionally, you may opt to include an outside academic resource that you have identified. ...

Discussion Stereotypes Categories and Concepts for Understandi

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Terminal Course Objectives DeVry University course content is constructed from curriculum guides developed for each course that are in alignment with specific Terminal Course Objectives. The Terminal Course Objectives (TCOs) define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The TCOs that will be covered in detail each week can be found in the Objectives section for that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the TCO that it emphasizes. 1 Given a social problem such as homelessness, use sociological imagination to interpret the problem, assess possible solutions, and illustrate how a social scientist may view this issue in a cultural context. 2 Given a hypothesis such as, "Using a cell phone while driving is as dangerous as driving under the influence," apply the scientific method and use appropriate scientific techniques in refining the hypothesis, applying operational definitions, and selecting the appropriate research method for validating the hypothesis. 3 Given a social issue or case study involving an applied sociological situation, such as the current state of the educational, prison, health care or public assistance system in a state or province, analyze the situation from the major sociological, theoretical perspectives, determine if one theory seems more applicable to this issue than another, and provide basic guidelines for improving the system. 4 Given a sample reading, such as Lois Lowry's The Giver (1993), or a film such as Avatar, analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable. 5 Given a case study dealing with issues of the interactions of ethnic or racial groups within social organizations, identify areas of social stratification, discrimination, differentiate between racial and ethnic groups, illustrate stereotypes and analyze these interactions based on the cultural characteristics of the groups within the case study. 6 Given the changing demographics of the United States and the globalization of markets, compare and contrast cultural differences and illustrate their impact on providing services to members of different cultures, especially non-dominant populations in the United States. 7 Given a case study on a multicultural issue other than race and ethnicity, such as the aging North American population, changing family forms, marriage equality, undocumented workers, the location of religious houses of worship, etc., analyze this issue in the context of a subgroup within a larger "normative" population and evaluate the extent to which the subgroup fits in with society's overall norms. 8 Given a film involving a multicultural issue or issues, such as Higher Learning, A Class Divided, or Do the Right Thing, extrapolate at least three major and two minor sociological concepts and demonstrate in a well written essay how ...

Terminal Course ObjectivesDeVry University course content is con.docx

mehek4

SOC 213: Final Project Guidelines and Rubric Overview The final project for this course is the creation of a sociological imagination PowerPoint presentation. The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns. For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem. False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism. Because theories are simp ...

SOC 213 Final Project Guidelines and RubricOverviewThe final.docx

MARRY7

1 SCAFFOLD STEP #4: DIVERSITY PERSPECTIVES WORKSHEET My full name is Marcell Tywa'n Scott 1 July 2017 1. What is your faculty-approved global issue/problem? - My faculty approved global issue/ problem is racism. 2. Explain how you narrowed your focus to examine some aspect of that issue that affects disenfranchised and underrepresented groups. - I narrowed to this focus to represent the different ethnic and cultural groups around the globe. I wanted to highlight the mistreatment along with highlight the myths of racism that affects disenfranchised and underrepresented groups. 3. Draft a working thesis for your Diversity Perspectives paper. - Racism is a world wide problem caused by ignorance that differentiates people with skin color and can be resolved through continuous education. 4. What three to five points will you make to explain the significance of the issue? - What is racism .How racism affects our progress in the world.How racism affect growth in communities and businesses. 5. Identify the competing entities (populations) affected by this issue. Which of them are disadvantaged and underrepresented? - The quality of life for specific groups of people are affected tremendously by this topic. There are so many different races in the world to specifically name them all here in this form; Jewish and Americans from the African decent are the two big ones most are aware of . 6. For each of the groups identified, what cultural perspective will you present? - I will present how Hitler attempted to kill off all the Jewish, I may talk about how there culture changed based off of this action. I will talk about how the everyday discrimination that the Americans from African decent have to endure in America. I will deliver this from the White American along with the African Americans perspective. 7. What cultural inequalities are evident? What evidence will you use from your literature review and additional sources? - Evident cultural inequities have been acknowledge throughout history for both discriminated groups. In America, blacks have been subjected to mistreatment from elected officials, Public servants (police officers). I will utilize evidence from my sources identified in my first proposal, I will also utilize social media groups and show the reader different sides of the issues at concern. 8. How will you use Hofstede's Cultural Values Framework to explain the issues involved? - 9. How does in-group favoritism influence the competing populations? - I will attempt to describe this to the reader as racism. 10. How has out-group bias manifested itself among those involved in the issue? - The bias factor manifested into racism will be a huge portion on my work. I will establish bias and preconceived prejudice that some have. 11. Which justice theory will you choose to frame your argument and why? - I have yet to commit to a justice theory, I would like to stay focused on a moral high ground for this project. 12. What solutions hav ...

