1)Read Lee, Everett S. 1966. A Theory of Migration. Demog.docx
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1) Read: Lee, Everett S. 1966. "A Theory of Migration." Demography 3(1): 47-57 . Give an example of a push factor and an example of a pull factor . What other factors affect decisions to migrate? 2) Read: Massey, Douglas S. 1990. "The Social and Economic Origins of Immigration." Annals of the American Academy of Political and Social Science 510: 60-72. In this article, Massey calls our attention to factors that often affect migration decision and would be missed with too narrow a focus on economic costs and benefits. Give a few examples of such factors. Could your examples be integrated in Lee’s framework or do they suggest this framework is somewhat outdated? 3) Derks, Annuska. 2006. “Khmer Women and Global Factories,” pp.193-204 in Leakthina Chau-Pech Ollier and Tim Winter (Eds.) Expressions of Cambodia: The Politics of Tradition, Identity, and Change. London: Routledge . Can any aspect of these migrants’ concrete experience be related to the Lee’s or Massey’s conceptual framework for understanding migration? 4) Briefly describe one finding that you find particularly interesting/surprising/confusing in one of those readings. 1 Paragraph each. Need to be done in 12hours. .
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Arts Voices: Constructing Arguments
A mini-archive of excerpts from published UWA Arts academics' works. Take a look at these essay-fragments to see how different scholars describe their argument.
Review of International Studies (2007), 33, 3–24 Copyright B.docx
Review of International Studies (2007), 33, 3–24 Copyright � British International Studies Association
doi:10.1017/S0260210507007371
Introduction
Still critical after all these years? The past,
present and future of Critical Theory in
International Relations
NICHOLAS RENGGER AND BEN THIRKELL-WHITE*
Twenty-five years ago, theoretical reflection on International Relations (IR) was
dominated by three broad discourses. In the United States the behavioural revolution
of the 1950s and 1960s had helped to create a field that was heavily influenced by
various assumptions allegedly derived from the natural sciences. Of course, variety
existed within the behaviourist camp. Some preferred the heavily quantitative
approach that had become especially influential in the 1960s, while others were
exploring the burgeoning literature of rational and public choice, derived from the
game theoretic approaches pioneered at the RAND corporation. Perhaps the most
influential theoretical voice of the late 1970s, Kenneth Waltz, chose neither; instead he
developed his Theory of International Politics around an austere conception of parsi-
mony and systems derived from his reading in contemporary philosophy of science.1
These positivist methods were adopted not just in the United States but also in
Europe, Asia and the UK. But in Britain a second, older approach, more influenced
by history, law and by philosophy was still widely admired. The ‘classical approach’
to international theory had yet to formally emerge into the ‘English School’ but many
of its texts had been written and it was certainly a force to be reckoned with.2
* The authors would like to thank all the contributors to this special issue, including our two referees.
We would also like to thank Kate Schick for comments on drafts and broader discussion of the
subject matter.
1 Discussions of the development and character of so-called ‘positivist’ IR are something of a drug on
the market. Many of them, of course, treat IR and political science as virtually interchangeable. For
discussions of the rise of ‘positivist’ political science, see: Bernard Crick, The American Science of
Politics (Berkeley and Los Angeles, CA: University of California Press, 1960). Klaus Knorr and
James Rosenau (eds.), Contending Approaches to International Politics (Princeton, NJ: Princeton
University Press, 1969) highlight the emergence of what might be termed ‘classical’ behaviouralist
approaches. The growing diversity of the field can be seen in K. J. Holsti, The Dividing Discipline
(London; Allen and Unwin, 1985) and the debates between positivism and its critics traced ably in
the introduction to Steve Smith, Ken Booth and Marysia Zalewski (eds.), International Theory;
Positivism, and Beyond (Cambridge: Cambridge University Press, 1996). Waltz’s move from a
traditional to a much more scientific mode of theory is found, of course, in Theory of International
Politics (Reading, MA: Addison Wesley, 1979).
2 The exhaustive (an.
The assignment wahs to be based on reading of the book, i have attac.docx
The assignment wahs to be based on reading of the book, i have attachments to e-mail, copied and scaned pages from the book
Schaefer- 1)
What is the distinguishing feature of sociology? Explain C. Wright Mills concept of the Sociological Imagination. In doing so, explain the key difference between “individual problems” and “social problems.” How is the sociological imagination used to explain the problem of “divorce?”
2)
(Schaefer-1)
Discuss Emile Durkhiem’s classical scientific study of suicide. How was his theory different from other psychological theories of suicide? What were Durkheim’s conclusions about suicide rates and how they differed based on various social groups and levels of integration?
3)
(Schaefer- 1)
Compare and contrast the three major theoretical perspectives in sociology- (functionalism, conflict theory and interactionism.) As you compare these approaches, be sure to use the Gulf Coast Oil Spill as an example. How does each theoretical perspective view this problem differently?
4)
(Schaefer- 2)
Describe the key differences between ethnocentrism and cultural relativism. How would the two approaches understand the topic(s) of “the 2003 Iraq War” and “children marrying adults?”
5)
(Schaefer- 2)
Based on data collected from 1966 through 2011, explain (in detail) how the social “values” of first year college students have drastically changed. Using any evidence from the reading(s), what other social forces taking place over this time period may have contributed to this general shift in values?
6)
(DelSordi-1)
Describe my use of the “sociological imagination” and how it is applied to electoral/voting behavior (be specific).
7)
(DelSordi-1)
Describe 2 major transformations that have taken place in American culture over the last few generations. How have these specific changes created new social problems that sociologists are currently grappling with?
8)
DelSordi-1)
Explain the concept of “value freedom.” How does the use of “situated objectivity” help us remain academically honest?
9)
(DelSordi-1)
How does positivism differ from postmodernism? How has postmodernism changed the field of sociology? Explain how postmodernism has altered our understanding of social problems (using one major example in the reading).
.
1.Most sociologists interpret social life from one of three ma.docx
1.Most sociologists interpret social life from one of three major theoretical paradigms or theoretical approaches (i.e., functionalism, conflict theory, and symbolic interactionism). Thoroughly describe the major points of each theoretical paradigm and the limitations/weaknesses of each approach. Moreover, list one sociologist who has been identified with functionalism, one sociologist identified with conflict theory, and one sociologist identified with symbolic interactionism. Be sure to include the reason or reasons you believe the sociologists are identified with the particular perspectives.
2.Based on the class lecture, discuss the
three
major contributions made by
each
of the following sociologists: Marx (3 contributions), Durkheim (3 contributions), and Weber (3 contributions). Then choose any one of the nine contributions and discuss what makes that particular contribution important for the discipline of sociology. Be sure to provide some detail on how the particular contribution you chose significantly impacted sociology.
3.Explain the process of cultural diffusion and how it contributes to cultural leveling. Be sure to provide a concrete example of cultural diffusion and cultural leveling. Then discuss two ways in which this process is positive for our world and two ways in which this process is negative for our world.
4.Discuss the process of structuration. Then apply the concept of structuration to help us better understand the phenomenon of consumerism in the United States. (Be sure to discuss the two-way process in your application of the concept.)
