Amazon HQ2 Research Project, BUS 163
Professor Cuadra, Tacoma Community CollegeResearch Assignment, Part 2:
Be sure to read through all of the questions, completely, before beginning your research. You don’t want to have to keep going back to the same subject. However, you may have to do that to some degree – that is one of things about research. That is why it is critical to keep track of your source.
Please research the following questions/areas for your assigned city. BE SURE TO KEEP TRACK OF YOUR SOURCES. You will have to provide a list of references, and in-text citations, in submitted research. Every fact or piece of information you provide must have a citation and the full reference for that source included at the end in a reference list.
This set of research is the briefest one and should not take you too much time.
Be sure to check out the BUS 163 Library Guide on the left side of your Canvas screen and use the resources listed there to help you with your research.Income/Wages (50 points)
1. Try to find the average area salaries for:
a. Executives (this one will vary widely, and you may get a huge range. If so, just put in the range)
b. Software development engineers/software engineers
c. Accountants – you may find pay rates for a wide variety of accounting jobs. You might find information for some of these:
i. Accounts payable
ii. Accounts receivable
iii. Payroll specialists
iv. Controller
d. Human resource specialists (sometimes listed as HR managers)
e. Non-executive management positions (project managers, program managers, supervisors)
f. Administrative assistants
2. Area minimum wage (you may be surprised how low it is in some areas).
3. Overall prevailing wage – this may be hard to find. What it means is what the labor department and/or unions require to be paid. For instance, if you are doing construction work on a highway, your company has to pay you and your employees the “prevailing wage” for that work. In this area, people who pour concrete and do paving get $52/hour because that is the prevailing wage.
a. Try looking at several sources, but if you cannot find the information, just list where you looked and say you could not find it.
4. Find out the median income for your city/area.
5. Find out the average household size. It is good to check out the US Census Bureau site for this kind of information.
6. Look and see if you can find out if your city/area has required sick leave, like we do in Washington now. If so, what are the details?
7. What is the average home price in the area? What is the range of home prices?
Your information can just be bullet points for this.
Be sure to use AT LEAST three different sources. You might want to see what different information you get for any one category. If you get different information, please note that. A good practice is to look into the source for your source – where did THEY get this information. Also, check the dates and you will likely want to use the most recent informatio.
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HA.docxsusannr
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HAVE DIFFERENT INSTRUCTIONS..
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
Running Head Sun Coast1SUN COASTSun Coast.docxjeanettehully
Running Head: Sun Coast 1
SUN COAST
Sun Coast
Tammie Witcher
Columbia Southern University
Literature Review
The purpose of this report is to develop a literature review that analyses how research-based decision-making can directly affect organizational practices. In this regards, different aspects are being considered for analysis including the differences in qualitative and quantitative research methodologies and examining the advantages and disadvantages of primary as well as secondary sources of data. The entire discussion is then related to the Sun Coast’s case and how the articles in literature review solves Sun Coast’s issue.
Impact of Research-based Decision-making on the Organization
Many different researches have been made that show the positive impact of research and training on the decision making capabilities. In this regards, a study in the healthcare sector found that through training and research, there was an immediate conversion of attitudes in the workplace than on skills (Champagne et al., 2014).
One of the most popular studies in this field is the evidence- based practices. The idea behind this concept is to take quality decisions based on critical thinking and best available evidence (Barends et al., 2014). According to this practice, evidence is obtained from multiple sources in order to have a desired positive outcome. Evidence can take form of different size and shape and may and its quality depends on its relevance to the case (Barends et al., 2014).
Qualitative and Quantitative Research Methodologies
There are various types of research methodologies. However, these fall majorly into two categories; qualitative and quantitative. The qualitative research is more concerned with the information available in the form of emotions that may not be quantified. It involves gathering non-numerical data. Methods can include observation etc. Quantitative research is more concerned with the numerical data that can be easily quantified. For instance, conducting statistical analysis of the test results produce by Grade 1 students.
With regards to the case of Sun Coast, data is already available in the numeric form and therefore, the quantitative research methodologies shall be applied.
Primary and Secondary Sources of Data
Primary data is when the data is collected first hand, with direct interaction from the subjects or the target audience. This involves conducting questionnaires or interviews that provide information from the source directly. The major advantage of primary data is that new and updated information is available. However, the disadvantage is that collecting data through this source may take up a lot of time and even delays in the research. Furthermore, there are ethical concerns as well in the primary collection of data (Hox & R. Boeigi, 2005).
Secondary data is the use of already collected data by the previous researchers and using the relevant information in the current research ...
Running head TITLE1TITLE2Research QuestionHow doe.docxtoddr4
Hello! How can I help you today?
Patron: Hi, I'm working on a research paper about prayer in public schools. Can you recommend some good scholarly sources to help me understand how the courts have weighed factors regarding the legality of prayer in American public schools?
This document provides an introduction to research methods for conducting surveys in parishes. It discusses both quantitative and qualitative research methods. Quantitative methods involve collecting and analyzing numerical data through tools like questionnaires and statistical analysis. Qualitative methods explore topics in more depth through interviews and examining words, pictures, or objects. The document outlines the typical steps in a research process, including identifying an area of study, developing questions, reviewing existing literature, designing and piloting a survey, collecting and analyzing results, and presenting findings. It also discusses choosing appropriate research methods and tools like NVivo or SPSS for analyzing qualitative and quantitative data respectively.
How To Quote And Cite A Play In An Essay Using MLA Format - QuoraFaith Brown
The document provides instructions for creating an account on the website HelpWriting.net in order to request paper writing assistance. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. The purpose is to guide users through obtaining custom written papers from HelpWriting.net writers.
The Pursuit of Happiness
Research Project
Choosing
your person...
Choose a person who has
achieved a form of happiness.
This person could be a
humanitarian who has done
something for the greater
good, an athlete, a politician,
an actor/actress, a service
member, etc.
*Your person does not necessarily
have to be famous or well known,
however it may make your research
process a bit easier if they are.
Paper structure
�Introduction with thesis
�Body: Section 1- Introduce and discuss the person you chose as your focus. Provide background
information about them prior to them achieving their happiness. What lead them to the point where they
embarked on their road to success/happiness?
�Body: Section 2- Discuss their achievement of happiness. What did they do, how has it affected them
or other people in their lives? Has it affected society in any way?
�Conclusion
Checklist of research supports
____ A. 1 quote from a 1 piece of literature or text that reflects the aspect of
happiness
____ B. 2 quotes from these multi-media sources (news source articles,
personal internet blog, Tedtalk, database or professional journal)
____ C. 1 quotes from the person you chose as the focus of your paper
Sample Introductory Paragraph
“I have noticed that most people in this world are about as happy as they have made
up their minds to be” (Marden 74). This famous quote, said by former president Abraham
Lincoln, still holds true in today’s society. While happiness is not necessarily a conscious
choice, orientation of the mind and one's surroundings are influential on this cornerstone
of the human condition. Happiness in general is an elusive subject, as it is subjective. It
seems relatively impossible to gauge something so fluid, but through social
experimentation and research, scientists have made some progress about possible
motivations. Achieving a form of happiness can have many positive effects on the mind,
body, and overall quality of life; however, the journey to happiness can often include many
trials and tribulations as it did for insert person’s name here as he pursued his own form
of happiness.
Health of Democracy Essay Rubric
Due Week 2 Friday at 12 p.m. (noon)
What is a democracy? Describe 2-3 qualities of a healthy democracy. And, assess the health of
our democracy. In your essay, use your digital artifact, reference at least one of your peers'
artifacts, and at least two readings from Weeks 1 and 2.
Grading Criteria Grade
Organization, Use of Digital Artifact Post(s) and Course Readings
• Organized and well-structured essay with a beginning, a body, and a conclusion.
• Includes a thesis statement that presents the argument of your paper;
thesis/main argument is defended throughout the paper.
• Claims/arguments are backed by evidence from reading(s).
• Transitions between paragrap.
1. PART 2 Answer the Medical App Critical Appraisal.docxdurantheseldine
1.
PART 2: Answer the Medical App Critical Appraisal questions thoughtfully and comprehensively.
Use the criteria headings on this outline as the headings on your properly APA- formatted paper.
·
NAME: What is the name of the app? MEDSCAPE
·
AUTHOR: Who created, developed, or maintains the app? Explain.
·
ENDORSEMENT: Is the app licensed by the Food and Drug Administration, other government agency, or endorsed by an academic institution or medical professional organization? Explain.
·
OPERATION: Which platform (mobile or web-based) is suitable for the app and why?
·
AESTHETICS: Is the information displayed in a way that is easy to navigate? Is it easy to use? Can you use it without instructions? Explain.
·
PURPOSE: What is the intended purpose or use of the app?
·
CLINICAL DECISION MAKING: What influence does the app have on clinical decision making? Explain.
·
SAFETY: Is there potential for patient harm? Explain.
·
PRIVACY/SECURITY: Does the app have privacy statement or setting? Is there a clear privacy policy stating information will be encrypted and not shared with third parties? Does the app share information on social networks? Are users notified in the event of a breach of privacy and health information? Explain.
·
USER: For whom is the app intended (providers, patients, or others)? Explain.
·
DISTRIBUTION: Is it designed for local use or wider distribution? Explain.
·
CREDIBILITY: How credible are the sources of information? How do you know? Explain.
·
RELEVANCE: How current is the information in the app? When was the last update? Is the content consistent with evidence-based literature or best practices/standards of care? Explain.
3.
PART 3: Provide
oneexample of an appropriate patient or clinical scenario for this app. The example should include the following details:
· Patient Age-population (Pediatric, Adult, Geriatric)
· Clinical Setting (Hospital, Private Practice, Extended Living Facility)
· History of Present Illness and Diagnosis or Condition
· Provide a detailed description of the app in your example. When will the app be implemented (at the Point-of-care or elsewhere)? Who will use the app? What potential impact will it have on the scenario? Incorporate the critical appraisal information from Part 2.
Provide one evidence-based scholarly article as a reference to support clinical decision making.
4. This assignment will be graded on the quality of the information, inclusion of one evidence-based scholarly resource, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content deta.
Abortion For And Against Essay. . People against abortion essays - writinggro...xdqflrobf
Abortion Essay Writing Guide with Examples HandMadeWriting. Legalization of Abortion Free Essay Sample on Samploon.com. Abortion Essay - GCSE Religious Studies Philosophy amp; Ethics - Marked .... Abortion should be illegal - GCSE Religious Studies Philosophy .... Abortion is a very controversial issue. - GCSE Religious Studies .... Why Abortion Should be Illegal Essay Example GraduateWay. Florida Abortion Laws: Abortion Care And Your Legal Rights.. Trump pushes anti-abortion agenda to build culture that cherishes innocent life. State to Pay Large Fine Over Blocked Abortion Law - Alabama News. Want to reduce abortion rates? Give parents money. - The Washington Post. Missouri latest state to move to restrict abortion laws. Opinion How Republicans Hurt the Fight Against Abortion - The New .... Questions surface as states pass abortion laws. Group launches site to help women self-induce abortions at home, citing .... I had an abortion. Why is none of your business. - The Washington Post. Abortion rate at lowest level since 1973. 635711897809053841-AP-Abortion-Restrictions.jpg?width2382amp;height1346 .... Abortion laws: How different states use heartbeat bills, Roe v. Wade. Mississippi abortion law: Judge who blocked prior ban hears arguments. Abortion Should Not Be Made Illegal - GCSE Religious Studies .... Should Abortion be banned? - GCSE English - Marked by Teachers.com. Worldwide, an estimated 25 million unsafe abortions occur each year. Essay Writer for All Kinds of Papers - good thesis statement for being .... Essay against abortion. The Abortion Essay Example You Can Use For .... Sample Essay Abortion. Abortion essays against - writefiction581.web.fc2.com. Abortion Essay Against. Controversial essay on abortion - eassyforex.x.fc2.com. Essays against abortion - articleentitled.x.fc2.com. Buy Essay Online - abortions essays - libdriastate.web.fc2.com. People against abortion essays - writinggroups319.web.fc2.com. Why Abortion Should Be Legal Essay Example. The relevancy of abortion essay - articlehealthkart.x.fc2.com Abortion For And Against Essay Abortion For And Against Essay. . People against abortion essays - writinggroups319.web.fc2.com
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HA.docxsusannr
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HAVE DIFFERENT INSTRUCTIONS..
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
Running Head Sun Coast1SUN COASTSun Coast.docxjeanettehully
Running Head: Sun Coast 1
SUN COAST
Sun Coast
Tammie Witcher
Columbia Southern University
Literature Review
The purpose of this report is to develop a literature review that analyses how research-based decision-making can directly affect organizational practices. In this regards, different aspects are being considered for analysis including the differences in qualitative and quantitative research methodologies and examining the advantages and disadvantages of primary as well as secondary sources of data. The entire discussion is then related to the Sun Coast’s case and how the articles in literature review solves Sun Coast’s issue.
Impact of Research-based Decision-making on the Organization
Many different researches have been made that show the positive impact of research and training on the decision making capabilities. In this regards, a study in the healthcare sector found that through training and research, there was an immediate conversion of attitudes in the workplace than on skills (Champagne et al., 2014).