1SCAFFOLD STEP #4 DIVERSITY PERSPECTIVES WORKSHEET.docx

felicidaddinwoodie

Research paper / due May 28 In this assignment, you should cross examine two different cultures in a comparative analysis. This will be done through films and academic articles. You must write a research paper on a sociological theme and compare two cultures within this theme. You could examine and compare the three cultures in the previous assignment (Mexican, French, Indian) or any other different cultures. Pick from the following themes: gender inequality acculturation/ modernity coming of age Gender roles poverty/ inequality You must write a research question and pose this question in your introduction. Then, you will answer the questions through your research and whatever films you choose. Use the movie guide (below) and sociological concepts list (below) for this paper. Spend time developing your ideas as this is a major paper of the course grade. This submission should be at least 8 pages in length. You must use at least 6 academicsources. Research question and films must be pre-approved by my professor before to proceed please *no Disney movies or animation for the final assignment!! Movie Guide What are the various clothing types worn in the film? What are the differences of male and female clothing at different events? What assumptions can you make sociologically about these? What are the social status markers in the film (jobs of the characters, education, house, etc)? How do the main characters interact with their peers? What language is spoken with peers? How do the main characters interact with elders? With their parents, in-laws, bosses, etc? Do the main characters have a modern or traditional perspective in thinking? What is the presence of religion(s)? How are foreigners portrayed? What sort of transportation do the characters use in the film? What are the themes of the movie? Are these modern problems or more traditional? Relevant today? How is poverty depicted? How are different social classes depicted (what are the markers)? What language do they speak in most of the time? What about the narration (if applicable)? Is the English similar to how we speak? How are women portrayed in the movie? (More of an object or an intellectual person) Are the situations relevant to our culture? How so? Is there a sense of nationalism in the film? If yes, in what ways are they portrayed? What non-verbal communication is used (similar or different to ours)? What morals are portrayed in the film? What brand names are displayed in the film? What type of corruption (if any) is depicted in the film? What have you learned about the culture from this particular film? What about culture and globalism and society? List of Sociological Concepts: 1. Accommodation. 2. Acculturation 3. Alienation 4. Anomie 5. Ascribed Status. 6. Assimilation 7. Authority 8. Beliefs 9. Bureaucracy 10. Closed System 11. Group Identity 12. Collective Behavior 13. Conflict Theory 14. Cultural Pluralism 15. Cultural Relativism 16. Ethnocentrism 1.

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SOC110HM Course Paper Guidelines Option 1: Journal Assignment Students should keep a journal throughout the semester when they are exposed to or participate in race-related conversations, taking care not to reveal names or identities in their entries, unless it was a public event (class presentation, campus speaker/event, etc.) They should then have a closing entry (longer than the rest) in which they analyze all preceding entries for appearances of the 4 frames of colorblindness, as well as analyzing to what extent the settings in which the entries occurred were multiracial and/or incorporated diverse viewpoints. Option 2: Internet Analysis In consultation with their instructor, students should select a particular Internet site or group of sites in which race-related postings occur. These sites must be public-access (e.g., not friends’ Facebook accounts). Students should use the 4 frames of colorblindness to analyze the content posted, and choose enough examples of content so that all 4 frames are represented in the analysis. Option 3: Media Analysis In consultation with their instructor, students should select (a) a film that has race as a major theme (e.g., Crash; Mississippi Burning; A Time to Kill; American History X); OR (b) a TV program or programs that deal with racial content (e.g., episode of talk show when race-related theme is considered; episode of sitcom that confronts race directly); OR (c) 2-3 OpEd pieces in a mainstream newspaper that discuss race-related issues. The paper should present quotes that illustrate all 4 frames of colorblindness and analyze them accordingly. The next two pages of this handout contain the QEP rubric, upon which the student’s submission will be graded. Each element will be worth a possible total of 10 points. Components Missing Level I Level II Level III Critical Thinking Elements Purpose The purpose of the paper should be to evaluate whether the evidence collected by the student mirrors Bonilla-Silva’s argument about the ubiquity and perilousness of colorblindness for society Identification of purpose is vague and/or does not elaborate/exemplify the purpose. ( ____ points) Clearly identifies the purpose of the writing, with only limited elaboration /exemplification. ( ____ points) Clearly identifies the purpose of the writing using elaboration/exemplification and/or the vocabulary of the discipline (as appropriate). ( ____ points) Question at Issue Is colorblindness the primary way we as a society deal with race? Are there alternative treatments of race that student discovers/suggests? Question is not stated or is not defined. An attempt to elaborate/exemplify is vaguely outlined. Question is not informed by the vocabulary of the discipline. ( ____ points) Clarifies the question through limited elaboration/ exemplification. ( ____ points) Clarifies the question through elabo.