.
omparative historical research is a method of social science that e.pdf
omparative historical research is a method of social science that examines historical events in
order to create explanations that are valid beyond a particular time and place, either by direct
comparison to other historical events, theory building, or reference to the present
day.[1]Generally, it involves comparisons of social processes across times and places. It overlaps
with historical sociology. While the disciplines ofhistory and sociology have always been
connected, they have connected in different ways at different times (see \'Major researchers\'
below). This form of research may use any of several theoretical orientations. It is distinguished
by the types of questions it asks, not the theoretical framework it employs (see \'Illustrations\'
below)
Some commentators have identified three waves of historical comparative research.[2] The first
wave of historical comparative research concerned how societies came to be modern, i.e. based
on individual and rational action, with exact definitions varying widely. Some of the major
researchers in this mode were Alexis de Tocqueville,[3]Karl Marx,[4]Emile Durkheim,[5]Max
Weber,[6] and W.E.B. Du Bois.[7] The second wave reacted to a perceived ahistorical body of
theory and sought to show how social systems were not static, but developed over time.[8]
Notable authors of this wave include Barrington Moore, Jr.,[9]Theda Skocpol,[10]Charles
Tilly,[11]Michael Mann,[12] and Mark Gould.[13] Some have placed the Annales school and
Pierre Bourdieu in this general group, despite their stylistic differences.[14] The current wave of
historical comparative research sociology is often but not exclusively post-structural in its
theoretical orientation. Influential current authors include Julia Adams,[15] Anne Laura
Stoler,[16]Philip Gorski,[17] and James Mahoney.[18]
There are four major methods that researchers use to collect historical data. These are archival
data, secondary sources, running records, and recollections. The archival data, or primary
sources, are typically the resources that researchers rely most heavily on. Archival data includes
official documents and other items that would be found in archives, museums, etc. Secondary
sources are the works of other historians who have written history. Running records are ongoing
series of statistical or other sorts of data, such as census data, ship\'s registries, property deeds,
etc. Finally recollections include sources such as autobiographies, memoirs or diaries.[19]
There are four stages, as discussed by Schutt, to systematic qualitative comparative historical
studies: (1) develop the premise of the investigation, identifying events, concepts, etc., that may
explain the phenomena; (2) choose the case(s) (location- nation, region) to examine; (3) use what
Theda Skocpol has termed as \"interpretive historical sociology\" and examine the similarities
and the differences; and (4) based on the information gathered, propose a causal explanation for
the pheno.
Human Resource Management Review 19 (2009) 117–133Contents
Human Resource Management Review 19 (2009) 117–133
Contents lists available at ScienceDirect
Human Resource Management Review
journal homepage: www.elsevier.com/locate/humres
Diversity in organizations: Where are we now and where are we going?
Lynn M. Shore ⁎, Beth G. Chung-Herrera, Michelle A. Dean, Karen Holcombe Ehrhart, Don I. Jung,
Amy E. Randel, Gangaram Singh
Institute for Inclusiveness and Diversity in Organizations, Department of Management, College of Business Administration, San Diego State University,
5500 Campanile Drive, San Diego, CA 92182, USA
a r t i c l e i n f o
⁎ Corresponding author. Fax: +1 619 594 3272.
E-mail address: [email protected] (L.M. Shore)
1 Some of the more frequently cited theories include
Tajfel & Turner, 1986), social- and self-categorizatio
demography (Tsui, Egan, & O’Reilly, 1992), aversive rac
(Lazarsfeld & Merton, 1954), tokenism and proportion
1053-4822/$ – see front matter © 2008 Elsevier Inc. A
doi:10.1016/j.hrmr.2008.10.004
a b s t r a c t
Keywords:
A great deal of research has focused on workforce diversity. Despite an increasing number of
studies, few consistent conclusions have yet to be reached about the antecedents and outcomes
of diversity. Likewise, research on different dimensions of diversity (e.g., age, race, gender,
sexual orientation, disability, and culture) has mostly evolved independently. Therefore, the
purpose of this review is to examine each of these dimensions of diversity to describe common
themes across dimensions and to develop an integrative model of diversity.
© 2008 Elsevier Inc. All rights reserved.
Diversity
Inclusiveness
While the term “workforce diversity” is commonly used in scholarly articles as well as in the popular press, the focus and scope
of the research is both varied and broad. Until recently, most studies have focused on a single dimension of diversity (e.g., age, sex,
race) in a domestic, typically U.S. context. In a world of globalization populated by boundaryless and virtual organizations, it is time
to revisit the old theories of diversity and to create a new set of paradigms. Therefore, in this article we examine multiple
dimensions of diversity to assess the current status of the literature, and to make some suggestions going forward.
As a starting point, we examine six dimensions of diversity (race, gender, age, disability, sexual orientation, and national origin)
to determine how these literatures have evolved. The purpose of this review is to provide a basis on which to focus on similarities
and differences in these separate literatures, in order to determine the extent to which an integrative framework of diversity is
meaningful and appropriate. To move toward identifying areas of similarity as a basis for integration, for each diversity dimension
included in this article we first briefly review theoretical paradigms and the extent to which associated predictions for the diversity
dimensions are positive, negative, or neutral. Since theor ...
Dimensionalizing cultures the hofstede model in context
This document summarizes Geert Hofstede's model of cultural dimensions and how it was developed based on prior conceptual work. It discusses how earlier researchers proposed dimensions to classify cultures but had weaknesses in clearly defining levels of analysis. Hofstede's model improved on this by focusing only on national cultures and empirically identifying dimensions. It describes some of the dimensions proposed by earlier researchers that influenced Hofstede, such as individualism-collectivism and power distance. Hofstede's study validated three dimensions identified in an earlier review as being consistently identified in studies of national character: relation to authority, conception of self, and ways of dealing with primary dilemmas.
Writing your literature review worksheet
This document contains summaries of three paragraphs from literature reviews on a range of academic subjects.
The first paragraph summarizes early migrant studies from the 1960s-1970s that focused on structural disadvantages faced by racial minorities in Britain. It notes criticism of these early studies for failing to account for differences within racial groups.
The second paragraph discusses metaphors used in learning theory, describing concepts of knowledge accumulation and the view of the mind as a container to be filled. It links this to assessment frameworks in further education.
The third paragraph evaluates Hofstede's model of cultural dimensions and the ongoing debate around the validity and relevance of the data given it was collected decades ago. It also discusses recent studies that have updated
Recommended
Arts Voices: Constructing Arguments
A mini-archive of excerpts from published UWA Arts academics' works. Take a look at these essay-fragments to see how different scholars describe their argument.
Review of International Studies (2007), 33, 3–24 Copyright B.docx
Review of International Studies (2007), 33, 3–24 Copyright � British International Studies Association
doi:10.1017/S0260210507007371
Introduction
Still critical after all these years? The past,
present and future of Critical Theory in
International Relations
NICHOLAS RENGGER AND BEN THIRKELL-WHITE*
Twenty-five years ago, theoretical reflection on International Relations (IR) was
dominated by three broad discourses. In the United States the behavioural revolution
of the 1950s and 1960s had helped to create a field that was heavily influenced by
various assumptions allegedly derived from the natural sciences. Of course, variety
existed within the behaviourist camp. Some preferred the heavily quantitative
approach that had become especially influential in the 1960s, while others were
exploring the burgeoning literature of rational and public choice, derived from the
game theoretic approaches pioneered at the RAND corporation. Perhaps the most
influential theoretical voice of the late 1970s, Kenneth Waltz, chose neither; instead he
developed his Theory of International Politics around an austere conception of parsi-
mony and systems derived from his reading in contemporary philosophy of science.1
These positivist methods were adopted not just in the United States but also in
Europe, Asia and the UK. But in Britain a second, older approach, more influenced
by history, law and by philosophy was still widely admired. The ‘classical approach’
to international theory had yet to formally emerge into the ‘English School’ but many
of its texts had been written and it was certainly a force to be reckoned with.2
* The authors would like to thank all the contributors to this special issue, including our two referees.