One of the most popular studies in this field is the evidence- based practices. The idea behind this concept is to take quality decisions based on critical thinking and best available evidence (Barends et al., 2014). According to this practice, evidence is obtained from multiple sources in order to have a desired positive outcome. Evidence can take form of different size and shape and may and its quality depends on its relevance to the case (Barends et al., 2014).
Qualitative and Quantitative Research Methodologies
There are various types of research methodologies. However, these fall majorly into two categories; qualitative and quantitative. The qualitative research is more concerned with the information available in the form of emotions that may not be quantified. It involves gathering non-numerical data. Methods can include observation etc. Quantitative research is more concerned with the numerical data that can be easily quantified. For instance, conducting statistical analysis of the test results produce by Grade 1 students.
With regards to the case of Sun Coast, data is already available in the numeric form and therefore, the quantitative research methodologies shall be applied.
Primary and Secondary Sources of Data
Primary data is when the data is collected first hand, with direct interaction from the subjects or the target audience. This involves conducting questionnaires or interviews that provide information from the source directly. The major advantage of primary data is that new and updated information is available. However, the disadvantage is that collecting data through this source may take up a lot of time and even delays in the research. Furthermore, there are ethical concerns as well in the primary collection of data (Hox & R. Boeigi, 2005).
Secondary data is the use of already collected data by the previous researchers and using the relevant information in the current research ...
Running head TITLE1TITLE2Research QuestionHow doe.docxtoddr4
Hello! How can I help you today?
Patron: Hi, I'm working on a research paper about prayer in public schools. Can you recommend some good scholarly sources to help me understand how the courts have weighed factors regarding the legality of prayer in American public schools?
This document provides an introduction to research methods for conducting surveys in parishes. It discusses both quantitative and qualitative research methods. Quantitative methods involve collecting and analyzing numerical data through tools like questionnaires and statistical analysis. Qualitative methods explore topics in more depth through interviews and examining words, pictures, or objects. The document outlines the typical steps in a research process, including identifying an area of study, developing questions, reviewing existing literature, designing and piloting a survey, collecting and analyzing results, and presenting findings. It also discusses choosing appropriate research methods and tools like NVivo or SPSS for analyzing qualitative and quantitative data respectively.
How To Quote And Cite A Play In An Essay Using MLA Format - QuoraFaith Brown
The document provides instructions for creating an account on the website HelpWriting.net in order to request paper writing assistance. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. The purpose is to guide users through obtaining custom written papers from HelpWriting.net writers.
The Pursuit of Happiness
Research Project
Choosing
your person...
Choose a person who has
achieved a form of happiness.
This person could be a
humanitarian who has done
something for the greater
good, an athlete, a politician,
an actor/actress, a service
member, etc.
*Your person does not necessarily
have to be famous or well known,
however it may make your research
process a bit easier if they are.
Paper structure
�Introduction with thesis
�Body: Section 1- Introduce and discuss the person you chose as your focus. Provide background
information about them prior to them achieving their happiness. What lead them to the point where they
embarked on their road to success/happiness?
�Body: Section 2- Discuss their achievement of happiness. What did they do, how has it affected them
or other people in their lives? Has it affected society in any way?
�Conclusion
Checklist of research supports
____ A. 1 quote from a 1 piece of literature or text that reflects the aspect of
happiness
____ B. 2 quotes from these multi-media sources (news source articles,
personal internet blog, Tedtalk, database or professional journal)
____ C. 1 quotes from the person you chose as the focus of your paper
Sample Introductory Paragraph
“I have noticed that most people in this world are about as happy as they have made
up their minds to be” (Marden 74). This famous quote, said by former president Abraham
Lincoln, still holds true in today’s society. While happiness is not necessarily a conscious
choice, orientation of the mind and one's surroundings are influential on this cornerstone
of the human condition. Happiness in general is an elusive subject, as it is subjective. It
seems relatively impossible to gauge something so fluid, but through social
experimentation and research, scientists have made some progress about possible
motivations. Achieving a form of happiness can have many positive effects on the mind,
body, and overall quality of life; however, the journey to happiness can often include many
trials and tribulations as it did for insert person’s name here as he pursued his own form
of happiness.
Health of Democracy Essay Rubric
Due Week 2 Friday at 12 p.m. (noon)
What is a democracy? Describe 2-3 qualities of a healthy democracy. And, assess the health of
our democracy. In your essay, use your digital artifact, reference at least one of your peers'
artifacts, and at least two readings from Weeks 1 and 2.
Grading Criteria Grade
Organization, Use of Digital Artifact Post(s) and Course Readings
• Organized and well-structured essay with a beginning, a body, and a conclusion.
• Includes a thesis statement that presents the argument of your paper;
thesis/main argument is defended throughout the paper.
• Claims/arguments are backed by evidence from reading(s).
• Transitions between paragrap.
1. PART 2 Answer the Medical App Critical Appraisal.docxdurantheseldine
1.
PART 2: Answer the Medical App Critical Appraisal questions thoughtfully and comprehensively.
Use the criteria headings on this outline as the headings on your properly APA- formatted paper.
·
NAME: What is the name of the app? MEDSCAPE
·
AUTHOR: Who created, developed, or maintains the app? Explain.
·
ENDORSEMENT: Is the app licensed by the Food and Drug Administration, other government agency, or endorsed by an academic institution or medical professional organization? Explain.
·
OPERATION: Which platform (mobile or web-based) is suitable for the app and why?
·
AESTHETICS: Is the information displayed in a way that is easy to navigate? Is it easy to use? Can you use it without instructions? Explain.
·
PURPOSE: What is the intended purpose or use of the app?
·
CLINICAL DECISION MAKING: What influence does the app have on clinical decision making? Explain.
·
SAFETY: Is there potential for patient harm? Explain.
·
PRIVACY/SECURITY: Does the app have privacy statement or setting? Is there a clear privacy policy stating information will be encrypted and not shared with third parties? Does the app share information on social networks? Are users notified in the event of a breach of privacy and health information? Explain.
·
USER: For whom is the app intended (providers, patients, or others)? Explain.
·
DISTRIBUTION: Is it designed for local use or wider distribution? Explain.
·
CREDIBILITY: How credible are the sources of information? How do you know? Explain.
·
RELEVANCE: How current is the information in the app? When was the last update? Is the content consistent with evidence-based literature or best practices/standards of care? Explain.
3.
PART 3: Provide
oneexample of an appropriate patient or clinical scenario for this app. The example should include the following details:
· Patient Age-population (Pediatric, Adult, Geriatric)
· Clinical Setting (Hospital, Private Practice, Extended Living Facility)
· History of Present Illness and Diagnosis or Condition
· Provide a detailed description of the app in your example. When will the app be implemented (at the Point-of-care or elsewhere)? Who will use the app? What potential impact will it have on the scenario? Incorporate the critical appraisal information from Part 2.
Provide one evidence-based scholarly article as a reference to support clinical decision making.
4. This assignment will be graded on the quality of the information, inclusion of one evidence-based scholarly resource, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content deta.
Abortion For And Against Essay. . People against abortion essays - writinggro...xdqflrobf
Abortion Essay Writing Guide with Examples HandMadeWriting. Legalization of Abortion Free Essay Sample on Samploon.com. Abortion Essay - GCSE Religious Studies Philosophy amp; Ethics - Marked .... Abortion should be illegal - GCSE Religious Studies Philosophy .... Abortion is a very controversial issue. - GCSE Religious Studies .... Why Abortion Should be Illegal Essay Example GraduateWay. Florida Abortion Laws: Abortion Care And Your Legal Rights.. Trump pushes anti-abortion agenda to build culture that cherishes innocent life. State to Pay Large Fine Over Blocked Abortion Law - Alabama News. Want to reduce abortion rates? Give parents money. - The Washington Post. Missouri latest state to move to restrict abortion laws. Opinion How Republicans Hurt the Fight Against Abortion - The New .... Questions surface as states pass abortion laws. Group launches site to help women self-induce abortions at home, citing .... I had an abortion. Why is none of your business. - The Washington Post. Abortion rate at lowest level since 1973. 635711897809053841-AP-Abortion-Restrictions.jpg?width2382amp;height1346 .... Abortion laws: How different states use heartbeat bills, Roe v. Wade. Mississippi abortion law: Judge who blocked prior ban hears arguments. Abortion Should Not Be Made Illegal - GCSE Religious Studies .... Should Abortion be banned? - GCSE English - Marked by Teachers.com. Worldwide, an estimated 25 million unsafe abortions occur each year. Essay Writer for All Kinds of Papers - good thesis statement for being .... Essay against abortion. The Abortion Essay Example You Can Use For .... Sample Essay Abortion. Abortion essays against - writefiction581.web.fc2.com. Abortion Essay Against. Controversial essay on abortion - eassyforex.x.fc2.com. Essays against abortion - articleentitled.x.fc2.com. Buy Essay Online - abortions essays - libdriastate.web.fc2.com. People against abortion essays - writinggroups319.web.fc2.com. Why Abortion Should Be Legal Essay Example. The relevancy of abortion essay - articlehealthkart.x.fc2.com Abortion For And Against Essay Abortion For And Against Essay. . People against abortion essays - writinggroups319.web.fc2.com
Relationship between religion and science Essay Example | StudyHippo.com. Science and Religion Essay Example | Topics and Well Written Essays .... Essays on Science & Religion – Binstitute. Science vs Religion - GCSE Religious Studies (Philosophy & Ethics .... Religion And Science Essays. 012 008578321 1 Religion Essay ~ Thatsnotus. Science and Religion Essay | Essay on Science and Religion for Students .... Essay - Science vs Religion | Morality | Hell. Religion and Science Essay Example | Topics and Well Written Essays .... Essays on: Science and Religion. Religion Essay - Christianity | Studies of Religion II - Year 11 HSC .... Relationship Between Religion And Science Essay Faith, PNG, 2548x1196px .... 409 words essay on Science and Religion (Free to read). Christian Science Argumentative Essay - PHDessay.com. Religion VS Science Essay - Engelsk - Opgaver.com.
Relationship between religion and science Essay Example | StudyHippo.com. Science and Religion Essay Example | Topics and Well Written Essays .... Essays on Science & Religion – Binstitute. Science vs Religion - GCSE Religious Studies (Philosophy & Ethics .... Religion And Science Essays. 012 008578321 1 Religion Essay ~ Thatsnotus. Science and Religion Es
Nyu Application Essay Prompt. Nyu Essay Help , How to Tackle the Why NYU Essa...Melissa Chastain
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The document discusses stereotypes faced by women in the military. It notes that some military men see female soldiers as only fitting into three categories: a bitch, a ho, or a dyke. This hostility is shown through undermining authority, denying promotions, denigrating work, and sexual harassment/assault. Many women are deeply impacted by these experiences, which can cause lasting trauma and PTSD. While not all military men hold these views, stereotyping of women remains a problem faced in the institution.
Paying College Athletes Pay For Pla. Online assignment writing service.Sandy Simonsen
The document discusses the uniform resource locator (URL) and its purpose. It begins by noting that most businesses today have an online presence through websites and web pages, and that URLs allow users to differentiate between the billions of websites and pages online when searching. It then defines a URL as a type of uniform resource identifier (URI) that serves as the name or address for objects on the internet.
Application 2 – Annotated BibliographyAs part of your doctoral s.docxjustine1simpson78276
Application 2 – Annotated Bibliography
As part of your doctoral seminar for this set of weeks, you are participating in a seminar-style discussion about the weekly topics. Recall that you were asked to address 5 of the Required Resources and at least 5 additional resources from the Walden Library and to incorporate them into your posting. As a related exercise, submit an annotated bibliography of the 10 resources you referred to this week. For each entry, be sure to address the following as a minimum:
· Include the full APA citation
· Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Ressources
Articles
· Ben-Megachem, M., & Gelbard, R. (2002). Integrated IT management tool kit. Communications of the ACM, 45(4), 96--102.
Retrieved from the Business Source Complete database
This article explores the tools used in IT management.
· Bower, J. L., & Gilbert, C. G. (2007). How managers' everyday decisions create or destroy your company's strategy. Harvard Business Review, 85(2), 72--79.
Retrieved from the Business Source Complete database
The authors of this article look at who is behind the decisions that drive a company's strategy and the impact this has on the organization as a whole.
· Ngwenyama, O. K., & Lee, A. S. (1997). Communication richness in electronic mail: Critical social theory and the contextuality of meaning. MIS Quarterly, 21(2), 145--167.
Retrieved from the Business Source Complete database
This article looks at the recent shift in support of the information richness theory (IRT) and how this has forced the need for a new definition of communication richness.
· Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization Science, 3(3), 398--427.
Retrieved from the Business Source Complete database
In this article, the author examines a new theoretical model with which to look at the interactions between technology and organizations.
· Orlov, L. (2008, March 5). Why IT management frameworks don't guarantee IT success. CIO Magazine. Retrieved from http://www.cio.com/article/192901/Why_IT_Management_Frameworks_Don_t_Guarantee_IT_Success
The author of this article looks at why IT management frameworks are not always responsible for an organization's IT success rate.
· Schneier, B. (2008, May 26). How to sell security. CIO Magazine. Retrieved from http://www.cio.com/article/367913/How_to_Sell_Security
· Scott, J. E., & Vessey, I. (2002). Managing risks in enterprise systems implementations. Communications of the ACM, 45(4), 74–81.