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Writing Assessment Instructions This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts. This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination. After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to: 1. Draw three main conclusions from the article; 2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element; 3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own); 4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own); 5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to: 5. A need for future research on this social phenomenon, 5. The development of new laws or public policies to address this issue 5. Relevant programs to assist individuals and groups regarding the issue. You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study) Suggestions for writing your Sociology Assessment Essay Read the article “Online Socialization” Click on “SOCI Assessment” tab Click on “Online Socializing” attachment to open article. Read the questions for the assignment as you are reading the article. Jot down some ideas for answers as you read the article. Divide the paper into paragraphs for each question. There should be a minimum of 5 paragraphs for this essay. Each paragraph should have several sentences. Be sure that each question is answered thoroughly. Provide specific examples or citation of sources of information quoted, if ne.

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Final Assignment TOPIC: How black women are portrayed in the media From the student ANNOTATED BIBLIOGRAPHY ATTACHED JUST NEED TO ADD 3 MORE SOURCES... PLEASE STICK TO TOPIC ABOVE ^^^^^^^^ Final Project / Paper (320 points) • For the final project each student is required to write a 3,000 – 5,000 word final paper that addresses a contemporary controversy related to gender. This is an argumentative paper where students are expected to take a stance on a particular issue and find textual support to make their case. In order to complete this assignment, students must first find some kind of rhetorical artifact, social movement, communication process, or individual they find particularly interesting. Once a text or case study is chosen, students should embark on a scholarly research project. In order to make an argument, it is vital to have textual support. A minimum of EIGHT (8) outside ACADEMIC sources about their particular research project are required. Remember, this is a minimum—to write the best paper it is vital to have a healthy amount of support to help argue the paper’s thesis statement. Students are encouraged to be creative and devise the type of study that fits their interests and academic background. Here are a few different types of papers that can be written. Please note that students are not limited to these types of paper options. If there is another type of paper you would like to write, please feel free to pitch the idea to me in advance or within the final paper abstract: 1. Close textual analysis of how gender is communicated within a rhetorical artifact (i.e., you may take an advertisement, film, or song and conduct a close textual analysis of its underlying components. For example, let’s say you’re interested in the objectification of women in reality TV. You may want to examine a show like America’s Next Top Model and discuss how the show contributes to gender stereotypes about female bodies). 2. Analysis of communication and gender within a social movement (i.e., you may take a political group or organization and analyze how they form a community and discuss gender related issues. For example, let’s say you are interested in the “It Gets Better” campaign. You may want to write about how the campaign addresses LGBTQ identity and issues related to coming out of the closet in the 21 st century). 3. Analysis of gender within a communication process (i.e., you may examine a communication process and how it contributes to gender identity in contemporary society. For example, let’s say you want to examine the use of gendered pronouns in grade schools. A final paper could discuss how this contributes to the social construction of gender in childhood). 4. A scholarly activist paper written to a particular individual or organization (i.e., you may write a formal scholarly letter to an individual, organization or government body recommending a response to a conte ...

