Annotated Bibliography Social Inequality 1 .docx

Annotated Bibliography: Social Inequality 1
English Composition II
Annotated Bibliography: Social Inequality
Daniel Lee Gray #224648
Columbia Southern University
Social Inequality

Slattery, M. (2003). Key ideas in Sociology. Cheltenham:
Nelson Thornes, Ltd
In the review of his book, “Key ideas in sociology”, Slattery
states that there is differing
education social inequality in different countries. He says social
inequality in education differs
also from generation to generation. Generally, Slattery says
educational inequality is seen as the
relationship between the maximum attainted stage of education
of an individual and that of
his/her parents. Slattery in his book states that there is fairly
dissimilarity in all countries between
the levels of parents’ education in comparison to education
level of their children. Nevertheless
he states that there has been a sable degree of education
mobility in the recent half of the 20th
century
Abel, T. (2008). Cultural capital and social inequality in health.
Journal of Epidemiology
Abel is the author of the “Journal of Epidemiology” In his
review of “The cultural and social
inequality in health” article; Abel states that there is a
relationship between learning inequality

and the institutions structures in the system of educational
worldwide. He says that higher
education of a scholar is determined by the parents’ income. In
this article, Abel states that there
is evident that learners struggle to do well, but they fail to go
ahead with higher learning because
of the limited resources of their parents. Abel explains that
majority of the students that do not
continue with higher education live in great poverty.
Waters, M. (2006). The reshaping and dissolution of social class
in advanced society. Theory and
Society Community Health
In the review of his book, Water suggests that the only way to
eradicate educational social
inequality is through the government setting standard and
affordable learning standards.
Water says it is also the responsibilities of a society’s people to
devise the means of ensuring
their children are given an equal chance to do extremely well in

education and achieve similar
productive and satisfying lives just like the richer society enjoy.
According to water, Social
inequality is a minor problem that should be solved with the
help of governmental support,
through social rearrangement, as well as through coming up
with similar strategies of education
regardless of social class.
Kathryn, M. (2004). Social inequality; what really causes social
inequality. The Oxford
University library
Kathryn begins her book “Social Inequality” with a major
critical assessment of the existing
researches that assess whether the current accumulation in
social inequality has any links with
rising variation in community domains such as the quality
neighborhood way of life and that of a
family. She seeks to know if there is equal right to use to
education as well as health care,
occupation satisfaction, and political contribution. Kathryn
links the quick growing inequality in
school attendance to increasing training and lack of financial
aid. In her book she emphasizes

that social Inequality plots out an agenda for investigation on
American inequality.
Daniel, D. (2011). Injustice: why social inequality persist. The
policy press, the University of
Bristol
Daniel begins his book by stating that we live in a world full of
inequality, characterized by
injustice. According to Daniel, this inequality is a result of few
resources required to be family
distributed among many people. He states that his book is
destined to redefine inequality. Daniel
continues to say that what was unfortunate yesterday is
inequality today, and what seem to be
fair today will be inequality tomorrow. In his book Daniel as
mentioned a number of beliefs that
people have towards inequality. He later shows how these
beliefs are not true, holding that
inequality is varying depending on generation.

Running head: TECHNOLOGY IN HUMAN EDUCATION 1
Technology is Transferring Human Education to Computers
Student Name
November 27, 2012
TECHNOLOGY IN HUMAN EDUCATION 2
Review of Literature
Matthew Etherington, the author of the article “E-Learning
pedagogy in the Primary
School Classroom: the McDonaldization of Education,” (2008)

writes about the dehumanization
of primary students as a direct result of online pedagogy.
Human evolution has led to the
creation of better technology. That technology has led humans
to become reliant on machines,
which do not require or necessitate any social interaction to be
effective. This is confirmed by
Etherington (2008) when he stated “when a child gets on their
computer….there is no sense of a
physical connection – there is only a mask” (p. 34).
To delve further, socialization is defined from an industry
perspective by John Macionis
in his book Society the Basics (2009) in this statement:
“sociologists use the term socialization to
refer to the lifelong social experience by which people develop
their human potential and learn
culture” (p. 72). Macionis also stresses that socialization is also
significantly enhanced by
children attending a physical school. It is in school that they
begin to recognize cultural, racial,
social, and gender differences between themselves and others
and what makes them different, in
addition to being able to decipher which characteristics allow
them to connect with others.