· Van Grembergen, W. (2003) The balanced scorecard and IT governance. Information Systems Control Journal. Link available in the Weeks 1-2 Resources .
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SOC 420 Lesson 7 SEQ CHAPTER h r 1 Course ConclusionAmerican .docxwhitneyleman54422
SOC 420 Lesson 7 SEQ CHAPTER \h \r 1: Course Conclusion
American religion merely appears to be uniform due to the nature of surveys on the topic. Most survey studies that include questions about religion only have space to ask about basic religious indicators such as church attendance and belief in God. This is understandable, as most surveys are focused on other topics such as crime or politics and space is at a premium. However, since Americans agree on basic religion indicators, American religion seems monolithic. In fact, under the surface American religion is startlingly complex and diverse. Americans may agree that God exists. They do not agree about what God is like, what God wants for the world, or how God feels about politics. Most Americans pray. They differ widely on to whom they pray, what they pray about, and whether or not they say grace. A vast majority of Americans are Christians, but attitudes amongst those Christians regarding the salvation of others, the role of religion in government, the reality of the paranormal, and their consumption of media are surprisingly diverse.
—Baylor Institute for Studies of Religion, American Piety in the 21st Century, September 2006 (see report at this link).
Welcome to Lesson 7, our class conclusion! Thank you all for your hard work, excellent insights, and patience with these lessons! Hopefully they have been informative and contributed to your understanding of the sociology of religion! Since we have already covered a fair amount, this will be brief—and not “Frasier brief.” ( (Those of you familiar with that sitcom, even though a few years in the past, will understand my meaning there…) I will not introduce new material here, but we’ll take a look back at where we’ve been as well as a few words about where we’re going from here.
During this class, we’ve taken a look at what the sociology of religion is as well as several theoretical perspectives that come into play as we examine it. We have examined how we know what we know, as well as the importance of examining religion from a scientific perspective and Rational Choice theory. We have discussed religion as a group experience, paying special attention to group processes, socialization, the church-sect typology, religious conflict, and other key concepts; we have also examined how politics, fundamentalism, social class and economic concerns relate to religion. We have also read about the intersection of race and gender (including sexuality) with religion, and considered the present state and possible future of religion in America, including the development of the Protestant megachurch. We also paid close attention to the role of media in religion, as well as examining the modern marketplace of American religion and the trends these authors have detected over time. We also took a brief glimpse into other areas of interest, such as religion and science and metaphysics.
I won’t go into all the details, but I invite you to look back and brush.
Themes for exploration in Critical Reasoning and Writing the R.docxsusannr
Themes for exploration in Critical Reasoning and Writing the Research Paper:
Below are some of the “sociopolitical” themes and related questions I will ask you to explore
throughout our course; our course readings are a reflection of these themes:
- Privilege: What is privilege? Is contemporary Western and U.S. culture organized in a
way that privileges some and not others, or some more than others? Why and how? Is
this something that can or should be solved by government intervention, individual and
group initiative, or public shaming? What can or should be done?
- Wealth Disparity: What is meant by the “wealth gap”? Is this a serious problem in U.S.,
Wester, and/or Global society? Are laborers the world over exploited by employers to
varying degrees? How so? What are the results of exaggerated wealth disparity? Is this
something that can or should be solved by government intervention, individual and group
initiative, or public shaming? What can or should be done?
- Justice and Equality: What do we mean by “justice” and “equality”? Is equal criminal,
social, and economic justice a worthy goal for Western and U.S. society? Are we all, in
Western/U.S. society, treated equally where it concerns the criminal justice system,
local, state and federal governments, and employers? If not, is this something that can or
should be solved by legislation or individual and group initiative? What can or should be
done?
- Health and Wellness: What are the best ways to “take care” of oneself physically,
mentally and spiritually? Is there a health and wellness crisis in the U.S. and/or Western
society? A mental health crisis? An obesity “epidemic”? How serious are these problems
and what are the results? What can and should be done by individuals, groups, the
public at large, the government, to improve the situation?
- Success and Personal Improvement: Is it possible to improve on one’s natural
intelligence and abilities or is the individual “stuck” with what they’re given? If
improvement is possible, what must be done? What is the “growth mindset”? Are we in
U.S/Western society influenced more to adopt a “growth” or “fixed” mindset? What are
the individual and societal effects of these separate mindsets? What can or should be
done by individuals, groups, the public at large, the government, to promote a growth
mindset? What would the improvement be to individuals and society if more of us
adopted a growth mindset?
- Power: Who wields “power” in U.S./Western culture, and who has wielded it throughout
the history of Western civilization? How has power been wielded by the powerful, over
whom have they wielded it, and to what effects has it be wielded? Do past injustices and
cruelties matter in the now? Why or why not? Is there an imbalance of power in
contemporary U.S. and Western society? If so, what are the effects of this imbalance
and what can or should be done by government intervention and/or individual o.
Sample of Research Literature Review. 50 Smart Literature Review Templates (APA) ᐅ TemplateLab. Literature review sample essay - Literature reviews - Example 1 ....
The document discusses the steps to request writing assistance from HelpWriting.net. It involves creating an account, completing a 10-minute order form providing instructions and deadlines, and choosing a writer based on their bid, qualifications, and reviews. The customer can then request revisions until satisfied with the paper. HelpWriting.net promises original, high-quality content and refunds for plagiarized work.
Site Visit Interview Site · - Religion · - Denominati.docxjennifer822
Site Visit Interview
Site:
· - Religion
· - Denomination: Interviewee: - Name: - Sex: - Age: - Occupation: For you to analyze at the house of worship
1. How is Eliade’s theory of sacred space and time is manifested in this house of worship?
a. What would you consider is the “Axis Mundi,”? Why?
b. What kinds of functions are the rituals/ceremonies achieving?
2. Scholars who apply a functional analysis to their study of religious rituals refer to their social values. Can you think of social values (including some unconscious ones) that some specific rituals may serve in this community?
3. Describe what you heard and saw impacted you.
For you to ask your interviewee:
1. What religion and denomination does your interview identify with?Christianity and denominational
2. What does religion mean to her/him? How important is religion in his or her life?It is very important is her life, it is like her having faith, god has a plan and purpose for her life.
a. For you to consider: Does s/he perceive religion from a more essential or functional perspective or both?
3. Describe how they understand the divine. What are the main characteristics of God/the sacred?
I beelive in the trinity: father => god and heaven
Son=> jesus who walked the eath
Holy spirit=> what lives inside of her
4. What is their favorite/ preferred sacred time (festival, ritual, ceremony) of the year? Why?
Christmas => cause jesus was born=> birth of the messih who came to die for our sense
Easter=> when jesus defeated death and goes to heaven
5. What is one sacred symbol that is particularly meaningful to them, and why? What does this sacred symbol represent to them? Why is it powerful and how does it transform them?
The cross, because that is what jesus died on.
6. Theodicy- how do they understand the problem of evil? Why does evil happen to good people?
She believes that there is enemy and god=> evil happen to good people because the enemy is trying to attack them and take away their joy and that is the hardest time because it’s when you need to believe the most, it’s not from god but from the enemy.
7. According to your interviewee, what is the biggest misunderstanding about their religion? Why is it problematic?
Faith is believe in what s unseen and people cannot understand in how that’s works
8. What do they think about the role of religion in our every-day secular life? Should religion be more involved or isolated from the public sphere?
Should be more involved. Not enough religion in today’s world
So much evil happening.
Homework
Answer the following questions:
What are the two major issues associated with linked data?
Describe data cleaning and data dredging
What is the difference between primary and secondary data collection?
What are the major limitations of collecting qualitative data? Why would you use open-ended questions on a survey?
Describe triangulation and give an example
Initial responses should be no less than 250 words in lengt.
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Case Studies Assignment Ethics in the Social Sciences.docxbkbk37
This document provides instructions for a case studies assignment on ethics in the social sciences. Students are asked to choose one of several case studies and analyze the ethical dilemmas presented using two ethical theories covered in the course. The case studies cover scenarios in fields like humanitarian aid, social work, urban planning, and cybersecurity. For each case study, students are given background information and resources to research the issues involved. The document provides detailed guidelines on how to structure the paper, including introducing the case study and theories, analyzing the dilemmas and how the theories apply, and proposing an ethical solution.
Case Studies Assignment Ethics in the Social Sciences.docxstudywriters
This document provides instructions for a case studies assignment on ethics in the social sciences. Students are asked to choose one of several case studies and analyze the ethical dilemmas presented using two theories from a list of options. The case studies describe scenarios involving humanitarian aid workers, social workers, working holiday makers, urban planners, and a cybersecurity analyst. Students are to discuss the dilemmas, relevant codes of ethics, apply two theories to analyze the case, and propose an ethical solution. Resources are provided for each case study to assist students with their research and analysis.
By Day 5Respondto one of your colleagues in one of the fol.docxclairbycraft
By Day 5
Respond
to one of your colleagues in one of the following ways:
Ask a probing question, and provide insight into how you would answer your question and why.
Ask a probing question, and provide the foundation (or rationale) for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague and offer additional (new) supporting information for consideration.
Disagree with a colleague by respectfully discussing and supporting a different perspective.
Support your reply to a colleague’s post with
at least one
reference (textbook or other scholarly, empirical resources). You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence (including in-text citations) from the source and provide a reference.
Important Note:
For all Discussions in this course, you are required to complete your initial post before you will be able to view and respond to your colleague's postings. Begin by clicking on the
Post to Discussion
link, and then select
Create Thread
to complete your initial post. Remember, once you click
Submit
, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking
Submit!
Christianity is one of the main religions of the world, with millions of followers all worshipping the beliefs around the life, teachings, death and resurrection of Jesus Christ. Christianity has grown tremendous amounts since the beginning of the religion, and continues to grow as time passes. One third of humans consider themselves Christian. (Harvard Divinity School, 2018.) I do not identify as a Christian, as I fail to believe in a higher power or worship Jesus. Instead, I would consider myself as agnostic; this means that I do not claim faith in a higher power, but also considered a sceptic in regards to religion or a higher power. I remain respectful to those who do worship a higher power, but I myself, do not. This has a large influence in my life and the decisions I have made and continue to make, just as people who do follow a religion and worship their God relate their decisions and lives around said God that they worship.
Lumen explains, “the sociocultural context of society—which includes all social and cultural factors, from politics and religion to the mass media—not only creates social norms, but also places major importance on conformity to these norms. Norms dictate what is considered to be acceptable behavior; what is considered normal or acceptable in terms of sexual behavior is based on the norms, mores, and values of the particular society.” (Lumen, n.d.) Some social norms in Christianity are based around the ten commandments written by Moses, and still followed today. They basically say to be a good human, and a good addition to mankind.
In regards to sexuality, Christians have firm beliefs about sex being necessary for reproduction but celibacy bei.
Study Participants Answers to Interview QuestionsParticipant #1.docxlillie234567
Study Participants Answers to Interview Questions
Participant #1:
1. What are the disparities between jail and youth rehabilitation for African American offenders?
a. African Americans will be imprisoned more than their white counterparts who will be given rehabilitation, institutional racism exists, and the system will spend more man hours and time dealing with white offenders than black offenders.
2. What are some social issues that African American juveniles are faced with?
a. Sociocultural stigmas, single-parent households, inadequate educational systems, poor role models, and single-parent households
3. Why are African American male juveniles not offered other means of rehabilitative punishments?
a. The New Jim Crow is our correctional system, which seeks to fill jail cells by incarcerating more black and Latino people who are then utilized as enslaved people in the system for huge corporations and the US Government. The system indicates they are not receptive and will not change.
4. What effects does the existing jail and punishment system have on this population?
a. Demeaning and discouraging—we should fund educational aid, mental health services, and instruction. Providing people with helpful tools, role models, and direction will also help them become contributing members of society
Participant #2:
1. Youth rehabilitation centers should provide mechanisms to prevent offenders from committing crimes but in order to effectively do that the differences amongst AA juveniles and other races must be addressed, while jail just allows for a separation from society to think about the crime.
2. African American male juveniles are faced with a predetermined
perception of being criminals as well as a lack of resources in their communities to educate them on the different career paths & trades that exist.
3. The funding doesn’t exist to provide other rehabilitative opportunities in AA communities.
4. The existing punishment system allows offenders to be separated from the public but it doesn’t provide them with any resources to be successful once their time is complete. Not addressing the underlying issues of how they entered the system as well as how to they can live a successful life after now being labeled as a criminal normally results in repeat offenders.
Participant #3:
1. The youth aren’t getting the proper guidance, mental healthcare and attentiveness in jail. They’re already “written off” which leads to them believing what they’re being taught and increasing the likelihood of them becoming repeat offenders. In youth rehab, you’re given a second chance, you’re being taught how to manage your mental and emotional state. You are being prepared for the world.
2. Prejudice. Are seen as thugs, no good. Etc. don’t have proper resources to get them back on their feet. Difficulty getting jobs, getting into school once released.