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throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk. Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages: 1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population. · Ages can range from 4 year old's to 18 year old's · Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.) · Overarching goal of the space you are creating 2. The visual (3 points) representation of the space you created with each area labeled · You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you. · You can label using letters or numbers or short label names/descriptors 3. The index (4 points) for each area with · a full name of the area & its goals · the developmental aspect it is targeting · through what processes specifically it is targeting that area of development · Finally, how is it serving a buffer or protective factor for children and adolescents at risk 4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources. · What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier? *** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development. ***There are no file format restrictions given that this is more than a writing assignment. Research Paper Project Guidelines This project is an exercise in the social scientific study of public administration, Students are expected to perform the following tasks: (a) Choose a substantive, empirical issue pertaining to the topic of the class. The topic may certainly have normative implications, but it should be fundamentally an empirical issue. The paper should not be an advocacy document. (b) Examine a substantial portion of the social scientific or scholarly literature analyzing that issue. (c) Select one or more explanations or perspectives from t ...

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3 Lesson 7 Discussion Team 3: United States Business Leader, Laborer and Government Leader (president/legislative member) Part 1: Although you are all responsible for your own posts, I randomly separated the class into three groups (teams) to focus our discussions and ensure deeper participation into the specific country's perspective on NAFTA. Please follow the sequence below to stay organized with your research and contributions. POST YOUR SUBMISSION IN THE DISCUSSION BOARD ASSIGNED TO LESSON 7 (Not your team's board). Title your post - Your Country and your name Begin by reading chapters 14 and 15 of the textbook, and the North American Free Trade Agreement (NAFTA) Links to an external site.. Part 2: Then each complete an analysis using the following facts pattern: CONSIDER THE FOLLOWING: Free trade among these nations have both pros and cons. Imagine that you represent the country assigned to you by your professor, and then speculate about both the positive and negative effects that NAFTA may have on the country you are assigned from the perspectives of the individuals listed (business leader, laborer, government); share your speculations with the class. Be sure to include the following in your post: 1. Provide information about the benefits of free trade to ALL countries involved (this can be a table) 2. From the perspectives of the country and parties I assigned you to: Discuss what the drawbacks are of free trade – provide specific examples supported by researchable data, 3. Respond to 2 classmates (1 person from your same team AND another person from another team From the perspective of the country and parties I assigned you to: Discuss what your predictions and recommendations are for the future of NAFTA. When replying to your classmates' posts: Read your classmate's post and reply to no less than two of your classmates and a question. Your question should be one of the following three types: · Clarification Based: This kind of question helps the writer by asking your peer to clarify points that you think could be more fully explained. · Evidence question - When a writer states something as fact rather than personal opinion, your peers argument is stronger if they cite evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if the student states something as fact but doesn't cite evidence. · Hypothetical question - This kind of question helps the writer by asking your peer to test their argument by applying it to a situation that you specify. Please note that a discussion is an exchange. Participate regularly and solicit feedback from your peers. Posts needing a response: Student 1: Stude.

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robert345678

Stratification and Prejudice in Current Events The purpose of this assignment is to explore stratification and prejudice in current events. Despite great advances towards equality between the races and genders, racial and gender discrimination, as well as class stratification remain serious social problems. To conclude this course, you will use the news media to discover current social issues with regards to race and gender. To complete this assignment, perform the following tasks: Using newspapers, news websites, or news magazines, select three current events (within the last six months) that reflect our studies on stratification. One event should represent racial issues, one gender issues, and one class issues. All three should demonstrate discrimination and/or stratification in American society. Using your research, describe the current events and how they are reflective of your studies on racial, gender, and class discrimination and/or stratification. Analyze the events and apply the lecture and text to the news articles. What theories of stratification apply? Are the current events representative of the historical trends of racial, gender, and class discrimination and or/stratification? What solutions, if any, should be applied to these current events? In your discussion, apply your personal experiences and observations to the current events. How do you feel that the media perpetuates discrimination and/or stratification based on race, gender, and class? Support your ideas with concepts from the text and/or appropriate outside resources. Provide a minimum of three references and apply the correct APA standards in the format of text, citations, and references. Your paper should include a title page and reference. Your paper should be at least five pages in length, not including the title and reference pages. Assignment 1 Grading Criteria Selected and used research to describe three current events, one each that addresses racial, gender, and class discrimination and/or stratification. Analyzed each current event, incorporating theories and concepts from the text, lecture, and appropriate outside resources. Compared the current events to historical trends of racial, gender, and class discrimination and or/stratification. Suggested possible solutions for each current event. Applied personal experiences and observations to the current events. Analyzed the media’s role in perpetuating discrimination and/or stratification .