Additionally, while in school, children also begin to form their
own peer groups, which permit
“escape [from] direct supervision of adults” (Macionis, 2009, p.
81). This freedom is how they
first begin to establish personal relationships outside the family.
In demonstration, W. E. Ross, who wrote the article “The
Promise and Perils of E-
learning: A Critical Look at the New Technology” in 2009,
attended the Wired Culture Forum
that was hosted in the city of Toronto. At this forum, he found
that more than 400 high school
students expressed remarkable concern that technology is
beginning to take over their lives.
Those students noted a continually increasing reliance on their
own personal devices, that the
internet isolates them from interacting with others, and that
“technology threatens their… ability
to relate to others” (Ross, 2009, p. 483). While some high
schools in many states and countries
have already converted to the online format, in Pennsylvania,
there is “currently a proposal for a

cyber-school that would enroll children as young as 5 years old”
(Ross, 2009, p. 482).
In order to understand some of the reasons for the issues that
children face in pedagogical
technology, it is imperative to understand some of the
definitions of behavior. In Psychology: An
Introduction, Benjamin Lahey (2007) defines psychology as
“the science of behavior and mental
processes” (p. 5). To further understand this, here are some of
the common terms that define
psychology and help to accomplish the goals of psychology:
Lahey (2007) defines science as
“psychologists attempt[ing] to understand people through
careful, controlled observation” (p. 5);
next, behavior is considered any direct, physical action that can
be observed; finally, mental
processes are any “private thoughts, emotions, feelings, and
motives that others cannot directly
observe” (p. 5).
Additionally, Lahey (2007) also compares our closest
evolutionary ladder match in which
he illuminates the “nature versus nurture” debate as
inapplicable to childhood socialization, by

illustrating how two researchers (the Harlows) studied the
effects of early social deprivation on
monkeys by taking a small group of infant monkeys and raising
them in isolation for the first few
months of their lives. These monkeys seemed to be completely
normal at the conclusion of this
stage. At adulthood, the monkeys were then released into
population with normal monkeys, and
later (at 3 years of age) they were placed in specific breeding
cages; “it was then that the
Harlows first noticed that the social, sexual, and emotional
behavior of these monkeys was
distinctly abnormal” (Lahey, 2007, p. 319) in both the male and
the female of the species,
characteristically. The females were afraid and withdrew from
their normal male counterparts,
while the males that were paired up with normal females were
clumsy, awkward, and overly
anxious. The research was further proven by the reactions of
these same monkeys upon the
birthing of their own baby monkeys and their extreme behavior
to their own offspring, which

often included murder.
To add to these findings, John Macionis (2009) quantified that
“humans need social
experience… to survive” (p. 72). Mead (as cited in Macionis,
2009), who developed social
behaviorism and the central concept of “self,” stated that, “the
self develops only with social
experience” (p. 77). This indicates that without the social
experience, the self does not develop.
According to Etherington’s (2008) postulation of
“dehumanization,” some of the
potential problems that will stem from a child’s sole online
pedagogy are “isolation, lack of
community, and decreased socialization of its learners” (p. 34),
and also more physical problems
as “repetitive stress injuries, eyestrain, [and] obesity” (p. 43).
In addition to these physical dangers, there are also abnormal
personality disorders that
can occur as a result of de-socialization. Some of those
disorders are explained in detail by
Nevid, Rathus, and Greene in their book Abnormal Psychology
in a Changing World (2009):
avoidant personality disorder (similarly, social phobias),