We would also like to thank Kate Schick for comments on drafts and broader discussion of the
subject matter.
1 Discussions of the development and character of so-called ‘positivist’ IR are something of a drug on
the market. Many of them, of course, treat IR and political science as virtually interchangeable. For
discussions of the rise of ‘positivist’ political science, see: Bernard Crick, The American Science of
Politics (Berkeley and Los Angeles, CA: University of California Press, 1960). Klaus Knorr and
James Rosenau (eds.), Contending Approaches to International Politics (Princeton, NJ: Princeton
University Press, 1969) highlight the emergence of what might be termed ‘classical’ behaviouralist
approaches. The growing diversity of the field can be seen in K. J. Holsti, The Dividing Discipline
(London; Allen and Unwin, 1985) and the debates between positivism and its critics traced ably in
the introduction to Steve Smith, Ken Booth and Marysia Zalewski (eds.), International Theory;
Positivism, and Beyond (Cambridge: Cambridge University Press, 1996). Waltz’s move from a
traditional to a much more scientific mode of theory is found, of course, in Theory of International
Politics (Reading, MA: Addison Wesley, 1979).
2 The exhaustive (an.
The assignment wahs to be based on reading of the book, i have attac.docx
The assignment wahs to be based on reading of the book, i have attachments to e-mail, copied and scaned pages from the book
Schaefer- 1)
What is the distinguishing feature of sociology? Explain C. Wright Mills concept of the Sociological Imagination. In doing so, explain the key difference between “individual problems” and “social problems.” How is the sociological imagination used to explain the problem of “divorce?”
2)
(Schaefer-1)
Discuss Emile Durkhiem’s classical scientific study of suicide. How was his theory different from other psychological theories of suicide? What were Durkheim’s conclusions about suicide rates and how they differed based on various social groups and levels of integration?
3)
(Schaefer- 1)
Compare and contrast the three major theoretical perspectives in sociology- (functionalism, conflict theory and interactionism.) As you compare these approaches, be sure to use the Gulf Coast Oil Spill as an example. How does each theoretical perspective view this problem differently?
4)
(Schaefer- 2)
Describe the key differences between ethnocentrism and cultural relativism. How would the two approaches understand the topic(s) of “the 2003 Iraq War” and “children marrying adults?”
5)
(Schaefer- 2)
Based on data collected from 1966 through 2011, explain (in detail) how the social “values” of first year college students have drastically changed. Using any evidence from the reading(s), what other social forces taking place over this time period may have contributed to this general shift in values?
6)
(DelSordi-1)
Describe my use of the “sociological imagination” and how it is applied to electoral/voting behavior (be specific).
7)
(DelSordi-1)
Describe 2 major transformations that have taken place in American culture over the last few generations. How have these specific changes created new social problems that sociologists are currently grappling with?
8)
DelSordi-1)
Explain the concept of “value freedom.” How does the use of “situated objectivity” help us remain academically honest?
9)
(DelSordi-1)
How does positivism differ from postmodernism? How has postmodernism changed the field of sociology? Explain how postmodernism has altered our understanding of social problems (using one major example in the reading).
.
1.Most sociologists interpret social life from one of three ma.docx
1.Most sociologists interpret social life from one of three major theoretical paradigms or theoretical approaches (i.e., functionalism, conflict theory, and symbolic interactionism). Thoroughly describe the major points of each theoretical paradigm and the limitations/weaknesses of each approach. Moreover, list one sociologist who has been identified with functionalism, one sociologist identified with conflict theory, and one sociologist identified with symbolic interactionism. Be sure to include the reason or reasons you believe the sociologists are identified with the particular perspectives.
2.Based on the class lecture, discuss the
three
major contributions made by
each
of the following sociologists: Marx (3 contributions), Durkheim (3 contributions), and Weber (3 contributions). Then choose any one of the nine contributions and discuss what makes that particular contribution important for the discipline of sociology. Be sure to provide some detail on how the particular contribution you chose significantly impacted sociology.
3.Explain the process of cultural diffusion and how it contributes to cultural leveling. Be sure to provide a concrete example of cultural diffusion and cultural leveling. Then discuss two ways in which this process is positive for our world and two ways in which this process is negative for our world.
4.Discuss the process of structuration. Then apply the concept of structuration to help us better understand the phenomenon of consumerism in the United States. (Be sure to discuss the two-way process in your application of the concept.)
.
omparative historical research is a method of social science that e.pdf
omparative historical research is a method of social science that examines historical events in
order to create explanations that are valid beyond a particular time and place, either by direct
comparison to other historical events, theory building, or reference to the present
day.[1]Generally, it involves comparisons of social processes across times and places. It overlaps
with historical sociology. While the disciplines ofhistory and sociology have always been
connected, they have connected in different ways at different times (see \'Major researchers\'
below). This form of research may use any of several theoretical orientations. It is distinguished
by the types of questions it asks, not the theoretical framework it employs (see \'Illustrations\'
below)
Some commentators have identified three waves of historical comparative research.[2] The first
wave of historical comparative research concerned how societies came to be modern, i.e. based
on individual and rational action, with exact definitions varying widely. Some of the major
researchers in this mode were Alexis de Tocqueville,[3]Karl Marx,[4]Emile Durkheim,[5]Max
Weber,[6] and W.E.B. Du Bois.[7] The second wave reacted to a perceived ahistorical body of
theory and sought to show how social systems were not static, but developed over time.[8]
Notable authors of this wave include Barrington Moore, Jr.,[9]Theda Skocpol,[10]Charles
Tilly,[11]Michael Mann,[12] and Mark Gould.[13] Some have placed the Annales school and
Pierre Bourdieu in this general group, despite their stylistic differences.[14] The current wave of
historical comparative research sociology is often but not exclusively post-structural in its
theoretical orientation. Influential current authors include Julia Adams,[15] Anne Laura
Stoler,[16]Philip Gorski,[17] and James Mahoney.[18]
There are four major methods that researchers use to collect historical data. These are archival
data, secondary sources, running records, and recollections. The archival data, or primary
sources, are typically the resources that researchers rely most heavily on. Archival data includes
official documents and other items that would be found in archives, museums, etc. Secondary
sources are the works of other historians who have written history. Running records are ongoing
series of statistical or other sorts of data, such as census data, ship\'s registries, property deeds,
etc. Finally recollections include sources such as autobiographies, memoirs or diaries.[19]
There are four stages, as discussed by Schutt, to systematic qualitative comparative historical
studies: (1) develop the premise of the investigation, identifying events, concepts, etc., that may
explain the phenomena; (2) choose the case(s) (location- nation, region) to examine; (3) use what
Theda Skocpol has termed as \"interpretive historical sociology\" and examine the similarities
and the differences; and (4) based on the information gathered, propose a causal explanation for
the pheno.