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cpatriciarpatricia

Discuss an example from your life or from your observations that illustrates one or more of the concepts or theories you learned about in this week’s readings or audiovisual resources. Make sure you are clear in describing the course concept or theory that best applies to your experiences or observations. Regardless of which prompt you choose, you are encouraged to use one of the assigned readings or audiovisual resources to support your points. Respond to your classmates’ posts, sharing any commonalities or differences between your classmates’ perspectives and experiences and your own. Last week you studied the concept of prejudice in relation to discrimination and other sociological aspects of diversity. One element of prejudice is stereotyping, which refers to a process in which people make generalizations about a group of people. Given the media’s pervasiveness in American culture, how the media portrays members of social groups can influence the perceptions of the audience and contribute to or refute common stereotypes. To learn more about the way in which media represent members of social groups, and the consequences of those representations, read the following resources: Colburn, A., & Melander, L. A. (2018). Beyond black and white: An analysis of newspaper representations of alleged criminal offenders based on race and ethnicity . Journal of Contemporary Criminal Justice, 34 (4), 383–398. Frederickson, A. (2017). Sugar and spice and everything nice: Gender representation in media . Journal of the American Academy of Child & Adolescent Psychiatry, 56 (10), S108. Watch Racial Stereotypes [Video] , which traces the history of stereotyping and discusses a key theory of media influence, called the theory of cultivation. When you click on the video link, the window opens to the player screen, with the film broken into segments for viewing. Total running time for all segments is about 38:00. .

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(need to read all the links and need good grammar writing.I have summary and outline, can be referenced from the document) I. INTRODUCTION to the ASSIGNMENT Institutionalized Inequalities Persists Sociology reveals that we live in a stratified society. An individual person’s access to social resources and opportunities varies markedly depending on numerous factors , including those associated with their social location at the always intersecting systems of institutionalized inequalities. Class, race, ethnicity, gender, nationality, religion, and sexual orientation are important predictors of patterned outcomes at the social group level, across institutions. Examining these arenas at a macro level allows sociologists to achieve a more sophisticated grasp of their workings and the larger social structural dynamics at play. This higher level thinking is also necessary to the creation of well-informed strategies designed to create new forms of justice. Half measures are arguably problematic. As Malcom X once said, "If you stick a knife in my back nine inches and pull it out six inches, there's no progress. If you pull it all the way out that's not progress. Progress is healing the wound that the blow made" (1964, but as relevant as ever today). People Make History Sociology also reveals that people make history. We are historical agents who help (re)produce and (potentially) transform institutions and culture moment-to-moment throughout our days perpetually. As historical agents, we have the capacity to contribute to positive change in our daily lives. A more just and sustainable world is possible and looming. “Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing." ( Arundhati Roy) Social Policy is an Excellent Avenue for Concrete and Critically Informed Social Change. Social policy is an excellent avenue for achieving social justice because it moves human and economic resources and facilitates enacting concrete actions for concrete change. Importantly, it allocates our combined social wealth (tax dollars, human energy). We can continue to invest policy dollars and energy into war, policing, punishment, and corporate welfare--deepening the existing social relationships and macro patterns of unequal power. Another route, already underway, is to shift our resources toward policy efforts that address social inequities at their roots, and nourish healthy communities. Your readings in the final section of the class include policy platforms that you may consider models for this paper (though your proposal will necessarily be much smaller in scope, given word count limits). Other strategies for social change include but are not limited to legislation (lawmaking by representative government or other governmental bodies), litigation (using the courts), research (the work of think tanks, universities, organizations, activists), community organizing (movement building; awareness-building;.