3. Unsure, but I’m sure it’s race.
4. You can become in.
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This document summarizes Dexter Chapin's approach to teaching cultural anthropology at Seattle Academy of Arts and Sciences. He designs the course to be flexible and relevant to current issues. Students write a paper comparing their own worldview to concepts from anthropological works. They also do assignments like writing creation myths. The course fits into the school's curriculum by promoting understanding of different perspectives in a community that is open to people of all backgrounds.
Anorexia1-Definition2-Epidemiology in united states2.docxjack60216
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docxjack60216
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
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Nyu Application Essay Prompt. Nyu Essay Help , How to Tackle the Why NYU Essa...Melissa Chastain
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The document discusses stereotypes faced by women in the military. It notes that some military men see female soldiers as only fitting into three categories: a bitch, a ho, or a dyke. This hostility is shown through undermining authority, denying promotions, denigrating work, and sexual harassment/assault. Many women are deeply impacted by these experiences, which can cause lasting trauma and PTSD. While not all military men hold these views, stereotyping of women remains a problem faced in the institution.
Paying College Athletes Pay For Pla. Online assignment writing service.Sandy Simonsen
The document discusses the uniform resource locator (URL) and its purpose. It begins by noting that most businesses today have an online presence through websites and web pages, and that URLs allow users to differentiate between the billions of websites and pages online when searching. It then defines a URL as a type of uniform resource identifier (URI) that serves as the name or address for objects on the internet.
Application 2 – Annotated BibliographyAs part of your doctoral s.docxjustine1simpson78276
Application 2 – Annotated Bibliography
As part of your doctoral seminar for this set of weeks, you are participating in a seminar-style discussion about the weekly topics. Recall that you were asked to address 5 of the Required Resources and at least 5 additional resources from the Walden Library and to incorporate them into your posting. As a related exercise, submit an annotated bibliography of the 10 resources you referred to this week. For each entry, be sure to address the following as a minimum:
· Include the full APA citation
· Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Ressources
Articles
· Ben-Megachem, M., & Gelbard, R. (2002). Integrated IT management tool kit. Communications of the ACM, 45(4), 96--102.
Retrieved from the Business Source Complete database
This article explores the tools used in IT management.
· Bower, J. L., & Gilbert, C. G. (2007). How managers' everyday decisions create or destroy your company's strategy. Harvard Business Review, 85(2), 72--79.
Retrieved from the Business Source Complete database
The authors of this article look at who is behind the decisions that drive a company's strategy and the impact this has on the organization as a whole.
· Ngwenyama, O. K., & Lee, A. S. (1997). Communication richness in electronic mail: Critical social theory and the contextuality of meaning. MIS Quarterly, 21(2), 145--167.
Retrieved from the Business Source Complete database
This article looks at the recent shift in support of the information richness theory (IRT) and how this has forced the need for a new definition of communication richness.
· Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization Science, 3(3), 398--427.
Retrieved from the Business Source Complete database
In this article, the author examines a new theoretical model with which to look at the interactions between technology and organizations.
· Orlov, L. (2008, March 5). Why IT management frameworks don't guarantee IT success. CIO Magazine. Retrieved from http://www.cio.com/article/192901/Why_IT_Management_Frameworks_Don_t_Guarantee_IT_Success
The author of this article looks at why IT management frameworks are not always responsible for an organization's IT success rate.
· Schneier, B. (2008, May 26). How to sell security. CIO Magazine. Retrieved from http://www.cio.com/article/367913/How_to_Sell_Security
· Scott, J. E., & Vessey, I. (2002). Managing risks in enterprise systems implementations. Communications of the ACM, 45(4), 74–81.
· Van Grembergen, W. (2003) The balanced scorecard and IT governance. Information Systems Control Journal. Link available in the Weeks 1-2 Resources .
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SOC 420 Lesson 7 SEQ CHAPTER h r 1 Course ConclusionAmerican .docxwhitneyleman54422
SOC 420 Lesson 7 SEQ CHAPTER \h \r 1: Course Conclusion
American religion merely appears to be uniform due to the nature of surveys on the topic. Most survey studies that include questions about religion only have space to ask about basic religious indicators such as church attendance and belief in God. This is understandable, as most surveys are focused on other topics such as crime or politics and space is at a premium. However, since Americans agree on basic religion indicators, American religion seems monolithic. In fact, under the surface American religion is startlingly complex and diverse. Americans may agree that God exists. They do not agree about what God is like, what God wants for the world, or how God feels about politics. Most Americans pray. They differ widely on to whom they pray, what they pray about, and whether or not they say grace. A vast majority of Americans are Christians, but attitudes amongst those Christians regarding the salvation of others, the role of religion in government, the reality of the paranormal, and their consumption of media are surprisingly diverse.
—Baylor Institute for Studies of Religion, American Piety in the 21st Century, September 2006 (see report at this link).
Welcome to Lesson 7, our class conclusion! Thank you all for your hard work, excellent insights, and patience with these lessons! Hopefully they have been informative and contributed to your understanding of the sociology of religion! Since we have already covered a fair amount, this will be brief—and not “Frasier brief.” ( (Those of you familiar with that sitcom, even though a few years in the past, will understand my meaning there…) I will not introduce new material here, but we’ll take a look back at where we’ve been as well as a few words about where we’re going from here.
During this class, we’ve taken a look at what the sociology of religion is as well as several theoretical perspectives that come into play as we examine it. We have examined how we know what we know, as well as the importance of examining religion from a scientific perspective and Rational Choice theory. We have discussed religion as a group experience, paying special attention to group processes, socialization, the church-sect typology, religious conflict, and other key concepts; we have also examined how politics, fundamentalism, social class and economic concerns relate to religion. We have also read about the intersection of race and gender (including sexuality) with religion, and considered the present state and possible future of religion in America, including the development of the Protestant megachurch. We also paid close attention to the role of media in religion, as well as examining the modern marketplace of American religion and the trends these authors have detected over time. We also took a brief glimpse into other areas of interest, such as religion and science and metaphysics.
I won’t go into all the details, but I invite you to look back and brush.
Themes for exploration in Critical Reasoning and Writing the R.docxsusannr
Themes for exploration in Critical Reasoning and Writing the Research Paper:
Below are some of the “sociopolitical” themes and related questions I will ask you to explore
throughout our course; our course readings are a reflection of these themes:
- Privilege: What is privilege? Is contemporary Western and U.S. culture organized in a
way that privileges some and not others, or some more than others? Why and how? Is
this something that can or should be solved by government intervention, individual and
group initiative, or public shaming? What can or should be done?
- Wealth Disparity: What is meant by the “wealth gap”? Is this a serious problem in U.S.,
Wester, and/or Global society? Are laborers the world over exploited by employers to
varying degrees? How so? What are the results of exaggerated wealth disparity? Is this
something that can or should be solved by government intervention, individual and group
initiative, or public shaming? What can or should be done?
- Justice and Equality: What do we mean by “justice” and “equality”? Is equal criminal,
social, and economic justice a worthy goal for Western and U.S. society? Are we all, in
Western/U.S. society, treated equally where it concerns the criminal justice system,
local, state and federal governments, and employers? If not, is this something that can or
should be solved by legislation or individual and group initiative? What can or should be
done?
- Health and Wellness: What are the best ways to “take care” of oneself physically,
mentally and spiritually? Is there a health and wellness crisis in the U.S. and/or Western
society? A mental health crisis? An obesity “epidemic”? How serious are these problems
and what are the results? What can and should be done by individuals, groups, the
public at large, the government, to improve the situation?
- Success and Personal Improvement: Is it possible to improve on one’s natural
intelligence and abilities or is the individual “stuck” with what they’re given? If
improvement is possible, what must be done? What is the “growth mindset”? Are we in
U.S/Western society influenced more to adopt a “growth” or “fixed” mindset? What are
the individual and societal effects of these separate mindsets? What can or should be
done by individuals, groups, the public at large, the government, to promote a growth
mindset? What would the improvement be to individuals and society if more of us
adopted a growth mindset?
- Power: Who wields “power” in U.S./Western culture, and who has wielded it throughout
the history of Western civilization? How has power been wielded by the powerful, over
whom have they wielded it, and to what effects has it be wielded? Do past injustices and
cruelties matter in the now? Why or why not? Is there an imbalance of power in
contemporary U.S. and Western society? If so, what are the effects of this imbalance
and what can or should be done by government intervention and/or individual o.
Sample of Research Literature Review. 50 Smart Literature Review Templates (APA) ᐅ TemplateLab. Literature review sample essay - Literature reviews - Example 1 ....
The document discusses the steps to request writing assistance from HelpWriting.net. It involves creating an account, completing a 10-minute order form providing instructions and deadlines, and choosing a writer based on their bid, qualifications, and reviews. The customer can then request revisions until satisfied with the paper. HelpWriting.net promises original, high-quality content and refunds for plagiarized work.
Site Visit Interview Site · - Religion · - Denominati.docxjennifer822
Site Visit Interview
Site:
· - Religion
· - Denomination: Interviewee: - Name: - Sex: - Age: - Occupation: For you to analyze at the house of worship
1. How is Eliade’s theory of sacred space and time is manifested in this house of worship?
a. What would you consider is the “Axis Mundi,”? Why?
b. What kinds of functions are the rituals/ceremonies achieving?
2. Scholars who apply a functional analysis to their study of religious rituals refer to their social values. Can you think of social values (including some unconscious ones) that some specific rituals may serve in this community?
3. Describe what you heard and saw impacted you.
For you to ask your interviewee:
1. What religion and denomination does your interview identify with?Christianity and denominational
2. What does religion mean to her/him? How important is religion in his or her life?It is very important is her life, it is like her having faith, god has a plan and purpose for her life.
a. For you to consider: Does s/he perceive religion from a more essential or functional perspective or both?
3. Describe how they understand the divine. What are the main characteristics of God/the sacred?
I beelive in the trinity: father => god and heaven
Son=> jesus who walked the eath
Holy spirit=> what lives inside of her
4. What is their favorite/ preferred sacred time (festival, ritual, ceremony) of the year? Why?
Christmas => cause jesus was born=> birth of the messih who came to die for our sense
Easter=> when jesus defeated death and goes to heaven
5. What is one sacred symbol that is particularly meaningful to them, and why? What does this sacred symbol represent to them? Why is it powerful and how does it transform them?
The cross, because that is what jesus died on.
6. Theodicy- how do they understand the problem of evil? Why does evil happen to good people?
She believes that there is enemy and god=> evil happen to good people because the enemy is trying to attack them and take away their joy and that is the hardest time because it’s when you need to believe the most, it’s not from god but from the enemy.
7. According to your interviewee, what is the biggest misunderstanding about their religion? Why is it problematic?
Faith is believe in what s unseen and people cannot understand in how that’s works
8. What do they think about the role of religion in our every-day secular life? Should religion be more involved or isolated from the public sphere?
Should be more involved. Not enough religion in today’s world
So much evil happening.
Homework
Answer the following questions:
What are the two major issues associated with linked data?
Describe data cleaning and data dredging
What is the difference between primary and secondary data collection?
What are the major limitations of collecting qualitative data? Why would you use open-ended questions on a survey?
Describe triangulation and give an example
Initial responses should be no less than 250 words in lengt.
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Case Studies Assignment Ethics in the Social Sciences.docxbkbk37
This document provides instructions for a case studies assignment on ethics in the social sciences. Students are asked to choose one of several case studies and analyze the ethical dilemmas presented using two ethical theories covered in the course. The case studies cover scenarios in fields like humanitarian aid, social work, urban planning, and cybersecurity. For each case study, students are given background information and resources to research the issues involved. The document provides detailed guidelines on how to structure the paper, including introducing the case study and theories, analyzing the dilemmas and how the theories apply, and proposing an ethical solution.
Case Studies Assignment Ethics in the Social Sciences.docxstudywriters
This document provides instructions for a case studies assignment on ethics in the social sciences. Students are asked to choose one of several case studies and analyze the ethical dilemmas presented using two theories from a list of options. The case studies describe scenarios involving humanitarian aid workers, social workers, working holiday makers, urban planners, and a cybersecurity analyst. Students are to discuss the dilemmas, relevant codes of ethics, apply two theories to analyze the case, and propose an ethical solution. Resources are provided for each case study to assist students with their research and analysis.
By Day 5Respondto one of your colleagues in one of the fol.docxclairbycraft
By Day 5
Respond
to one of your colleagues in one of the following ways:
Ask a probing question, and provide insight into how you would answer your question and why.
Ask a probing question, and provide the foundation (or rationale) for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree with a colleague and offer additional (new) supporting information for consideration.
Disagree with a colleague by respectfully discussing and supporting a different perspective.
Support your reply to a colleague’s post with
at least one
reference (textbook or other scholarly, empirical resources). You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence (including in-text citations) from the source and provide a reference.
Important Note:
For all Discussions in this course, you are required to complete your initial post before you will be able to view and respond to your colleague's postings. Begin by clicking on the
Post to Discussion
link, and then select
Create Thread
to complete your initial post. Remember, once you click
Submit
, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking
Submit!