Human Resource Management Review 19 (2009) 117–133Contents
Human Resource Management Review 19 (2009) 117–133
Contents lists available at ScienceDirect
Human Resource Management Review
journal homepage: www.elsevier.com/locate/humres
Diversity in organizations: Where are we now and where are we going?
Lynn M. Shore ⁎, Beth G. Chung-Herrera, Michelle A. Dean, Karen Holcombe Ehrhart, Don I. Jung,
Amy E. Randel, Gangaram Singh
Institute for Inclusiveness and Diversity in Organizations, Department of Management, College of Business Administration, San Diego State University,
5500 Campanile Drive, San Diego, CA 92182, USA
a r t i c l e i n f o
⁎ Corresponding author. Fax: +1 619 594 3272.
E-mail address: [email protected] (L.M. Shore)
1 Some of the more frequently cited theories include
Tajfel & Turner, 1986), social- and self-categorizatio
demography (Tsui, Egan, & O’Reilly, 1992), aversive rac
(Lazarsfeld & Merton, 1954), tokenism and proportion
1053-4822/$ – see front matter © 2008 Elsevier Inc. A
doi:10.1016/j.hrmr.2008.10.004
a b s t r a c t
Keywords:
A great deal of research has focused on workforce diversity. Despite an increasing number of
studies, few consistent conclusions have yet to be reached about the antecedents and outcomes
of diversity. Likewise, research on different dimensions of diversity (e.g., age, race, gender,
sexual orientation, disability, and culture) has mostly evolved independently. Therefore, the
purpose of this review is to examine each of these dimensions of diversity to describe common
themes across dimensions and to develop an integrative model of diversity.
© 2008 Elsevier Inc. All rights reserved.
Diversity
Inclusiveness
While the term “workforce diversity” is commonly used in scholarly articles as well as in the popular press, the focus and scope
of the research is both varied and broad. Until recently, most studies have focused on a single dimension of diversity (e.g., age, sex,
race) in a domestic, typically U.S. context. In a world of globalization populated by boundaryless and virtual organizations, it is time
to revisit the old theories of diversity and to create a new set of paradigms. Therefore, in this article we examine multiple
dimensions of diversity to assess the current status of the literature, and to make some suggestions going forward.
As a starting point, we examine six dimensions of diversity (race, gender, age, disability, sexual orientation, and national origin)
to determine how these literatures have evolved. The purpose of this review is to provide a basis on which to focus on similarities
and differences in these separate literatures, in order to determine the extent to which an integrative framework of diversity is
meaningful and appropriate. To move toward identifying areas of similarity as a basis for integration, for each diversity dimension
included in this article we first briefly review theoretical paradigms and the extent to which associated predictions for the diversity
dimensions are positive, negative, or neutral. Since theor ...
Dimensionalizing cultures the hofstede model in context
This document summarizes Geert Hofstede's model of cultural dimensions and how it was developed based on prior conceptual work. It discusses how earlier researchers proposed dimensions to classify cultures but had weaknesses in clearly defining levels of analysis. Hofstede's model improved on this by focusing only on national cultures and empirically identifying dimensions. It describes some of the dimensions proposed by earlier researchers that influenced Hofstede, such as individualism-collectivism and power distance. Hofstede's study validated three dimensions identified in an earlier review as being consistently identified in studies of national character: relation to authority, conception of self, and ways of dealing with primary dilemmas.
Writing your literature review worksheet
This document contains summaries of three paragraphs from literature reviews on a range of academic subjects.
The first paragraph summarizes early migrant studies from the 1960s-1970s that focused on structural disadvantages faced by racial minorities in Britain. It notes criticism of these early studies for failing to account for differences within racial groups.
The second paragraph discusses metaphors used in learning theory, describing concepts of knowledge accumulation and the view of the mind as a container to be filled. It links this to assessment frameworks in further education.
The third paragraph evaluates Hofstede's model of cultural dimensions and the ongoing debate around the validity and relevance of the data given it was collected decades ago. It also discusses recent studies that have updated
Writing your literature review worksheet
This document contains summaries of three paragraphs from literature reviews on a range of academic subjects.
The first paragraph summarizes literature on racial injustice and migrant studies in Britain from the 1960s to present. It discusses early studies focusing on structural disadvantages and the concept of a "racial underclass," and more recent recognition of diversity within racial groups in terms of ethnicity and religion.
The second paragraph discusses metaphors of learning as the acquisition or accumulation of knowledge, citing theorists like Vygotsky, Piaget, Lakoff, and Johnson. It analyzes how assessment-driven education systems approach learning in terms of knowledge and skills acquisition.
The third paragraph critically analyzes Hofstede's model of national culture
Dimensionalizing Cultures_ The Hofstede Model in Context.pdf
This document discusses Geert Hofstede's model of six dimensions of national culture:
1) Power Distance 2) Uncertainty Avoidance 3) Individualism vs Collectivism 4) Masculinity vs Femininity
5) Long Term vs Short Term Orientation 6) Indulgence vs Restraint. It describes how Hofstede developed these dimensions through factor analysis of a large IBM employee survey across many countries. The dimensions empirically validated conceptual frameworks from prior researchers on standard issues across cultures. The dimensions are enduring aspects that cultures vary along and that correlate with other cultural measures.
Examine changes introduced to reform or restruct
Examine changes introduced to reform or restructure the U.S. health care delivery system. In a 1,000-1,250 word
paper, discuss action taken for reform and restructuring and the role of the nurse within this changing environment.
Include the following:
1. Outline a current or emerging health care law or federal regulation introduced to reform or restructure
some aspect of the health care delivery system. Describe the effect of this on nursing practice and the
nurse's role and responsibility.
2. Discuss how quality measures and pay for performance affect patient outcomes. Explain how these
affect nursing practice and describe the expectations and responsibilities of the nursing role in these
situations.
3. Discuss professional nursing leadership and management roles that have arisen and how they are
important in responding to emerging trends and in the promotion of patient safety and quality care in
diverse health care settings.
4. Research emerging trends. Predict two ways in which the practice of nursing and nursing roles will grow
or transform within the next five years to respond to upcoming trends or predicted issues in health care.
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published
within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
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. Please review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
Health Care Delivery Models
and Nursing Practice
92
C H A P T E R 5
Narrative Analysis
Approaches
Cigdem Esin
Introduction
This chapter is about using narrative analysis. Like the other approaches described in this book, narrative analysis is an umbrella term that covers a plurality of
methods. The narrative analysis approach takes stories as the unit of analysis. The
stories are usually gathered from the accounts of participants and each approach
focuses on a different feature of the story. Features may be the structure (e.g. Labov,
1972), the content (e.g. Riessman, 1993; Lieblich, Tuval-Mashiach & Zilber, 1998) or
the performative function (e.g. Riessman, 1993; Mishler, 1995; Denzin, 2001), for
example. The chapter begi ...
Positivism Vs Interpretivism Essay
This interpretive essay analyzes James Joyce's short story "Araby" through three paragraphs. It summarizes that the narrator is striving to achieve the goal of bringing a gift for the girl he likes from the Araby carnival. Through his failure to accomplish this goal on time, he comes to an epiphany about unattainable dreams. The setting and descriptions of the girl are used to develop themes of desire, longing, and disappointment. Key details are discussed, such as the narrator obsessively watching the girl's door and her image coming between him and his studies.