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Students Name: Asaad Halawnai Course Title: Intercultural Encounters Professors Name: Stefania Benini Date: Spring 2019 Short paper #2 La Haine is a 1995 drama film that directed by Mathieu Kassovitz. The events of the movie took place in France, and it was mainly focused on three friends from different ethnic backgrounds who were trying to face the struggles that faced them in their lives in a city called banlieues in France. (Kassovitz). The three young men were first Vinze a young Jewish who wanted to revenge from the police, and he was always trying to show the aggressive face, and he wished to kill the police, but he could not kill any policeman because he was kind and could not do it. Instead by the end of the movie, he got shot that killed him by police. The second character was Hubert an afro France who was a boxer, and he was selling drugs as well to get the money so he can help his family. Also, he hated the police like Vinze, but the difference between them was that Hubert was able to kill a police officer while Vinze was not. The last character was Said an Arab Maghrib, and he was loving his friends and liked to hang out with them. Also, he was in between the two in which when Vinz and Hubert dispute with each other, he was the one who tried to get them together again. So, the three young men were treated differently from the public, police, and other people as well and that because they had different ethnicity and roots. For example, the police violence against the people who had a different ethnic background, in which the entire movie the police was chasing the three young men especially Hubert and Said because Hubert was black, and Said Muslim. That means the France government or society encouraged the idea of racism and hatred to other ethnic groups, and that affected the people who diaspora from other countries to France with the hope that they would find a better life, but they surprised by the bad treatment from the police and society. Thus, that caused the people with a different ethnicity to face problems like fewer job opportunities which lead them to work as a drug dealer or other bad jobs to get some money to live like what happened with Hurburt. Another struggle that they would face because of the France system was an education in which they did not have the opportunity to get a proper education. Even if they got an education, they would not have the chance to have a proper job. So, the ethnic minority groups in France was facing many struggles from the government, and police that made their life harder and even impossible to live. Works Cited Dubreil, and Sebastien. “Rebels with a Cause: (Re)Defining Identities and Culture in Contemporary French Cinema.” L2 Journal, 14 Jan. 2011, https://escholarship.org/uc/item/86n1q1j2#author Kassovitz, Mathieu, director. La Haine. Amazon, 1995, www.amazon.com/Haine-English-Subtitled-Vincent-Cassel/dp/B00A5IZABQ/ref=tmm_aiv_title_1?_encoding=UTF8&qid=&sr=. Mur.

Students Name Asaad HalawnaiCourse Title Intercultural Encount.docx

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Students must identify one business networking events such as a semi.docx

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Students must be careful about what they post on social media.(Topic) Introduction Attention Getter: Motivation for Listening: Establish Credibility: Thesis Statement: Preview of Speech Transition to body of speech: Body Establish the Problem Analysis and Research 2. Establish Secondary Problem Analysis and Research 3. Establish Final Problem Analysis and Research Transition: Establish Opposing Views (research that disagrees with you) Build-up and Breakdown Build-up and Breakdown Build-up and Breakdown Transition: Call to Action Visualization/ Solution : How would your plan work? Specific Plan of Action: What can your audience do? Give them a task! Transition: Conclusion Summary of Main Points Reiterate Call to Action: Remind us what we can do in the greater plan! Throwback to Attention Getter REQUIRED BIBLIOGRAPHY for 4-5 sources in APA format .

Students must be careful about what they post on social media..docx

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Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading. Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection. Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world. Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable. All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA. Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references). Unit reference notes below https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic Pg 117-142 Unit 5 Notes: Geographies of Culture and Identity The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways. Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.

Students must draw on all of the readings for the particular selec.docx

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Students must identify one business networking events such as a .docx

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Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course. The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences: New practice approaches Interprofessional collaboration Health care delivery and clinical systems Ethical considerations in health care Practices of culturally sensitive care Ensuring the integrity of human dignity in the care of all patients Population health concerns The role of technology in improving health care outcomes Health policy Leadership and economic models Health disparities This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN to BSN 2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making. 4.1: Utilize patient care technology and information management systems. 4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care. 5.3: Provide culturally sensitive care. 5.4: Preserve the integrity and human dignity in the care of all patients. .