Christianity is one of the main religions of the world, with millions of followers all worshipping the beliefs around the life, teachings, death and resurrection of Jesus Christ. Christianity has grown tremendous amounts since the beginning of the religion, and continues to grow as time passes. One third of humans consider themselves Christian. (Harvard Divinity School, 2018.) I do not identify as a Christian, as I fail to believe in a higher power or worship Jesus. Instead, I would consider myself as agnostic; this means that I do not claim faith in a higher power, but also considered a sceptic in regards to religion or a higher power. I remain respectful to those who do worship a higher power, but I myself, do not. This has a large influence in my life and the decisions I have made and continue to make, just as people who do follow a religion and worship their God relate their decisions and lives around said God that they worship.
Lumen explains, “the sociocultural context of society—which includes all social and cultural factors, from politics and religion to the mass media—not only creates social norms, but also places major importance on conformity to these norms. Norms dictate what is considered to be acceptable behavior; what is considered normal or acceptable in terms of sexual behavior is based on the norms, mores, and values of the particular society.” (Lumen, n.d.) Some social norms in Christianity are based around the ten commandments written by Moses, and still followed today. They basically say to be a good human, and a good addition to mankind.
In regards to sexuality, Christians have firm beliefs about sex being necessary for reproduction but celibacy bei.
Study Participants Answers to Interview QuestionsParticipant #1.docxlillie234567
Study Participants Answers to Interview Questions
Participant #1:
1. What are the disparities between jail and youth rehabilitation for African American offenders?
a. African Americans will be imprisoned more than their white counterparts who will be given rehabilitation, institutional racism exists, and the system will spend more man hours and time dealing with white offenders than black offenders.
2. What are some social issues that African American juveniles are faced with?
a. Sociocultural stigmas, single-parent households, inadequate educational systems, poor role models, and single-parent households
3. Why are African American male juveniles not offered other means of rehabilitative punishments?
a. The New Jim Crow is our correctional system, which seeks to fill jail cells by incarcerating more black and Latino people who are then utilized as enslaved people in the system for huge corporations and the US Government. The system indicates they are not receptive and will not change.
4. What effects does the existing jail and punishment system have on this population?
a. Demeaning and discouraging—we should fund educational aid, mental health services, and instruction. Providing people with helpful tools, role models, and direction will also help them become contributing members of society
Participant #2:
1. Youth rehabilitation centers should provide mechanisms to prevent offenders from committing crimes but in order to effectively do that the differences amongst AA juveniles and other races must be addressed, while jail just allows for a separation from society to think about the crime.
2. African American male juveniles are faced with a predetermined
perception of being criminals as well as a lack of resources in their communities to educate them on the different career paths & trades that exist.
3. The funding doesn’t exist to provide other rehabilitative opportunities in AA communities.
4. The existing punishment system allows offenders to be separated from the public but it doesn’t provide them with any resources to be successful once their time is complete. Not addressing the underlying issues of how they entered the system as well as how to they can live a successful life after now being labeled as a criminal normally results in repeat offenders.
Participant #3:
1. The youth aren’t getting the proper guidance, mental healthcare and attentiveness in jail. They’re already “written off” which leads to them believing what they’re being taught and increasing the likelihood of them becoming repeat offenders. In youth rehab, you’re given a second chance, you’re being taught how to manage your mental and emotional state. You are being prepared for the world.
2. Prejudice. Are seen as thugs, no good. Etc. don’t have proper resources to get them back on their feet. Difficulty getting jobs, getting into school once released.
3. Unsure, but I’m sure it’s race.
4. You can become in.
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This document summarizes Dexter Chapin's approach to teaching cultural anthropology at Seattle Academy of Arts and Sciences. He designs the course to be flexible and relevant to current issues. Students write a paper comparing their own worldview to concepts from anthropological works. They also do assignments like writing creation myths. The course fits into the school's curriculum by promoting understanding of different perspectives in a community that is open to people of all backgrounds.
Similar to Amazon HQ2 Research Project, BUS 163Professor Cuadra, Tacoma Commu.docx (20)
Anorexia1-Definition2-Epidemiology in united states2.docxjack60216
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docxjack60216
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
Annual Report to the Nation on the Status of Cancer,Part I .docxjack60216
Annual Report to the Nation on the Status of Cancer,
Part I: National Cancer Statistics
Kathleen A. Cronin, PhD, MPH1; Andrew J. Lake, BS2; Susan Scott, MPH 1; Recinda L. Sherman, MPH, PhD, CTR3;
Anne-Michelle Noone, MS1; Nadia Howlader, MS, PhD1; S. Jane Henley, MSPH4; Robert N. Anderson, PhD5;
Albert U. Firth, BS2; Jiemin Ma, PhD, MHS6; Betsy A. Kohler, MPH, CTR3; and Ahmedin Jemal, DVM, PhD 6
BACKGROUND: The American Cancer Society (ACS), the Centers for Disease Control and Prevention (CDC), the National Cancer
Institute (NCI), and the North American Association of Central Cancer Registries (NAACCR) collaborate to provide annual updates
on cancer occurrence and trends in the United States. METHODS: Incidence data were obtained from the CDC-funded and NCI-
funded population-based cancer registry programs and compiled by NAACCR. Data on cancer deaths were obtained from the
National Center for Health Statistics National Vital Statistics System. Trends in age-standardized incidence and death rates for all can-
cers combined and for the leading cancer types by sex, race, and ethnicity were estimated by joinpoint analysis and expressed as the
annual percent change. Stage distribution and 5-year survival by stage at diagnosis were calculated for breast cancer, colon and rec-
tum (colorectal) cancer, lung and bronchus cancer, and melanoma of the skin. RESULTS: Overall cancer incidence rates from 2008 to
2014 decreased by 2.2% per year among men but were stable among women. Overall cancer death rates from 1999 to 2015
decreased by 1.8% per year among men and by 1.4% per year among women. Among men, incidence rates during the most recent 5-
year period (2010-2014) decreased for 7 of the 17 most common cancer types, and death rates (2011-2015) decreased for 11 of the 18
most common types. Among women, incidence rates declined for 7 of the 18 most common cancers, and death rates declined for 14
of the 20 most common cancers. Death rates decreased for cancer sites, including lung and bronchus (men and women), colorectal
(men and women), female breast, and prostate. Death rates increased for cancers of the liver (men and women); pancreas (men and
women); brain and other nervous system (men and women); oral cavity and pharynx (men only); soft tissue, including heart (men
only); nonmelanoma skin (men only); and uterus. Incidence and death rates were higher among men than among women for all racial
and ethnic groups. For all cancer sites combined, black men and white women had the highest incidence rates compared with other
racial groups, and black men and black women had the highest death rates compared with other racial groups. Non-Hispanic men
and women had higher incidence and mortality rates than those of Hispanic ethnicity. Five-year survival for cases diagnosed from
2007 through 2013 ranged from 100% (stage I) to 26.5% (stage IV) for female breast cancer, from 88.1% (stage I) to 12.6% (stage IV)
for colorectal cancer, from 55.
Annotated BibliographyDue 1212019 @ 12pm Eastern Time (Unite.docxjack60216
Annotated Bibliography
Due 12/1/2019 @ 12pm Eastern Time (United States)
3-5 pages
Must be in APA format
Must use a minimum of 8
scholarly article
Must be submitted through turnitin and submit the report
Instructions are attached
.
Annotated BibliographyFor this assignment, you will create an .docxjack60216
Annotated Bibliography
For this assignment, you will create an annotated bibliography on social determinants.
- Select five articles you wish to annotate. Make certain to select different types of disparities, such as race, gender, SES, age, language, liability status, etc.
For more information about the elements of an
Annotated Bibliography
.
Attached, you will find a document that can provide more in-depth information on how to construct an annotated bibliography, including samples.
FREE OF PLAGIARISM (TURNITIN ASSIGNMENT)
.
Annotated bibliography due in 36 hours. MLA format Must incl.docxjack60216
Annotated bibliography due in 36 hours.
MLA format
Must include 8 sources
Annotations should be between 4 to 7 sentences.
PLEASE PLEASE PLEASE review ALL attachments because they are very important and are beneficial for the next part (research paper).
The book is Things Fall Apart by Chinua Achebe.
I also included an attachment for the research paper so you can know what to focus on for the annotated bib.
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Analyzing a Short Story- The Necklace by Guy de MaupassantIntro.docxjack60216
Analyzing a Short Story- The Necklace by Guy de Maupassant
Intro
- 5 to 8 line and thesis = what you think is the major theme of the story at end of the intro just a one sentence.
Plot
- What is the plot? (2-3 lines summary)
Understandable or too complex?
Tension/conflict?
Too fast/slow? Appropriate?
Characters
- Indentify major character(s)
Descriptions of major characters; must have at least one physical description and one personality description for each major character
Stereotypes and break in stereotypes of major characters
Setting
- Geographical (city/state/country)
Time period (year/time of year/day/time of day)Specific (house/village, etc)
Cultural (any prevailing social/ political /religious conditions that affect/ influence the story )
Narrator
- Is it internal (one of the characters in the story)Or is it external (someone outside the story)Which do you prefer and why?
Images/Symbols- Images or symbols used (must have at least one human and one non-human) Must explain what each one symbolizes.
Theme/Message-
What is the main message of the story? Explain how you arrived at your answer.
Conclusion (1 Para, exactly 10 lines)
Length: 4 pages
(not counting Works Cited)
Length starts with first word of intro para (NOT top of first page)
Make sure on each full page you have 23 lines total; otherwise, you will have to make up those lines on the last page to meet the minimum length requirement.
must be original writing and no plagiarism and cannot use any other website then the short story that is provided.
sample of essay example provided below.
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Andy Sylvan was the assistant director of the community developm.docxjack60216
Andy Sylvan was the assistant director of community development in Greenwood. He helped the Governor uncover financial mismanagement of a state grant by Sylvan's boss, Rose Almindinger. However, after helping the Governor, Sylvan's career suffered - he was passed over for a promotion, received a poor performance review, and faced ostracization at work. He eventually left his job and took a teaching position with less pay due to how he was treated after blowing the whistle on corruption.
Annotated Bibliography Althaus, F. U.S. Maternal Morta.docxjack60216
Annotated Bibliography
Althaus, F. “U.S. Maternal Mortality Has Continued Its Decline, but Risk Remains Higher
among Minority Women.” Family Planning Perspective, vol. 23, no. 3, May 1991, pp.
140–141. EBSCOhost, doi: 10.2307/2135829.
According to the article by F. Althaus, the development in the American health system
has continuously transformed the health sector and the delivery environment among expectant
mothers. When compared to the previous era, expectant White-American mothers are delivering
safely, specifically those who live in states where the quality of health infrastructure and services
are high. Unfortunately, though, the population of people of color’s maternal mortality rate is
increasingly reporting the highest in minority communities due to the low quality of health
infrastructure and services in their living environments. Althaus presents that both maternal and
child mortality rates among Black mothers are three times that of Whites. This author stretches
the discussion to address the long history of birth oppression among Black mothers and the
strategies that have been applied to suppress these oppressions. The author outlines that the
Black, marginalized, population contributes significantly to the American ecosystem. Therefore,
providing quality service, especially for the expectant mothers of color, should be something the
federal government sees as a must do instead of coming up with illegal family planning
approaches with a hidden agendas. It is imperative that equity prevails for all races during
maternity and childbirth.
El Sayed, Abdulrahman M., et al.: Social Environment, Genetics, and Black-White
Disparities in Infant Mortality."Paediatric & Perinatal Epidemiology, Vol.29. no.6.
November.2015.pp.546-551.EBSCOhost.doi:10.1111/ppe.12227
The above article presents information on genetics and one’s surroundings as the factors
that interplay and produce the wellness of the population within a given place. The article
discusses parental race differences and vulnerabilities of infant mortality rates through studying
how genes and a person’s environment could shape these perinatal vulnerabilities. El Sayed
found that the dynamic of child deaths continue to increase among the black community with
said improvement in the health sector impacting only the white population. Instead of genetics
being the main impact on child deaths, it is shown that race-driven prejudice and structural
socio-economic opportunities of social surroundings is a great explanation of why there are
racial differences in infant mortality rates. Despite these factors being proven to be contributing
to the number of deaths among infants, the government does little to address the associated risk
factors. The author recommends that the federal government could mitigate the social factors and
introduce more diverse healthcare providers to promote wellness among Black-American
expectant mothers.
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Ann, a community nurse, made an afternoon home visit with Susan and .docxjack60216
Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. "I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn't let me help him with his laundry. I felt terrible! I am at my wits' end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan's father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.