Communication and StereotypicalImpressionsPatrick C. Hug.docx
Communication and Stereotypical
Impressions
Patrick C. Hughes
Texas Tech University, Lubbock, Texas, USA
John R. Baldwin
Illinois State University, Normal, Illinois, USA
This study examined the relationship s between specific communica-
tion behaviors and overall perceptions of Black and White commu-
nicators and sought to replicate the findings of Leonard and Locke.
Eighteen communication behaviors were identified in the literature
representin g ‘‘Black’’ and ‘‘White’’ communication. Black (N = 105)
and White (N = 159) respondents recalled a past interaction with a
racial ‘‘other’’ and completed a two-part questionnaire regarding
these behaviors and overall impressions of the other. Pearson
correlations were used to answer seven hypotheses regarding these
behaviors and impressions. Individual communication behaviors
were associated with several negativ e race-type impressions,
suggesting that macrolevel interpretation s between interracial speak-
ers may be problematic. Results also suggest that the exact order
of stereotypes=perceptions might change from place to place,
depending on how the instrument is used, and may be influenced
by interpersonal interaction.
KEYWORDS interracial communication, stereotypes , communica-
tion style
`̀I s interracial communication possible?’’ Leonard and Locke (1993) suggest commu-nication stereotypes are a key piece of the interracial relations puzzle. If this is thecase, the outlook for interracial communication in the twenty-first century is dis-
couraging. For example, a survey found that 76% of African Americans felt that Whites
are insensitive to people, 76% felt that Whites do not want to share with non-Whites, and
79% believed that Whites see themselves as superior and able to boss others around
(Minorities,1994). Many felt that `̀ Whites are insensitive to other people and have a long
history of bigotry and prejudice’’and that `̀ Whites control power and wealth in America’’
The authors are grateful to the editor and two anonymous reviewers for their
helpful comments.
Address correspondence to Patrick C. Hughes, Department of Communication
Studies, Texas Tech University, Lubbock, TX 79409, USA. E-mail: [email protected]
The HowardJournal of Communications, 13:1137128, 2002
Copyright # 2002 Taylor & Francis
1064-6175/02 $12.00 + .00
DOI: 10.1080=10646170290089 917 113
(Minorities, 1994, p. A14). While many may either confirm or challenge the existence of
such perceptions, we cannot deny that stereotypes among racial and ethnic groups con-
tinue to be prevalent in the United States.
Stereotyping is an impediment to effective interracial communication (Barna, 1994;
Boyd,1993; Waters, 1992) and yet seems to be a natural part of the communication process,
as categoriz ation is needed to make sense of our world (Stephan, 1985). The existence and
propagation of these stereotypes themselves are inherently communicative, as it is com-
munication that creates, perpetuates, or contests stereotypes. ...
TheoriesComparative.ppt
This document provides an overview of different theories in comparative politics as discussed by Ruth Lane in her chapter on theory and the art of comparative politics. It outlines three main forms of theory - Michel's "iron law of oligarchy," functionalism, and rational choice theory. It also discusses Lane's perspective on model building as a method of theory construction and presents the "politics" model as an example. Overall, the document aims to illustrate different approaches to conceptualizing and constructing theories in comparative politics.
Add Citation References will provide essay.docx
This document discusses different theoretical frameworks for understanding personality development across adulthood. It summarizes Erikson's theory that young adulthood involves developing identity and intimacy, middle age involves generativity and confident power, and older age involves integrating one's personality. The document also reviews research showing that aspects of personality may develop over longer periods than discrete stages and in different ways for different people. It concludes by discussing different research methods for studying personality development across adulthood, including longitudinal studies, cross-sectional studies, and studies combining retrospective and prospective views.
Fall Int Sex BI SI 1 1 0 45 70 1 1 0 62 66 2.docx
Fall Int Sex BI SI
1 1 0 45 70
1 1 0 62 66
2 1 1 43 64
0 1 1 76 48
2 1 0 51 72
1 1 1 73 39
0 1 1 40 54
0 1 0 66 37
2 1 1 80 81
2 1 1 56 60
2 1 1 59 64
3 1 1 81 44
2 1 1 28 68
3 1 1 76 66
1 1 0 37 46
2 1 1 45 34
4 1 0 80 55
3 1 0 41 78
1 1 0 32 64
2 1 1 48 77
3 1 0 81 58
1 1 1 43 60
1 1 0 66 57
0 1 1 52 53
0 1 1 63 40
2 1 0 33 64
0 1 0 74 77
0 1 1 73 52
3 1 0 79 89
3 1 0 56 54
2 1 1 47 73
1 1 0 38 71
1 1 1 28 73
5 1 1 51 75
1 1 1 40 70
0 1 1 83 83
4 1 1 43 29
1 1 1 40 59
0 1 1 19 61
1 1 0 63 51
1 1 1 33 64
4 1 1 13 56
1 1 1 62 52
1 1 1 53 34
0 1 1 42 55
3 1 0 92 82
0 1 1 54 75
4 1 1 56 87
1 1 0 28 63
0 1 0 39 50
4 0 0 74 59
11 0 0 45 87
3 0 1 59 65
2 0 0 48 59
6 0 0 63 90
3 0 1 56 43
3 0 1 63 58
6 0 0 75 69
3 0 1 49 66
3 0 0 55 68
5 0 0 90 58
7 0 1 98 49
7 0 1 53 53
4 0 0 36 30
4 0 0 24 42
4 0 0 33 55
9 0 0 50 57
7 0 0 76 80
9 0 1 89 58
7 0 1 65 62
3 0 0 19 76
3 0 1 33 62
2 0 1 34 55
8 0 0 73 58
4 0 1 39 71
2 0 1 54 57
7 0 1 66 59
3 0 0 51 65
3 0 1 28 49
2 0 1 36 51
3 0 0 13 18
1 0 1 54 48
4 0 1 52 84
4 0 0 47 83
5 0 0 66 50
4 0 0 31 71
4 0 0 46 73
4 0 0 68 72
3 0 0 80 65
3 0 1 67 44
1 0 0 13 67
3 0 0 25 89
10 0 1 43 70
9 0 0 73 60
7 0 0 43 62
5 0 1 76 46
2 0 1 33 55
4 0 0 69 48
4 0 1 50 52
2 0 0 37 56
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
't
I)
Z)
3)
Lf)
'C~)
Q~
....-~,··· 6 ................. • ••• •••••,, ......... '-.''I'
what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity ...
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
't
I)
Z)
3)
Lf)
'C~)
Q~
....-~,··· 6 ................. • ••• •••••,, ......... '-.''I'
what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Select THREE (3) of the following questions to answer. Answer the q.docx
Select THREE (3) of the following questions to answer. Answer the questions in essay form. Use complete sentences and proper grammar. Each answer must be one page in length, double spaced. Submissions will be graded on these guidelines. Please number your responses to the questions.
1. Explain what is meant by our changing cultural landscape.
2. Describe and give examples of demographic, social and cultural changes that are responsible for the growing importance of diversity.
3. Discuss one example that illustrates each of the following statements.
Dimensions of diversity may be hidden or visible.
Dimensions of diversity are found within groups as well as within individuals.
Dimensions of diversity are in a constant state of flux.