Students maintained and submitted weekly reflective narratives throu.docx

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Students learning self-regulation strategies may not always recognize how those skills can be developed across content areas. Teachers can assist these students by providing them guidance on how to expand their skills. It is also helpful when teachers establish common processes that provide students with the feedback they need to assess their personal efforts and outcomes. For this assignment, take on the role of an elementary level teacher at a K-5 school. Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-regulate and track their progress across multiple content areas. Because of your successes using these best practices, your principal has asked you to present best practices to fellow teachers across all content areas in an upcoming professional development. Part 1: Best Practices Presentation Create a 10-12 slide digital presentation to present to your teacher colleagues describing evidence-based instructional practices related to the self-regulation cycle, including goal setting, communicating learning objectives, monitoring student progress, providing effective feedback, and promoting self-regulation across multiple content areas. The presentation should include the following components: How to communicate the unit or lesson learning objectives to students, and how they will be measured on their performance of those objectives How to encourage students’ motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction How to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas How to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas Title slide, reference slide, and presenter’s notes. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Part 2: Reflection In 250-500 words, summarize and examine the process of implementing best practices in encouraging self-regulation, setting goals, communicating objectives, monitoring progress, and providing effective feedback. Consider the following questions: How can you use students’ performance data to guide and engage students in thinking and learning? How does the assessment data inform future instructional planning based on identified learning gaps and patterns? How does planning for students to engage in the self-regulation cycle influence students’ confidence in learning independently and taking ownership of their academic progress? .

Students learning self-regulation strategies may not always reco.docx

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Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge. For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn. Your brochure should include: Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge. Strategies to teach collaboration in the classroom environment. Strategies for encouraging students to monitor their work and engage in self-reflection. A description of the type of teaching you prefer to demonstrate in the classroom environment. How your teaching practices will support the learning preferences of students based on researched learning theories. The importance for a teacher to assist diverse students’ learning. Support your brochure with a minimum of 2-3 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required. .

Students learn in a variety of ways. It is important for teachers to.docx

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Students learn sociology by "doing" sociology, in addition to reading and thinking about it. Chapter 3 describes the different methods of sociological research. Since we are in the era of COVID-19, we will be doing an individual interview with someone who is in your social circle - or someone with whom you can use technology to interview. Your interview will begin with demographic characteristics: how do they identify in terrms of race, gender, age, religion (and so forth). The next part of your interview will focus on their perspectives of recent changes and challenges in our society. Be careful to be objective and ethical. Your discussion will first discuss interviews as part of a broader array of social research methods. You will then describe your interviewee's perspective. Last, you will discuss how you felt about the process and what you learned. .

Students learn sociology by doing sociology, in addition to re.docx

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Students draft a formal case report exploring a real-world issue per.docx

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Students learn in a variety of ways. It is important for teacher.docx

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STUDENT'S JOURNAL ENTRY As I progressed in this class I tried applying what I was learning to the world around me and open my eyes to things I do not see or take for granted. I never really considered myself part of the dominant group as I felt separate from it growing up homeschooled in a Romanian immigrant community. Looking back in retrospection I now that I have benefited from being white in ways I never even realized. By learning how others have struggled to gain access to treatment I never had to think twice about was eye opening. I look white and have no accent, therefore there is nothing to set me apart from the dominant white culture around me. I never realized I was no different from them in their perspective but also from the perspective of other immigrants and minorities. I can relate to the struggle to fit in and find a place in society because in my childhood we were different. We had an accent, dressed differently, and were poor. However, I could not relate to how difficult it is for others to assimilate because as we lost our accents and entered the middle class the dominant group practically invited us in with open arms. I have opened my eyes to things I’ve never seen and see how much further we have to go to create a truly open and fair society. There is so much injustice around us that I have never seen before and I feel ashamed for my lack of empathy for those around me. Just to illustrate how blind I was to racism I have a little story. I have a Hispanic girlfriend, she is a Mexican immigrant in fact. Before taking this class she would occasionally express frustration with how she and her family were treated by hospital and school officials in her neighborhood. At the time I processed this as just people having a misunderstanding and that my girlfriend was probably overreacting. However as I started learning what racism in America really looks like, and that its not just hillbillies in pointy hats I began to notice things I never thought about. I could see how my girlfriend would sometimes get different service in a negative way that was racially motivated. I finally understood why she wanted me to go with her to certain places like the DMV or car dealerships. She has been talked down to by others because see is a Mexican immigrant. As my eyes opened to her plight I saw how different her immigration story was to mine. I asked her about the time she spent in Texas where she said her family was the most mistreated by whites. I understood why she had angst towards the idea of visiting my family in Tennessee because she is somewhat traumatized by her childhood experience of crossing into a new land and being mistreated and seen as a second class person because she was different. In hindsight I even noticed while taking this class that my treatment has changed because of her. Looking back at dates I have had in previous relationships I would occasio.