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Andrea Walters Week 2 Main Post The key functional area of n.docxjack60216
Andrea Walters' Week 2 Main Post: The key functional area of nursing informatics relevant to me is education and consultant. Education is relevant as newly hired nurses need education to be competent with the electronic health records (EHR) used in the specialty. I precept nurses new to oncology and educate them on how informatics is used in oncology, how data is placed into the EHRs and how then used by informaticists. Consultant is relevant when there has been an issue, I have been used as a consultant and a liaison between nursing science and computer science. I have given my knowledge to the EHR developers on how they may better serve other oncology practices. Although I have been used as a consultant, oncology is constantly changing. Technology informatics guiding education reform (TIGER) has core competencies for specific areas. One core competency area under direct patient care is enhance information and knowledge management (Hubner et al., 2018). This competency will aid me to become more proficient in oncology and using a database by engaging in researching upcoming and new evidence-based practice. This competency is necessary to help identify problems and become part of the solution instead of waiting on the organization to develop solutions. The plan for developing this competency is to subscribe to an oncology journal, such as The Oncology Nurse to further my education outside of work, and research evidence-based practice through the organization’s research database, CINHAL. I will set aside 30 minutes twice weekly to research and read to develop this competency. Developing this competency will help refine and improve my skills and move from being a good to an expert nurse consultant and educator. Continuing education concentrating on informatics is necessary for all nurses in order to productively participate with content and dialogue that correlates to the informatics realm as nursing informatics is a rapidly changing field (Yen, Kennedy, Phillips & Collin, 2017). References Hubner, U., Shaw, T., Thye, J., Egbert, N., Marin, H., Chang, P., ... Ball, M. (2018). Technology informatics guiding education -TIGER. Methods of Information in Medicine, 57(S 01), e30-342. doi: 10.3414/ME17-01-0155 Yen, P., Kennedy, M., Phillips, A., & Collins, S. (2017). Nursing informatics competency assessment for the nurse leader. The Journal of Nursing Administration, 47(5), 271-277. doi: 10.1097/NNA.0000000000000478
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and emergency CPR all changed ways of thinking about risk of death.docxjack60216
and emergency CPR all changed ways of thinking about risk of death, so too did the idea of organs moving among family members, friends, or even strangers open up social and familial obligations to being expressed via emerging medical-technical means.” (p. 166)
Using this quote as a point of entry, write about 2-3 pages (double-spaced) about how the practice of medicine in the US has “opened up” new ways of living in a world imbued with social, cultural and political meanings and values. You can use any examples and materials you want (either covered in class or not). Make sure you quote your sources.
Choose a picture that best illustrates for you the social and/or cultural and/or political significance of the Covid-19 public health crisis. It can be a picture taken by you or found somewhere else (mention the sources either way). Write a mini-essay of about 200 words, explaining why that particular image captures, in your opinion, something important about the pandemic. Give a title to your mini-essay. Be as creative as you would like. Upload the picture and the text in one document.
BOTH prompts are mandatory. Upload them on BlueLine by November 24 at 5 pm.
.
analyze, and discuss emerging ICT tools and technologies present.docxjack60216
analyze, and discuss emerging ICT tools and technologies presenting the potential to enhance policy making. Visualization tool are discussed in
Visualization tools help users better understand data and provide a more meaningful view in context, especially by presenting data in a graphical form.
Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans.
Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
Initial Post:
Create a new thread. As indicated above, (1) Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans. (2) Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
In order to receive full credit for the initial discussion post, you must include at least two citations (APA) from academic resources
.
Analyzing a Research ArticleNote Please complete this dis.docxjack60216
Analyzing a Research Article
Note
: Please complete this discussion before completing the assignment in this unit.
For this discussion, select one of the peer-reviewed
In your initial post:
Cite the article and provide your own analysis of it. Use the general outline for analyzing a research article from the Analyze Results page (link given in the resources).
State why this specific article is important to your course project.
Post according to the Faculty Expectations Response Guidelines. Be sure to include at least one APA-formatted citation (in-text plus full reference). The citation should be from materials you have read during this unit. It may be from course textbooks, assigned readings, or an outside source.
Overprescribing antiobics
References
Brink, A. J., Messina, A. P., Feldman, C., Richards, G. A., Becker, P. J., Goff, D. A., ... & Alliance, N. A. S. S. (2016). Antimicrobial stewardship across 47 South African hospitals: an implementation study.
The Lancet Infectious Diseases
,
16
(9), 1017-1025.
Dobson, E. L., Klepser, M. E., Pogue, J. M., Labreche, M. J., Adams, A. J., Gauthier, T. P., ... & Task, S. C. P. A. S. (2017). Outpatient antibiotic stewardship: Interventions and opportunities.
Journal of the American Pharmacists Association
,
57
(4), 464-473.
.
Analyze the Civil Rights Movement of the 1950s and 1960s. What p.docxjack60216
Analyze the Civil Rights Movement of the 1950s and 1960s. What progress did the movement make in the U.S. Supreme Court? How did southern segregationists react to the Court’s decisions? Who was Emmett Till, and what happened to him? Explain the Montgomery Bus Boycott and its impact. What style of protest did Martin Luther King, Jr. (MLK) and civil rights activists practice? How did college students become engaged in the movement? Who were the Freedom Riders? How did Civil Rights activists advocate for voting rights and address social and economic inequities in the United States? What is the legacy of the Civil Rights Movement?
.
Analytical Research Project InstructionsINFA 630 – Intrusion.docxjack60216
Analytical Research Project Instructions
INFA 630 – Intrusion Detection and Intrusion Prevention
Summary
This is a paper describing the results of an analytical research project, worth 25% of your total grade. Your paper should be 10-12 pages, double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. Your paper must use APA formatting with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. Following UMUC policy, all students must upload their papers to Turnitin.com (following instructions provided by your instructor), produce and review an originality report, and submit the final version of the paper to your Assignment Folder prior to the submission deadline.
Paper Topic Selection
Prior to writing your paper, you must submit a short, ungraded, topic proposal. You should submit your intended research paper topic by the end of Session 3. The purpose of this preliminary milestone is to provide your instructor the opportunity to confirm the appropriateness of your proposed topic, sufficiently early in the course to allow for topic revision if necessary. It will be helpful if you include, with your proposed paper topic, the sort of research you intend to do and any specific sources you may have already found or plan to use in researching your topic. Your instructor will provide feedback on the suitability of the proposed topic by the start of Session 5. Students who do not provide a proposed topic will be preparing their research papers "at risk;"
i.e.
, they will run the risk of delivering a paper reflecting research that is not suitable for this course.
Analytical Research Project
The purpose of the Research Project is to develop an in-depth understanding of the intrusion detection and/or prevention technology and the way in which such technology is used to protect specific computing environments against specific threats. To arrive at this understanding, your project may choose to follow either one of two analytical approaches:
1. Analysis of a tool or technique including functional applicability and limitations
2. Analysis of environmental security requirements and technologies to meet those requirements
Tool-centric Research
: Projects of the first type will focus on a specific tool, technique, or method used in intrusion detection or intrusion prevention. Choosing a topic for this type of project will mean selecting the tool you want to research and analyze and developing a research question or thesis statement that your research is intended to answer. The analysis for a tool-centric research project should emphasize the use and application of the tool, technique, or method rather than a simple explanation of its features. If you choose a product or tool with a broad set of capabilities, you may choose to provide an analysis of one or more aspects of the tool. The paper distills fundamental issues, focuses on one available solution, a.
Analyze the performance of the leadership of an organization (Netfli.docxjack60216
Analyze the performance of the leadership of an organization (Netflix). The focus of this paper (4-6 pages) will be on the actions taken by the corporate leadership in the face of the global financial crisis since 2007. For the purpose of assurance of learning, one score will be given, based on the articulation of the situation, interaction style, goal-setting process, and leadership behaviour. Figure out exactly what was the reaction to the difficult business environment. Just pick a few things (or even only one and go in detail).
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Analyze the subjective portion of the note. List additiona.docxjack60216
Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
ABDOMINAL ASSESSMENT NOTE
Subjective:
• CC: “My stomach hurts, I have diarrhea and nothing seems to help.”
• HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.
• PMH: HTN, Diabetes, hx of GI bleed 4 years ago
• Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs
• Allergies: NKDA
• FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD
• Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective:
• VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall symmetrical
• Skin: Intact without lesions, no urticaria
• Abd: soft, hyperactive bowel sounds, pos pain in the LLQ
• Diagnostics: None
Assessment:
• Left lower quadrant pain
• Gastroenteritis
.
Analyze the measures your state and local community have in pl.docxjack60216
Analyze the measures your state and local community have in place to prepare hospitals for two (2) different types of threats to public health. Question whether the design of these measures allows for the sufficient protection of the population in the face of an imminent threat. Justify your response.
Examine two to three (2-3) changes to the preparedness policies of your chosen state and federal government agencies. Determine the significant social, political, or environmental factors that have influenced these changes. Provide support for your rationale.
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Analyze two (2) advantages and two (2) disadvantages of creati.docxjack60216
Analyze two (2) advantages and two (2) disadvantages of creating portable learning assets for an LMS.
Research alternatives to Shareable Content Object Reference Model (SCORM). Determine at least one (1) alternative to SCORM and recommend a way for an organization of your choice to package its assets to make them portable. Explain your rationale.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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.
Liberal Approach to the Study of Indian Politics.pdf
Amazon HQ2 Research Project, BUS 163Professor Cuadra, Tacoma Commu.docx
1. Amazon HQ2 Research Project, BUS 163
Professor Cuadra, Tacoma Community CollegeResearch
Assignment, Part 2:
Be sure to read through all of the questions, completely, before
beginning your research. You don’t want to have to keep going
back to the same subject. However, you may have to do that to
some degree – that is one of things about research. That is why
it is critical to keep track of your source.
Please research the following questions/areas for your assigned
city. BE SURE TO KEEP TRACK OF YOUR SOURCES. You
will have to provide a list of references, and in-text citations, in
submitted research. Every fact or piece of information you
provide must have a citation and the full reference for that
source included at the end in a reference list.
This set of research is the briefest one and should not take you
too much time.
Be sure to check out the BUS 163 Library Guide on the left side
of your Canvas screen and use the resources listed there to help
you with your research.Income/Wages (50 points)
1. Try to find the average area salaries for:
a. Executives (this one will vary widely, and you may get a
huge range. If so, just put in the range)
b. Software development engineers/software engineers
c. Accountants – you may find pay rates for a wide variety of
accounting jobs. You might find information for some of these:
i. Accounts payable
ii. Accounts receivable
iii. Payroll specialists
iv. Controller
d. Human resource specialists (sometimes listed as HR
managers)
e. Non-executive management positions (project managers,
program managers, supervisors)
f. Administrative assistants
2. Area minimum wage (you may be surprised how low it is in
2. some areas).
3. Overall prevailing wage – this may be hard to find. What it
means is what the labor department and/or unions require to be
paid. For instance, if you are doing construction work on a
highway, your company has to pay you and your employees the
“prevailing wage” for that work. In this area, people who pour
concrete and do paving get $52/hour because that is the
prevailing wage.
a. Try looking at several sources, but if you cannot find the
information, just list where you looked and say you could not
find it.
4. Find out the median income for your city/area.
5. Find out the average household size. It is good to check out
the US Census Bureau site for this kind of information.
6. Look and see if you can find out if your city/area has
required sick leave, like we do in Washington now. If so, what
are the details?
7. What is the average home price in the area? What is the range
of home prices?
Your information can just be bullet points for this.
Be sure to use AT LEAST three different sources. You might
want to see what different information you get for any one
category. If you get different information, please note that. A
good practice is to look into the source for your source – where
did THEY get this information. Also, check the dates and you
will likely want to use the most recent information.
Becoming an Atheist in America: Constructing Identity and
Meaning from the Rejection
of Theism
Author(s): Jesse M. Smith
3. Source: Sociology of Religion, Vol. 72, No. 2 (SUMMER
2011), pp. 215-237
Published by: Oxford University Press
Stable URL: https://www.jstor.org/stable/41288569
Accessed: 25-05-2020 15:50 UTC
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Sociology of Religion 2011 , 72:2 215-237
doi: 10.1 093/socrel/srq082
Advance Access Publication 8 December 2010
4. Becoming an Atheist in America:
Constructing Identity and Meaning from
the Rejection of Theism
Jesse M. Smith*
University of Colorado at Boulder
This study explores the identity formation process of self-
avo<wed atheists in the context of
American culture . Drawing on data collected from participant
observation and 40 individual in-
depth interviews with atheists in Colorado , four stages of
atheist identity development are presented:
the starting point/ the ubiquity of theism, questioning theism ,
rejecting theism , and "coming out "
atheist. I argue that an atheist identity is an achieved identity,
and one that is constructed in social
interaction . Focusing on the interactional processes and
narrative accounts of participants, I discuss
the process of rejecting the culturally normative belief in God,
and the adoption instead, of an iden-
tity for which the "theist culture " at large offers no validation .
This research illustrates how identifi-
cation with atheism in America becomes an important aspect of
self for those who adopt this label
Further, it makes a qualitative contribution to our incipient
understanding of the subjective experi-
ence and identities of actual atheists, as well as the dynamics
of irreligion and unbelief in
America - an area of inquiry within the sociology of religion
that is in need of further development.
Key words: identity; atheism; social psychology; qualitative
methods; deviance.
6. 216 SOCIOLOGY OF RELIGION
increase in the numbers of Americans claiming no religion.
They argue that the
political differences between the religious right and religious
liberals have
impelled some of the latter to disaffiliate themselves from
traditional religion.
In this study I examine one subset of the irreligious: self-
identified atheists.
Although the correlates of atheism have been examined, and we
know more
about the social characteristics of atheists than previously
(Sherkat 2008), we
continue to know little about how or why people actually
become atheists. I
take a qualitative and interpretive approach to examine the
interactional
process by which some Americans come to reject God and
religion.
Understanding this process will be useful to sociologists of
religion interested
not just in irreligion generally, but also in the social dynamics
of belief and dis-
belief, and the processes of conversion and deconversion.