Dimensions of diversity are not always clear-cut or easily defined.
4. List and explain five diversity myths.
5. Contrast assimilation and pluralism and give an example of each. 6. Explain three benefits of developing a global perspective.
...
Texto BC2
This document discusses the concept of values in sociology. It begins by noting that while sociologists often reference values and norms, they tend to do so cursorily without rigorous conceptualization or measurement of values. The document then addresses three questions: (1) What are values? It argues values are distinct from but related to attitudes, traits, norms, and needs. (2) Where do values come from? It discusses cultural and social influences on values. (3) What do values do? It explores how values relate to behaviors, judgments, and social order. The document aims to revive serious study of values in sociology by clarifying conceptual issues and reviewing empirical research.
The Postmodern language teacher
This document provides an overview of postmodernism and its implications for teaching English as a foreign language (TEFL). It discusses how postmodernism challenges modernist ideas of progress, rationality, and absolute truth in fields like science, education, and language teaching. Specifically, it recommends task-based language teaching (TBLT) as a suitable approach for TEFL in postmodern times, as it decentralizes authority and encourages eclecticism, relativism, and self-reflexivity.
Research POL 252 SP 16
This document provides an overview of key concepts in political science research methods. It discusses asking questions to understand political phenomena, developing hypotheses to explain specific questions, and comparing cases using qualitative and quantitative analysis. Concepts, theories, hypotheses, correlation and causation are defined. The importance of inference, public procedures, uncertain conclusions, and the role of method in research are also outlined.
Dimensionalizing Cultures_ The Hofstede Model in Context.pdf
This document discusses Geert Hofstede's model of six dimensions of national culture: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/Short Term Orientation, and Indulgence/Restraint. It describes how the model was developed based on factor analysis of a large IBM employee survey across over 50 countries. The dimensions identified common problems faced by employees in different societies. The model has been validated through correlations with over 400 other cross-cultural studies and remains relevant for describing enduring differences between national cultures.
Neurobiology, layered texts, and correlative cosmologies — a cross cultural f...
Neurobiology, layered texts, and correlative cosmologies — a cross cultural f...SPK División Gráfica Digital de Surpack S.A.
This document provides an overview of a theoretical paper that develops a cross-cultural model for understanding the evolution of correlative systems in premodern history. It argues that correlative thought, while intensely studied in Chinese history, was also prominent in other ancient civilizations. The paper proposes that correlative cosmologies developed from primitive magical-ritual systems and grew more abstract over time through exegetical processes operating on layered textual traditions. It presents a model linking the growth of religious and philosophical ideas to shifts in literate technologies and textual traditions, which can be implemented in computer simulations.A Cultural Studies Approach To Semantic Instability The Case Of News Transla...
This document summarizes an academic article that explores how politically charged words and their translations have unstable meanings due to evolving within different cultural contexts. It proposes analyzing such word pairs as "essentially contested concepts" using cultural studies models to describe their dynamic relationships over time. Specifically, it shifts the focus from journalists as meaning-makers to the relations between words, their translations, and the social/political forces that influence their contested meanings.
CLJ 114 Race, Class, Gender and the LawSpring 20151. For th.docx
CLJ 114: Race, Class, Gender and the Law Spring 2015
1. For this paper select one of the following options for analysis:
-Magazine
-1/2 hour of television
-1/2 hour of music
2. Provide a three-page paper (not including name, title, date, etc.) discussing how race, class, and gender were portrayed—were the three things openly discussed? How are they portrayed (for example, through photographs in the magazine, images on television, or in the lyrics of the music)? Were some races, classes, or genders excluded from portrayal? If so, you might speculate as to why that might be. In your paper, consider what underlying assumptions about race, class, and gender are reflected in the material, and/or what commonly held assumptions are challenged. Connect your ideas to what you have learned in class this semester in regard to racial tensions, gender-based practices and the various ways in which class contribute to the criminalization of certain groups. Feel free to discuss advertisements along with the other content of your selection. Be sure to apply some of the terms/concepts from this course in your paper.
3. Please submit hard copies of the paper in class. APA formatting should be applied (title page is separate from paper length). All work must be typed. This paper should be three full pages. Make sure to analyze the material in terms of how race, class, and gender are being portrayed (i.e. how is race depicted, how is class determined and/or what clues suggest this, and in what ways is gender being portrayed—why might this be). No late or emailed papers will be accepted.
4. Grading will be based on the following:
· Did the student discuss the various ways in which race, class and gender portrayed in magazines, on television or in music lyrics?
· Did the student include course material in their analysis (i.e. terms and/or topics that have been discussed in class, textbook, blackboard readings)?
· Were paper requirements met (i.e. paper length, APA formatting, typed, stapled, double-space, etc.)
Key Terms: (these are just a few of the terms we have covered in class-there are many more terms included in the text and the readings which may help you complete this assignment).
Gender Roles Class
Stereotypes Race
Prejudice Gender
Privilege (male, white privilege, etc.) Racial Profiling
Ethnicity Intersectionality
Hyper-Masculinity
Double-Consciousness
Due Date: Thursday April 30, 2015---At the beginning of class. NO LATE PAPERS WILL BE ACCEPTED
Sociological Theory
2014, Vol. 32(3) 228 –243
© American Sociological Association 2014
DOI: 10.1177/073.
Ewrt1 c class 3 post qhq
This document provides an agenda and overview of material for a literature theory class. It includes:
- An introduction to literary theory, explaining that it provides lenses to analyze and interpret literature.
- An overview of several major theoretical approaches like formalism, Marxism, structuralism, new historicism, ethnic studies, gender studies, and psychoanalytic criticism.
- Sample discussion questions for different theories like new criticism, deconstruction, and feminist criticism. These questions focus on analyzing texts through the lens of each theory's key concepts.
The document aims to introduce students to the field of literary theory and some of its major schools of thought by outlining the class topics, providing theoretical context, and giving examples of
Putting Inequality in its Place: Rural Consciousness and the Power of Persp...
This article examines the concept of "rural consciousness" and how it structures how rural residents think about politics in Wisconsin. Through observations of conversations in rural communities, the author finds that rural residents see themselves as facing deprivation relative to urban areas due to decisions made by out-of-touch political elites. This perspective leads rural residents to favor limited government, even if that stance seems at odds with their economic self-interest. The study suggests moving beyond explanations that pit interests against values, and considering how group perspectives shape political understandings.
The truth is elsewhere: Critical History
In 3 sentences:
This document discusses critical history and examines the assumptions behind traditional historical analysis. It argues that history as traditionally defined serves to affirm existing power structures. The document advocates redefining history through a critical lens to uncover distortions and silenced voices, and to use historical analysis to better understand oppression and work towards social emancipation and improvement.
1. A frequently asked question is Can structured techniques and obj.docx
1. A frequently asked question is “Can structured techniques and object-oriented techniques be mixed? In other words, is it possible to do structured analysis and then object-oriented design of the application or vice versa?” In some situations, it may be possible to mix and match, such as when designing and implementing the interface using OO after completing traditional structured analysis. In two paragraphs explain.
2. How secure is 802.11 security? Give examples to support your views.
3. Research a unique news story or article related to Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
.
1. Which of the following BEST describes the primary goal of a re.docx
1.
Which of the following BEST describes the primary goal of a research project? (Points : 1)
[removed] [removed] [removed] [removed]
.