STUDENTS JOURNAL ENTRY As I progressed in this class I tried a.docx

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Students at Northwood Middle School are given one class from List A and one class from List B every 12 weeks. List A: Visual Arts, Music Education, and Physical Education List B: World Languages, Technology Education, and Health Education 1) Create a tree diagram to represent the possible combinations of classes for the first 12 weeks. 2) Pick your favorite class from List A and your favorite class from List B. Using your tree diagram, what is the probability that you would get both of your favorite classes in the first 12 weeks if you were randomly assigned one class from each list? .

Students at Northwood Middle School are given one class from List A .docx

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Students are typically consumers in the school community. To what ex.docx

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Students are to watch Liberty: The American Revolution part 6 answer the following prompt. In your own words, state the true meaning of the American Revolution and its contribution to our understanding of what it means to be American, past, present, and future. Be warned ..... this is not a FLUFF question. Put significant effort into this prompt. Demonstrate critical thinking and writing in the highest order. ( 1 and half page) ( Also you need to watch the video first) .

Students are to watch Liberty The American Revolution part 6 answer.docx

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Students are to write a four to five paper based on a current events article, applying theory to a specific subject/issue/event in today's society. Students will use this article as "data' on which they will seek to explain this current event through theory we have discussed this year in class (going from Tocqueville to Dubois). The article must be attached to the paper! The paper should include: 1) An intro, one or two paragraphs explaining the topic the student is writing on, the source of this information, and the theory they will be using 2) A summary and description of the article and the social issue it reports on (1-2 pages). 3) A discussion of how your theory explains this issue.(1-2 pages) 4) A conclusion, summing up your argument; why is the theory you chose important in dealing with this issue (1-2 paragraphs). 5) References. Must include at least a reference from the writings of the theorist (on Blackboard) and a secondary reference relating to this theorist and theory (for instance, a reference to an article by sociologist Robert Merton on Weber's Protestant Ethic thesis) Example's of Theorist: Marx, Max Weber, Du bois, Tocqueville. .

Students are to write a four to five paper based on a current events.docx

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Students are to write a two-page narrative that summarizes the argum.docx

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Students are to complete this assignment based on the movie: Losing Isaiah (1995). This assignment will focus on the components of the Helping Process, which covers Engagement through Termination. Watch Losing Isaiah (1995) and pay attention to details Paper · 7 pages (not including cover page and references) · Use headings · APA Format · This paper is supposed to be in the format as you (me) being the social worker and the character, Khailia Richards, being the client. Directions: 1. Introduce the individual (Khaila Richards) 2. Discuss each of the following practice areas as you experience using these techniques/skills at the micro-level. a. Exploring and Engaging - relationship building skills, interviewing skills, communication with empathy/authenticity, basic interviewing skills, clarifying roles and responsibilities. (Discuss engagement at the generalist level) b. Exploring, Assessing, and Planning - Develop goals c. Exploring and understanding the situation and clients’ strengths, interpersonal and environmental factors, and any other important factors . d. Assessing and Intervening – Identify any theory and conceptual frameworks that are relevant to the case. e. Planning and implementing – Incorporating theories, contracting/treatment planning, connecting needs to resources, creating goals, and evaluating goals. f. Terminating -Resolution of problems, reviewing treatment goals and successes, securing additional resources. 3. End by providing comments on what this process meant for your learning experience. 4. Identify 8 community resources in Chicago that relate to the problem(s) in the case and submit them in writing. Links that could possibly help! https://thehelpingprocess.weebly.com/ https://www.chegg.com/flashcards/chapter-1-introduction-to-social-work-and-the-helping-process-0d7dd03a-4a57-43ba-b9b0-984c74b5e175/deck .

Students are to complete this assignment based on the movie Losing .docx

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Students are to have a titlecover page and bibliography page as wel.docx

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Students are to observe two or more adults unknown to the observer. The student must not be able to hear the subjects being observed and those being observed must not be wearing a uniform of any kind as this would provide information about their occupation to the observer. Students must describe the environment and the people being observed, i.e., age, gender, dress, etc. Discuss the nonverbal communication, i.e. eye contact, body position and any other nonverbal behavior. Provide your interpretation of the relationship between those being observed. Be very discrete and do not have a conversation with those being observed. .

Students are to observe two or more adults unknown to the observ.docx

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