Understanding athe-
ists is particularly relevant as the latest surveys show that the
number of
self- identified atheists is on the rise (Pew Forum on Religion
and Public Life
2007). Yet, even if their numbers continue to increase in the
years to come,
those who express an explicitly atheist viewpoint remain a very
small segment
of the population - around 2 percent (Pew Forum on Religion
7. and Public Life
2007). Undoubtedly, the United States continues to be a
heavily theistic
society. This reality becomes particularly salient when it is
compared to other
advanced industrial nations (Norris and Inglehart 2004). One
need only briefly
examine the data on religion and belief to understand the
influence of theism.
For example, one major survey reports that about 84 percent of
Americans
claim a religious identity; nearly 92 percent report they believe
in the existence
of a God or "universal spirit"; and 60 percent of these believe
in a personal
God, many of whom also believe God intervenes in their
everyday lives (Pew
Forum on Religion and Public Life 2007; Schieman 2010). This
point is more
than just observation. As the current study shows, the
formidable influence of
theism in America is closely connected to the identities of
those who reject it.
Though scholars have employed the sociological lens to
investigate
atheism with survey data and statistical analyses (Bainbridge
2005; Sherkat
2008), there have been relatively few qualitative studies that
examine atheists
themselves directly. One such study by Heiner (1992) explores
the deviant
status of atheists in the Deep South. Based on interviews with
10 atheist acti-
vists affiliated with the Freedom From Religion Foundation, he
discusses some
8. of the strategies atheists use to counter the prejudice and
discrimination they
face in a highly religious part of the country. He finds that
atheists, like theists,
are engaged in the "othering" of those who do not share their
views. A more
recent qualitative study by Hunsberger and Altemeyer (2006)
investigates why
it is some Americans come to claim atheism. Their findings in
part suggest
that despite the normative status of belief in God, as well as the
various
benefits associated with religious affiliation, atheists are
simply those who
"could not make themselves believe" (2006:42). Finally,
Fitzgerald (2003)
through interviews explores the different "identity career
paths" of atheists
based on an analysis of their backgrounds and social
characteristics.
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BECOMING AN ATHEIST IN AMERICA 2 1 7
My research, through in-depth interviews and extensive
participant obser-
vation, contributes to this incipient literature by explicating the
actual for-
mation of an atheist identity through an analysis of the
interactional processes
and narrative accounts of self- identified atheists.
9. In analyzing the process through which individuals come to
adopt the label
atheist, a clear understanding of the meaning of identity itself
is needed. The
concept of identity has long been of central importance to
social psychology.
Researchers have defined and used this concept in various
ways. In this study, I
take identity to have several meanings and uses.
Fundamentally, identity is
that which we use to locate and understand ourselves in social
life (Hewitt
2000). Further, as Stryker (1968) argues, there is a hierarchy of
identities that
coordinate and comprise the self, shape understanding, and
influence behavior.
Identity is also that which individuals use to describe and
define their member-
ship in groups, their relative positions in social life, and the
various ascribed
and achieved statuses they hold. Like most scholars today, I
take identity to be
fluid and shifting, rather than fixed and permanent. This is
consistent with
how most of the participants in this study moved from religious
identities, to
atheist identities, as a result of important changes in meaning
and social
context.
Most discussions of identity focus on the roles and role-
expectations
attached to the particular identity. An atheist identity, however,
is best under-
stood not as one that is the product of filling particular socially
10. defined and
culturally accepted roles, but as one rooted in personal
meaning, history, and
biography. Biographical or personal identities make their most
obvious appear-
ance when people construct narratives about their lives and tell
their own par-
ticular life stories, both to themselves and to others (Hewitt
2000). Finally, my
analysis is informed by the "deconversion" literature. Ebaugh
(1988) for
instance, examined the identity processes of Catholic nuns who
left their con-
vents, and other studies have investigated those who have left
various main-
stream religious organizations (Brinkerhoff and Mackie 1993).
My investigation
bears some similarity to such studies as most of the atheists I
interviewed aban-
doned formerly held religious identities. Although these studies
facilitate our
understanding of the process individuals undergo as they
disengage their reli-
gion (often to identify with another religion), they do not tell
us much about
those who divest themselves of a religious identity altogether,
nor do they
inform us of the active process of developing a non-religious
identity.
This study seeks to fill this gap by examining the process by
which people
construct an atheist identity in a theist society. I consider the
social-psycho-
logical aspects of rejecting the culturally dominant and
normative belief in
11. God. I begin with a discussion of the methods I used to study
atheists. I then
present a four-part model that discusses and illustrates the
process of how these
participants came to reject theism and adopt the label "atheist."
I conclude
with a discussion of the implications of the model, by
connecting my analysis
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218 SOCIOLOGY OF RELIGION
of atheists with other rejection-based identities, and suggesting
additional
avenues for future research.
SETTING AND METHODS
I discovered that the mountain west university town in which I
currently
reside is an ideal setting for the study of atheists. Through
online searching
and asking around campus, I discovered several well-
established atheist organiz-
ations in the surrounding area. To gain entree, I attended a
picnic at a local
park where members of three atheist groups came together for
informal socializ-
ing. After a friendly conversation with the president of one of
the groups, I dis-
closed that I wanted to conduct a study of atheists. The
12. organizer was very
receptive, and she introduced me to group members. Many
expressed an inter-
est in the study, and asked if they could participate.
Data Collection
My primary on-site data gathering methods included
conducting individual
in-depth interviews and engaging in participant observation. I
took an open
and active conversational approach to the interviews in which
respondents
could develop their thoughts in the direction of their choosing
within the
broadly structured interview questions I used to guide our
conversations
(Holstein and Gubrium 1995). The interviews lasted from one
to two hours
and took a life-course approach, which focused on the personal
biographies,
relationships, social interactions, and life transitions that were
important to
forming an atheist identity. Because of the nature of the
setting, and the fact I
disclosed that I was a researcher, my role with relation to those
I studied was
that of an overt, participant-observer with "peripheral
membership" (Adler and
Adler 1987:36). At the outset, I gave a presentation on my
proposed research
at one of the monthly meetings. Consequently, I was able to
start recruiting
respondents and gathering data immediately.
I sustained significant interaction with participants throughout
13. the research
process by attending several monthly group meetings, and
participating in
outside events with members such as picnics, speaking events,
and conferences.
Additionally, I participated in volunteer work that one of the
groups organized.
All of this allowed me to develop relationships conducive to
obtaining
in-depth information, and learning about the lived-experience
of atheists.
In addition to recorded interviews, I kept detailed field notes
from my
interactions and observations. I first took brief empirical and
analytical notes
during my interactions and then later expanded on them when
time permitted.
I took an inductive approach to the analysis of my data. Each
interview was
transcribed and then coded with an eye to developing
theoretically informed
themes and patterns (Glaser and Strauss 1967). I utilized both
line-by-line and
focused coding (Emerson 2001), grouping phrases and
substantive ideas,
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BECOMING AN ATHEIST IN AMERICA 219
revealing distinct patterns and making conceptual connections
14. from the data- I
continued to analyze the data throughout the research, which
eventuated in
the identity model and discussion outlined below.
Sample
The sample began with members I met at the first group
meeting. After
this, my contacts quickly grew in a snowball sampling fashion
as members
referred me to other self-identified atheists, many of whom
were not affiliated
with an atheist group. In the end, about half of my total sample
included indi-
viduals who were not members of any group.1 My sample was
also purposeful
(Glaser and Strauss 1967) because in addition to recruiting
"typical" atheists, I
also sought out specific individuals of interest including
presidents of atheist
groups and other prominent individuals who may have
embodied particularly
strong atheist identities.
In total, I conducted 40 semi-structured in-depth interviews
with atheists
ranging in age from 18 to 92 years old. The sample consisted of
17 males and
23 females. Most respondents were white, and highly educated
(see Appendix).
Although some of the characteristics of the sample align with
the previously
mentioned demographics of the unaffiliated, neither the
sample, nor the study
itself was designed to be generalizable to all atheists. This
15. study's focus is on
depth and process, rather than breadth and representativeness.
However, given
the focused concern with the issue of identity formation, the
discussion below
may nevertheless be suggestive of a generic identity process
undergone by many
atheists. Ultimately, only further research can confirm this.
CONSTRUCTING AN ATHEIST IDENTITY
My research revealed four major elements in the construction
of an atheist
identity in America: (1) the starting point: the ubiquity of
theism, (2) ques-
tioning theism, (3) rejecting theism, and (4) "coming out"
atheist. For simpli-
city, these may be viewed as the stages involved in the
progression toward
atheism, but only in a general sense. The construction of an
atheist identity is
a fluid and dynamic process rather than one that follows any
simple pattern or
trajectory.
The Starting Point: The Ubiquity of Theism
In addition to the 92 percent of people expressing belief in
God, about 60
percent are certain that God exists (Chaves 2002). This reality
plays a
ll refrain in this paper from making detailed comparisons
between atheists who join
groups and those who do not. The potential "types" of atheists
is not the central concern of
16. this study.
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220 SOCIOLOGY OF RELIGION
fundamental role in the construction of an atheist identity. For
most partici-
pants, belief in God2 and religious practice had characterized
their lives at
some point. Thirty-five of them described their upbringing as
being somewhere
between somewhat religious and extremely religious. They
each expressed at
least some belief in God; they each identified with a particular
religion or spiri-
tual philosophy, and they each participated in some kind of
religious activity.
This is consistent with the general composition and state of the
American reli-
gious landscape. As Roof remarks in his study of the "spiritual
and religious
marketplace" of American society, "Religion (and I would add
belief in God)
is so deeply ingrained culturally and so broadly based within
the population"
that any investigation of the American scene which fails to
recognize this, will
ultimately fall short (1999:179). And as Hout and Fischer
(2002) argue, even
of those who specifically claim "no religion," many continue to
hold rather
17. conventional religious beliefs. This apparent inconsistency
underscores how
deeply entrenched theism is in our culture, and though not all
of those in this
study came from overtly religious backgrounds, I found that
they too underwent
a similar process in rejecting God, and that the ubiquity of
theism and religion
itself played an important role in their becoming atheists.3
Much like Peek's
(2005) study of the identity processes of Muslims, most
atheists viewed their
early religious identities as ascribed statuses. Participants used
statements such
as, "I had no choice about church as a kid. You know, kids just
do what their
parents tell them to do." "Religion was imposed on me when I
was young . . .
you just don't have a choice when you're a child." Many
participants made
similar surface interpretations of their early experiences with
religion. But
when asked to elaborate, more thoughtful reflections were
offered. For instance,
Chris, an ex-Army paratrooper and recent father - who at one
time even
aspired to be a priest - expressed how deeply he felt about his
faith growing
up:4
I was raised Roman Catholic. I <was very strongly religious as
a kid. Did everything, the
plays, did catechism. . . .I'd sit there [in church] and - wow! -
actually as a child I was
pretty emotional about it. You know, I'd think about Jesus on
the cross and I'd cry.
18. Similarly, Kelly, a 36-year-old graduate student and teacher
commented: "I was
very religious, and church was a very big part of my life. I
went every Sunday,
Sunday school and all. I liked church, I liked the ritual . . . and
I enjoyed
going." Clearly, despite their own acknowledgment of their
lack of choice in
2The use of this term throughout will refer technically to some
form of the superna-
tural. It is important to note, however, there was particular
emphasis by participants on the
traditional Judeo-Christian concept of God.
It is also important to note that the normative status of theism
can be relatively weak
or strong depending on context (e.g., regional context, or
whether the setting is public or
private).
Pseudonyms are used throughout to ensure anonymity.
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BECOMING AN ATHEIST IN AMERICA 221
the matter, for both Chris and Kelly, religion was of central
importance to
them growing up.
19. Participants* level of belief and religiosity varied by degree,
and for most,
their involvement was more tempered than this. Still, all but a
few discussed
some level of religiosity before becoming atheists. This is
evinced by the fact
that participants began sharing their stories by first naming and
identifying
with the particular religious organization or belief system with
which they grew
up. And even when there was low religious participation , the
normative belief in
God was still present. Jenny, for example, was a young and
bright student at a
local university. Her comments are indicative of the ubiquity of
belief
(especially in childhood), and were typical of many, "I grew up
religious, I was
Lutheran; but we didn't go to church all that much. By late high
school, I
don't think I was really going anymore at all . . . but it wasn't
that - I mean, I
still believed in God."
From her comments, Jenny's belief in God seemed almost a
"default" pos-
ition. And as has been observed, many individuals - especially
in their forma-
tive years - simply accept the normative theistic viewpoint with
which they are
accustomed; sometimes passively internalizing belief in God
based on their
experience within their social environment, where belief is not
just accepted,
but often expected (Zuckerman 2003). Indeed, because belief is
so pervasive,
20. most people born and raised in the United States experience
socialization
toward theism, and the atheists I studied were no exception to
this socialization
process.