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Health Care Delivery Models
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C H A P T E R 5
Narrative Analysis
Approaches
Cigdem Esin
Introduction
This chapter is about using narrative analysis. Like the other approaches described in this book, narrative analysis is an umbrella term that covers a plurality of
methods. The narrative analysis approach takes stories as the unit of analysis. The
stories are usually gathered from the accounts of participants and each approach
focuses on a different feature of the story. Features may be the structure (e.g. Labov,
1972), the content (e.g. Riessman, 1993; Lieblich, Tuval-Mashiach & Zilber, 1998) or
the performative function (e.g. Riessman, 1993; Mishler, 1995; Denzin, 2001), for
example. The chapter begi ...
Positivism Vs Interpretivism Essay
This interpretive essay analyzes James Joyce's short story "Araby" through three paragraphs. It summarizes that the narrator is striving to achieve the goal of bringing a gift for the girl he likes from the Araby carnival. Through his failure to accomplish this goal on time, he comes to an epiphany about unattainable dreams. The setting and descriptions of the girl are used to develop themes of desire, longing, and disappointment. Key details are discussed, such as the narrator obsessively watching the girl's door and her image coming between him and his studies.
Communication and StereotypicalImpressionsPatrick C. Hug.docx
Communication and Stereotypical
Impressions
Patrick C. Hughes
Texas Tech University, Lubbock, Texas, USA
John R. Baldwin
Illinois State University, Normal, Illinois, USA
This study examined the relationship s between specific communica-
tion behaviors and overall perceptions of Black and White commu-
nicators and sought to replicate the findings of Leonard and Locke.
Eighteen communication behaviors were identified in the literature
representin g ‘‘Black’’ and ‘‘White’’ communication. Black (N = 105)
and White (N = 159) respondents recalled a past interaction with a
racial ‘‘other’’ and completed a two-part questionnaire regarding
these behaviors and overall impressions of the other. Pearson
correlations were used to answer seven hypotheses regarding these
behaviors and impressions. Individual communication behaviors
were associated with several negativ e race-type impressions,
suggesting that macrolevel interpretation s between interracial speak-
ers may be problematic. Results also suggest that the exact order
of stereotypes=perceptions might change from place to place,
depending on how the instrument is used, and may be influenced
by interpersonal interaction.
KEYWORDS interracial communication, stereotypes , communica-
tion style
`̀I s interracial communication possible?’’ Leonard and Locke (1993) suggest commu-nication stereotypes are a key piece of the interracial relations puzzle. If this is thecase, the outlook for interracial communication in the twenty-first century is dis-
couraging. For example, a survey found that 76% of African Americans felt that Whites
are insensitive to people, 76% felt that Whites do not want to share with non-Whites, and
79% believed that Whites see themselves as superior and able to boss others around
(Minorities,1994). Many felt that `̀ Whites are insensitive to other people and have a long
history of bigotry and prejudice’’and that `̀ Whites control power and wealth in America’’
The authors are grateful to the editor and two anonymous reviewers for their
helpful comments.
Address correspondence to Patrick C. Hughes, Department of Communication
Studies, Texas Tech University, Lubbock, TX 79409, USA. E-mail: [email protected]
The HowardJournal of Communications, 13:1137128, 2002
Copyright # 2002 Taylor & Francis
1064-6175/02 $12.00 + .00
DOI: 10.1080=10646170290089 917 113
(Minorities, 1994, p. A14). While many may either confirm or challenge the existence of
such perceptions, we cannot deny that stereotypes among racial and ethnic groups con-
tinue to be prevalent in the United States.
Stereotyping is an impediment to effective interracial communication (Barna, 1994;
Boyd,1993; Waters, 1992) and yet seems to be a natural part of the communication process,
as categoriz ation is needed to make sense of our world (Stephan, 1985). The existence and
propagation of these stereotypes themselves are inherently communicative, as it is com-
munication that creates, perpetuates, or contests stereotypes. ...
TheoriesComparative.ppt
This document provides an overview of different theories in comparative politics as discussed by Ruth Lane in her chapter on theory and the art of comparative politics. It outlines three main forms of theory - Michel's "iron law of oligarchy," functionalism, and rational choice theory. It also discusses Lane's perspective on model building as a method of theory construction and presents the "politics" model as an example. Overall, the document aims to illustrate different approaches to conceptualizing and constructing theories in comparative politics.
Add Citation References will provide essay.docx
This document discusses different theoretical frameworks for understanding personality development across adulthood. It summarizes Erikson's theory that young adulthood involves developing identity and intimacy, middle age involves generativity and confident power, and older age involves integrating one's personality. The document also reviews research showing that aspects of personality may develop over longer periods than discrete stages and in different ways for different people. It concludes by discussing different research methods for studying personality development across adulthood, including longitudinal studies, cross-sectional studies, and studies combining retrospective and prospective views.
Fall Int Sex BI SI 1 1 0 45 70 1 1 0 62 66 2.docx
Fall Int Sex BI SI
1 1 0 45 70
1 1 0 62 66
2 1 1 43 64
0 1 1 76 48
2 1 0 51 72
1 1 1 73 39
0 1 1 40 54
0 1 0 66 37
2 1 1 80 81
2 1 1 56 60
2 1 1 59 64
3 1 1 81 44
2 1 1 28 68
3 1 1 76 66
1 1 0 37 46
2 1 1 45 34
4 1 0 80 55
3 1 0 41 78
1 1 0 32 64
2 1 1 48 77
3 1 0 81 58
1 1 1 43 60
1 1 0 66 57
0 1 1 52 53
0 1 1 63 40
2 1 0 33 64
0 1 0 74 77
0 1 1 73 52
3 1 0 79 89
3 1 0 56 54
2 1 1 47 73
1 1 0 38 71
1 1 1 28 73
5 1 1 51 75
1 1 1 40 70
0 1 1 83 83
4 1 1 43 29
1 1 1 40 59
0 1 1 19 61
1 1 0 63 51
1 1 1 33 64
4 1 1 13 56
1 1 1 62 52
1 1 1 53 34
0 1 1 42 55
3 1 0 92 82
0 1 1 54 75
4 1 1 56 87
1 1 0 28 63
0 1 0 39 50
4 0 0 74 59
11 0 0 45 87
3 0 1 59 65
2 0 0 48 59
6 0 0 63 90
3 0 1 56 43
3 0 1 63 58
6 0 0 75 69
3 0 1 49 66
3 0 0 55 68
5 0 0 90 58
7 0 1 98 49
7 0 1 53 53
4 0 0 36 30
4 0 0 24 42
4 0 0 33 55
9 0 0 50 57
7 0 0 76 80
9 0 1 89 58
7 0 1 65 62
3 0 0 19 76
3 0 1 33 62
2 0 1 34 55
8 0 0 73 58
4 0 1 39 71
2 0 1 54 57
7 0 1 66 59
3 0 0 51 65
3 0 1 28 49
2 0 1 36 51
3 0 0 13 18
1 0 1 54 48
4 0 1 52 84
4 0 0 47 83
5 0 0 66 50
4 0 0 31 71
4 0 0 46 73
4 0 0 68 72
3 0 0 80 65
3 0 1 67 44
1 0 0 13 67
3 0 0 25 89
10 0 1 43 70
9 0 0 73 60
7 0 0 43 62
5 0 1 76 46
2 0 1 33 55
4 0 0 69 48
4 0 1 50 52
2 0 0 37 56
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
't
I)
Z)
3)
Lf)
'C~)
Q~
....-~,··· 6 ................. • ••• •••••,, ......... '-.''I'
what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity ...