increased proneness to different types
of phobias, and a terror of rejection and criticism that renders
that person generally unwilling to
enter relationships. As a result, they do not often have close
relationships outside their family.
Another possible disorder is separation-individuation: a process
by which children learn
to “differentiate their own identities from their mothers”
(Nevid, Rathus, & Greene, 2009, p.
456). Failure for a child to complete this process can create a
personality disorder in an adult,
and lead to separation anxiety. To expound on this issue, the
type of anxiety disorder that could
easily result from this could lead to a borderline personality
disorder in which people lack
confidence about their individual characteristics (which can
include both personality and
sexuality), leading to constant feelings of emptiness and
boredom.
Furthermore, physical communication disorders can quickly
breed in children who are

unsocial because they do not experience proper enunciation and
articulation of different letters
and sounds. These disorders range from an expressive language
disorder, a mixed
receptive/expressive language disorder, a phonological disorder,
to stuttering (Nevid, Rathus, &
Greene, 2009). Indeed, other physical and personality
manifestations can result from a lack of
socialization: children become “more passive … [and] less
likely to use [their] imagination”
(Macionis, 2009, p. 82).
Ross (2009) establishes that technology can certainly benefit a
professional environment
by his statement that, “over 85% of Fortune 500 companies use
remote training” (p. 482). In fact,
most companies today actually utilize remote computer training
for new hires as a part of their
orientation to a new job. Some places even offer distance
education as incentive to further one’s
career, not only by offering a raise, but also offering monetary
gifts as well. Again, the
correlation between adult pedagogy in technology and child
pedagogy in technology is
demonstrated by Etherington’s (2008) further study of a child

being in a physical school, and a
teacher being absent from the classroom, but elsewhere
conducting an interactive activity. His
study noted that the child would not only leave the computer,
but would have no interest in or
recollection of the computer during this physical activity. To
recap, John Macionis (2009)
stresses that necessary socialization is significantly enhanced by
children attending a physical
school and interacting with other children on a constant, daily
basis.
References
Etherington, M. (2008). E-Learning pedagogy in the primary
school classroom: The
McDonaldization of education, Australian Journal of Teacher
Education: 33(5), 3, 1-48.
Lahey, B. B., (2007). Psychology: An introduction (9th ed.).
Chicago, IL: McGraw-Hill.
Macionis, J. J. (2009). Society the basics (10th ed.). Upper
Saddle River, NJ: Pearson Prentice
Hall.

Nevid, J. S., Rathus, S. A., & Greene, B. (2009). Abnormal
psychology in a changing world
(Custom ed.). New York, NY: Pearson Prentice Hall.
Ross, W. E. (2000). The promise and perils of E-learning: A
critical look at the new technology.
Theory and Research in Social Education, 28(4), 482-492.
Unit IV /Week IV - Research Paper Draft 1 (Literature Review):
Follow the directions below for completing the Research Paper
Draft 1, (Review of Literature) for Week
IV.
Purpose:
The purpose of Draft 1 is to build upon the Annotated
Bibliography and to move forward in drafting your
final Research Paper with the development of a “Literature
Review.”
Description:
In this assignment, you will build upon the summaries that you
did for the Annotated Bibliography for
Week 3. Unlike the Annotated Bibliography, however, the Draft
1 of your Research Paper is more than
just a summary of sources. Instead, it is an integration of source
material - or a "conversation"
among sources wherein you, as the student author, place your

sources into a conversation about topics
surrounding the issue, but you do not insert your
opinion/argument at this point. You should review at
least five (5) current academic sources for this assignment. You
are not restricted to the sources used in
the Annotated Bibliography, but that would be a good place to
start.
Elements:
1. Cover page and APA formatting:
ude an APA-style cover page for your Draft
1. See the example on p. 33 of The
APA Style of Documentation: A Pocket Guide. Your cover page
should include the following: the
title of your paper, your name, the title of the course, your
professor‘s name, and the date of
submission (with the month, date, and year). The running head
should contain a portion of the
title of the paper, along with a sequential page number in the
upper right-hand corner.
lock in
the upper left-hand corner that
includes the following: your name, your professor‘s name, the
title of the course, and the date of
submission. The title of the paper should be repeated again after
this title block, centered with no
underlining or font size change.
2. Review of literature:
of those topics. Cluster the topics
together, and decide which sources speak to the same concerns.