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Select THREE (3) of the following questions to answer. Answer the q.docx
Select THREE (3) of the following questions to answer. Answer the questions in essay form. Use complete sentences and proper grammar. Each answer must be one page in length, double spaced. Submissions will be graded on these guidelines. Please number your responses to the questions.
1. Explain what is meant by our changing cultural landscape.
2. Describe and give examples of demographic, social and cultural changes that are responsible for the growing importance of diversity.
3. Discuss one example that illustrates each of the following statements.
Dimensions of diversity may be hidden or visible.
Dimensions of diversity are found within groups as well as within individuals.
Dimensions of diversity are in a constant state of flux.
Dimensions of diversity are not always clear-cut or easily defined.
4. List and explain five diversity myths.
5. Contrast assimilation and pluralism and give an example of each. 6. Explain three benefits of developing a global perspective.
...
Texto BC2
This document discusses the concept of values in sociology. It begins by noting that while sociologists often reference values and norms, they tend to do so cursorily without rigorous conceptualization or measurement of values. The document then addresses three questions: (1) What are values? It argues values are distinct from but related to attitudes, traits, norms, and needs. (2) Where do values come from? It discusses cultural and social influences on values. (3) What do values do? It explores how values relate to behaviors, judgments, and social order. The document aims to revive serious study of values in sociology by clarifying conceptual issues and reviewing empirical research.
The Postmodern language teacher
This document provides an overview of postmodernism and its implications for teaching English as a foreign language (TEFL). It discusses how postmodernism challenges modernist ideas of progress, rationality, and absolute truth in fields like science, education, and language teaching. Specifically, it recommends task-based language teaching (TBLT) as a suitable approach for TEFL in postmodern times, as it decentralizes authority and encourages eclecticism, relativism, and self-reflexivity.
Research POL 252 SP 16
This document provides an overview of key concepts in political science research methods. It discusses asking questions to understand political phenomena, developing hypotheses to explain specific questions, and comparing cases using qualitative and quantitative analysis. Concepts, theories, hypotheses, correlation and causation are defined. The importance of inference, public procedures, uncertain conclusions, and the role of method in research are also outlined.
Dimensionalizing Cultures_ The Hofstede Model in Context.pdf
This document discusses Geert Hofstede's model of six dimensions of national culture: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/Short Term Orientation, and Indulgence/Restraint. It describes how the model was developed based on factor analysis of a large IBM employee survey across over 50 countries. The dimensions identified common problems faced by employees in different societies. The model has been validated through correlations with over 400 other cross-cultural studies and remains relevant for describing enduring differences between national cultures.
Neurobiology, layered texts, and correlative cosmologies — a cross cultural f...
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This document provides an overview of a theoretical paper that develops a cross-cultural model for understanding the evolution of correlative systems in premodern history. It argues that correlative thought, while intensely studied in Chinese history, was also prominent in other ancient civilizations. The paper proposes that correlative cosmologies developed from primitive magical-ritual systems and grew more abstract over time through exegetical processes operating on layered textual traditions. It presents a model linking the growth of religious and philosophical ideas to shifts in literate technologies and textual traditions, which can be implemented in computer simulations.A Cultural Studies Approach To Semantic Instability The Case Of News Transla...
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CLJ 114 Race, Class, Gender and the LawSpring 20151. For th.docx
CLJ 114: Race, Class, Gender and the Law Spring 2015
1. For this paper select one of the following options for analysis:
-Magazine
-1/2 hour of television
-1/2 hour of music
2. Provide a three-page paper (not including name, title, date, etc.) discussing how race, class, and gender were portrayed—were the three things openly discussed? How are they portrayed (for example, through photographs in the magazine, images on television, or in the lyrics of the music)? Were some races, classes, or genders excluded from portrayal? If so, you might speculate as to why that might be. In your paper, consider what underlying assumptions about race, class, and gender are reflected in the material, and/or what commonly held assumptions are challenged. Connect your ideas to what you have learned in class this semester in regard to racial tensions, gender-based practices and the various ways in which class contribute to the criminalization of certain groups. Feel free to discuss advertisements along with the other content of your selection. Be sure to apply some of the terms/concepts from this course in your paper.
3. Please submit hard copies of the paper in class. APA formatting should be applied (title page is separate from paper length). All work must be typed. This paper should be three full pages. Make sure to analyze the material in terms of how race, class, and gender are being portrayed (i.e. how is race depicted, how is class determined and/or what clues suggest this, and in what ways is gender being portrayed—why might this be). No late or emailed papers will be accepted.
4. Grading will be based on the following:
· Did the student discuss the various ways in which race, class and gender portrayed in magazines, on television or in music lyrics?
· Did the student include course material in their analysis (i.e. terms and/or topics that have been discussed in class, textbook, blackboard readings)?
· Were paper requirements met (i.e. paper length, APA formatting, typed, stapled, double-space, etc.)
Key Terms: (these are just a few of the terms we have covered in class-there are many more terms included in the text and the readings which may help you complete this assignment).
Gender Roles Class
Stereotypes Race
Prejudice Gender
Privilege (male, white privilege, etc.) Racial Profiling
Ethnicity Intersectionality
Hyper-Masculinity
Double-Consciousness
Due Date: Thursday April 30, 2015---At the beginning of class. NO LATE PAPERS WILL BE ACCEPTED
Sociological Theory
2014, Vol. 32(3) 228 –243
© American Sociological Association 2014
DOI: 10.1177/073.
Ewrt1 c class 3 post qhq
This document provides an agenda and overview of material for a literature theory class. It includes:
- An introduction to literary theory, explaining that it provides lenses to analyze and interpret literature.
- An overview of several major theoretical approaches like formalism, Marxism, structuralism, new historicism, ethnic studies, gender studies, and psychoanalytic criticism.
- Sample discussion questions for different theories like new criticism, deconstruction, and feminist criticism. These questions focus on analyzing texts through the lens of each theory's key concepts.
The document aims to introduce students to the field of literary theory and some of its major schools of thought by outlining the class topics, providing theoretical context, and giving examples of
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In 3 sentences:
This document discusses critical history and examines the assumptions behind traditional historical analysis. It argues that history as traditionally defined serves to affirm existing power structures. The document advocates redefining history through a critical lens to uncover distortions and silenced voices, and to use historical analysis to better understand oppression and work towards social emancipation and improvement.
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w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docx
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refrences you can use:
Psychological Capital
Psychological capital is a positive psychological state with four components: self-efficacy, optimism, hope and resiliency. Self-efficacy means having confidence in oneself to complete goals. Optimism is more than just being positive; it is purposely and positively reframing external negative experiences. Hope is about persevering toward goals, redirecting yourself when faced with a setback. And resiliency refers to one’s ability to bounce back from adversity. Together they are greater than the sum of their parts.
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1
2
3
Supply
__________________________________________________________________
A
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10
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200
Factory
B
2
2
6
400
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8
7
200
__________________________________________________________________
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320
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Votes/dollar
________________________
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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