issues, and decide
which material from those sources
that you will include. Don’t forget to quote and cite
appropriately in APA format.
should still include them in the same
paragraph if you would like. There is nothing that says that two
sources that disagree cannot be
presented in the same paragraph. You can present them as
opposing viewpoints.
paragraphs. Check out the list of
transitional expressions on pp. 44-45 of The Little, Brown
Compact Handbook with Exercises.
cite appropriately in APA format.
AVOID the following in a review of literature:
n the sources. Your job here is to present
and integrate the material only, not
to give your position on what it has to say.
the review of literature because you
are reviewing and integrating the literature, not asserting your

argument. You will be able to argue
for your position later in the paper drafting process.
Annotated Bibliography. The review of
literature is far more than just a list of paragraphs summarizing
sources. You are now putting your
literature review into essay format, and integrating your
sources, so your paragraphs should flow
logically. Do not forget to cite your sources with parenthetical
citations.
3. References:
Include a references list as the last page of the paper. All
entries are those that have been cited in the
text. No others are to be included. No textbooks should be
included on the references page.
Please utilize the attached example paper as necessary.
BOS 3651— Unit IV Hazard Analysis/Risk Analysis Project
Student Name _ ______________________________________
Hazard Description
Exposure Interval
Type of Hazard

Initial Risk Assessment
Hazard Target(s) Severity Probability
Risk Code
[check all applicable] [worst credible] [for exposure
interval] [from matrix]
(with existing planned/designed-in
countermeasures)
Personnel
Equipment
Downtime
Environment
Product
Date
Activity
Additional Control Measures
Post-Control Measure Risk Assessment

Hazard Target(s) Severity Probability
Risk Code
[check all applicable] [worst credible] [for exposure
interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Code Each Risk Assessment:
Comments

SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY
(Likelihood of Occurrence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium

L – Low
Essay Question
1. Compare and contrast preliminary hazards analysis (PHA)
and failure modes and effect analysis
(FMEA) as methodologies for assessing hazards and risks.
Which method would be most effective in
your current workplace (or a specific workplace with which you
are familiar)? Provide examples that
illustrate the reasoning for your opinion.
Your response must be at least 500 words in length. All sources
used, including the textbook, must be
referenced; paraphrased and quoted material must have
accompanying citations.
Primary Assignment
Hazard Analysis and Risk Assessment Project

Select a serious workplace hazard with which you are familiar,
or use Steps 1 and 2 of the provided Hazard Analysis
and Risk Assessment Guide to help you select one. Use Steps 3-
10 of the guide to evaluate the hazard and its
associated risks, and then use the attached Hazard Analysis/Risk
Analysis Project Form. Please note that you
will have to save a copy in order to fill out the form using the
“Add Text” tool.
To complete the Initial Risk Assessment and Post Control Risk
Assessment sections, use the following codes
based on the Risk Assessment Matrix:
SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY (Likelihood of
Occurence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium

L – Low
All sections of the form must be completed. Note that the Post
Control Risk Assessment Measures section reflects
the risk assessment AFTER applying the Additional Control
Measures.
In a paragraph of at least 500 words, explain the reasoning
behind how you filled out each section of the
form. Insert the completed form into the same Word document
with your paragraph, using APA formatting
for the paper format as well as for all references and in-text
citations.
Safety Management Week IV

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