As social psychologists have argued, the transmission of
cultural values and
beliefs through primary socialization within the family context
greatly influ-
ences the values and beliefs that children will adopt and carry
with them into
adulthood. However, I found that even those few who were
raised in families
without much religion (or no religion at all) nevertheless
encountered, and
were influenced by, the high levels of religiosity and belief
present in the
general milieu of American culture. Even the least religious
were not invulner-
able to the influences of their communities, their neighbors and
their peers,
their schooling, and other aspects of socialization when it came
to belief in
God and religious behavior. This certainly was Helen's
experience. Helen was
in her early 30s and had recently moved to start a new job. She
discussed how
her immediate family was entirely non-religious, yet she ended
up participating
in religion anyway by attending Christian church services
with^her friends or
other neighborhood children. She puts it this way, "I was
definitely raised in a
secular household . . . but I'd still go to church with some of
my cousins and
21. stuff; all the rest of the people I knew were religious, so I had
lots of exposure
to it. Plus one of my best friends for a long time was Mormon.
So I went with
her to the Mormon Church several times."
Frank's experience was not unlike Helen's. Frank was a friendly
and
eccentric man. A retired physicist, he spent much of his time in
his home-lab
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222 SOCIOLOGY OF RELIGION
conducting experiments- He was raised by a non-religious
family, and yet he
remarked:
I had my first real association with religion at age seven. It was
the Catholic Church across
the street . . . all the neighbor kids went there, especially in the
summer because that's what
you did; they had things for kids to do. So I started attending
church because I was friends
with the other kids.
All participants, whether raised with religion or not, were
surrounded by theist
friends, neighbors, and others who influenced them
significantly5.
22. Questioning Theism
If most participants were raised with religion, and had once
believed in
God, what caused them to reject this, and claim an atheist
identity? The ways
participants began to understand God and religion as they
carefully contem-
plated their beliefs and interacted with others became a
determining factor. As
Blumer (1969) observed, people act toward objects (whether
physical or
abstract) based on the meanings these objects have for them.
Further, these
meanings are not fixed or inherent, but change or take on new
meanings
through interactions with others. Respondents, over time, and
in new social
contexts, began questioning what they had learned growing up,
which included
the religious meanings they had often taken for granted. They
developed new
outlooks and commitments as their interactions took on new
meanings.
Most started experiencing significant doubts about the
existence of God
when they left their homes for the first time to begin college.
This was a criti-
cal time in life, as they encountered other points of view, met
people from
other backgrounds, and started new relationships. Jason, a 61 -
year-old former
Catholic, who had worked various odd jobs throughout his life
before recently
retiring, described it this way:
23. I didn't really question it at all until I got to college and started
studying. I remember reading
a book by Bertrand Russell, Why I'm Not a Christian and that
just opened my eyes. It's
like, wow! . . . And when I got to college I met other people ...
it was my first exposure to
people outside my social milieu. They [fellow students] didn't
go to church on Sunday, and
nothing bad was happening to them (laughs), and God wasn't
striking them down for not
going to church ... I mean I wasn't an atheist at this point, I
still thought you know, maybe
there is a God out there.
New relationships with friends, professors, and others
prompted and drove this
questioning. Some developed friendships with others who were
themselves
questioning God, or were critical of religion. One respondent
remarked how a
new friend she considered "very smart," and who made a
considerable
impression on her, would send her secularist podcasts that
critically engaged
5Further, five participants came from "secular" families, but
only two could accurately
be described as "second-generation atheists" (that is, their
parents were explicitly atheists).
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24. BECOMING AN ATHEIST IN AMERICA 223
religion and debated the "God question," Another felt
"inspired" by a brilliant
professor who "seemed to be an atheist," Further, several
encountered the
recent popular writings of Richard Dawkins, Sam Harris, or
Christopher
Hitchens. This piqued interest in other media critical of
religion and belief
(e.g., documentary films, podcasts, blogs, etc.). Ironically
however, for many
participants, it was their interactions with believers that
compelled such ques-
tioning. For instance, 34-year-old Amber related how one of
her good
friends - a strong Catholic - "basically believed I was going to
hell for ques-
tioning whether there is a God . . . [yet] she was still willing to
hang out with
me." Although Amber thought this aspect of the relationship
was strange, it
led her to recognize the "illogical" aspects of religious belief,
and drove her to
question more.
Research has found that going off to college tends to be an
important stage
in individuals' lives in terms of experimenting with, and
developing new iden-
tities and establishing a more autonomous sense of self. This
process can also
sometimes happen relatively abruptly. But for these
participants, the process of
questioning their beliefs and the existence of God tended to
25. take time, because
as has been observed, the effects of religious socialization -
and especially early
religious instruction - can be quite strong (Zuckerman 2003).
And because reli-
gious beliefs and practices are socially learned, there must take
place an
un learning process for those who eventually come to reject it.
Thirty-year-old
Joel was raised Episcopalian. He related his experience with
this gradual
process:
In college I still believed, in God, but I no longer had a desire
to go to church or anything .
And then I guess it was just a slow progression, as every year
went by my belief was getting
less and less, and as I started getting into astronomy , and
reading, and studying evolution . . .
it [God and religion] just started sounding more and more
implausible.
This "slow progression," which was described by many
participants, is consist-
ent with Ebaugh's description of the "doubting stage" in her
study of the
process of role-exit: "The doubting process is usually gradual
in that the indi-
vidual first experiences an overall dissatisfaction in a
generalized way ..."
(1988:41)- Indeed, these participants experienced a generalized
and non-
descript discontent with their religious beliefs. But through
ongoing and par-
ticular interactions they began to specify and articulate their
doubts in ways
26. that opened a space for an atheist viewpoint.
As participants sought more education, they became
increasingly skeptical
of the religious teachings they grew up with. Once they viewed
their religious
beliefs as being challenged by scientific and secular
explanations of the world,
the religious ideas and objects (e.g., the afterlife, the Bible)
began to take on
different meanings. As Ebaugh argued: "The doubting stage is
essentially one
of reinterpreting and redefining a situation that was previously
taken for
granted. Events and expectations that had been defined as
acceptable begin to
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224 SOCIOLOGY OF RELIGION
take on new meanings. [These] doubts involve a
reinterpretation of reality, a
realization that things are not what they had seemed"
(1988:41). However, as
significant as this was, doubts about God alone were not
sufficient for partici-
pants to adopt an atheist identity. More active engagement with
substantive
moral issues and specific interactions with others were
necessary.
27. The centrality of morality Morality was of central importance
to these athe-
ists, and specific moral issues progressively drove their
questioning of God and
religion more intensely. Forty-nine-year-old Matt, a former
Lutheran, described
it this way:
I was reading the Old Testament, and what really got me
started on a different path was that
God was telling Joshua to go in and destroy the city , destroy
every man , woman and child ,
every goat , every chicken , I mean leave nothing! And I
remember thinking "what's going on
here; why does God want to kill cows?" And as 1 continued
reading and finding more trou-
bling things I just started questioning more and more. And then
it dawned on me that the
God I was worshipping and reading about all this time was
really just a sinner himself. Here
he is being jealous and vengeful and human.
Matt had read the Bible before in its entirety as a young adult.
But it was not
until he had left the country to serve in the Air Force, and later
attend
college, where he made new friends and experienced other
views, that he
underwent this "re-reading" of the Bible and engaged his
beliefs in a critical
way. Many participants raised similar issues addressing
scriptural teachings.
This is consistent with Hunsberger and Altemeyer's (2006)
study that reported
that serious doubts about religion were often caused by reading
the Bible itself.
28. But more than just having problems with scripture, these
respondents also
pointed out what they saw as the hypocrisy of religious people
they knew.
Kelly, for instance, reflected that, "In college, I started to think
about some
issues from when I was growing up, that people [church
members] were not
nice. They preached about it [the Bible and morality], but then
they were not
good to each other. That really frustrated me." As participants
confronted
these issues, they increasingly desired to distance themselves
from religion, and
to extricate morality from its traditional association with
religion. What
emerged for them was a new outlook on morality: its origins,
meaning, and
implications for behavior.
An important outcome of this is that a tension arose in which
participants
saw themselves as good and moral individuals, but were
beginning to doubt
that this came from observing religious practices or adhering to
religious
"truths." They began to construct a cognitive and symbolic
boundary between
morality and religion, and asserted themselves as moral
individuals against
what they increasingly viewed as a false connection between
being religious
and being moral. They each in some way observed - and
criticized the idea -
that people need religion to be moral and good. As one
participant remarked,
29. "I don't think having morals has anything to do with religion. I
know right
from wrong. I think it benefits me in the long-term to do good
things and be a
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BECOMING AN ATHEIST IN AMERICA 225
good person; you know, not to lie, cheat, steal or kill; and it
just makes my life
a lot easier. It frustrates me that people think that one has to do
with the
other."
Although research shows that atheists and the nonaffiliated
often differ
sharply from theists and the affiliated with regard to political
orientation, and
on specific political issues (Hayes 1995; Hout and Fischer
2002) in terms of
the content of basic moral questions, these atheists' views do
not differ much
from the conventional and commonly held views of the
meaning of morality.
That is, they all considered actions such as lying, cheating,
stealing, murder,
and basically anything else that harms other human beings to
be immoral. In
line with what Hunsberger and Altemeyer found - in addressing
why atheists
doubt God - their skepticism seemed primarily cerebral in
30. nature. For instance,
they did not deny God because it would give them license to be
immoral; or as
the authors put it, allow them to "wallow in wantonness"
(2006:39). Rather,
atheists tended to doubt because they found no evidence of
God's existence, or
they could not square religious doctrines with empirical facts,
or simply, the
notion of God was inconsistent with their intellectual
sensibilities and devel-
oping view of the world. I would add to their argument, that the
"cerebral"
skepticism of atheists itself is in part a product of the changing
meanings and
viewpoints associated with the social interactions experienced
by participants.
What did differ significantly were their views of where
morality comes
from, how it is maintained, and why it is important. As Edgell
et al. (2006)
observed, the majority in the United States view atheists as
having rejected
the very moral foundation of American society. As a corollary,
there exists a
symbolic moral and cultural boundary between believers and
non-believers.
Aware of - and in response to - this reality, the atheists I
interviewed continu-
ally returned to the topic of morality, drawing their own
boundaries vis-a-vis
theists, and asserting themselves as both atheists and moral
persons. Chris, for
instance, made the following illustrative remarks:
31. Morality comes from society. It's societal norms. It's what you
need to do, and what's good.
Morality does not come from religion. It's like , really - so
killing would be OK unless God
said no? And it seems like many things , especially in the Bible
are totally arbitrary. And then
the things that don't seem arbitrary are - are everywhere. No
killing. No stealing. Those are
all just good ideas. . . . But it's like, you don't want to help me?
You don't want to be nice?
You're just doing it because you're afraid . . . God's gonna
throw you in a lake of fire if you
don't?
Chris's comments represent how many of the participants came
not only to
reject the idea that God and religion are necessary for moral
behavior, but also
implicitly suggest that a non-religious morality is superlative.
Morality to them
means behaving in ways that are beneficial for society and
productive in and of
themselves; that they are based on "real" integrity and
autonomy, rather than
punishment and reward. Clearly, participants were challenging
the commonly
held belief that atheists lack morals. They resisted this view,
thereby salvaging
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32. 226 SOCIOLOGY OF RELIGION
a moral identity. As Brittany, an articulate thirty-four-year-old
researcher for a
large company remarked:
So if you're not religious, then where does your moral and
ethical compass come from ? This is
the question asked by many religious people because they don't
realize that you can simply
choose to act moral , and define an ethical framework on a
rational basis. They think it has to
be something that God told you to do, and that you'll be
punished for not doing it. You
know, a very simple reward/response kind of scenario . . .if
you're doing something because
of fear of being punished, that completely removes what I
consider a moral dimension.
Similarly, thirty-one-year-old Lisa, who was raised in a
fundamentalist
Christian family stated: "Many people think that if you don't
believe in God
you are amoral If that's the case, why don't we see atheists in
the streets
burning down buildings and churches and doing all sorts of
immoral things?
Prisons aren't full of atheists . . . and you just don't hear about
atheists behaving
that way." And another participant simply remarked, "I'm moral
and I don't
believe in God." Thus these atheists create identity by drawing
symbolic - and
ultimately social - boundaries (Lamont and Molnar 2002)
between them and
theist others as they justify and actively construct and defend
33. an atheist view-
point; a viewpoint which typically involves elaborating a
pragmatic and
"rational" view of morality.6
The talk that these atheists engaged in is more than objective
descriptions
of experiences. In sharing their thoughts, views, and personal
biographies, par-
ticipants were providing accounts. According to Scott and
Lyman (1968),
accounts are the generally socially accepted statements that are
made in order
to explain or justify particular behaviors (or views). In this
case, the accounts
employed by participants justified their non-normative views
by asserting a
positive social and moral basis for their atheism. Their
accounts neutralize the
negative connotations of the atheist label and replace it with
morally and
socially positive implications. Although Heiner found
something similar, the
atheists he interviewed had an even stronger penchant for
attacking religion
outright as they argued explicitly for the moral superiority of
atheism.
Discussing the Christian concept of forgiveness through prayer,
one of his
respondents blatantly remarks: "They [atheists] are the only
ones with good
morals. Christians are all sinners" (1992:13). None of those I
spoke with made
such sweeping claims (Heiner specifically selected hard-line
and activist athe-
ists for his study), yet from their accounts the implication is
34. clear: atheism not
only allows for morality, but is potentially superior to the
religious understand-
ing of morality. In any case, participants' accounts imbued their
experience
6Clearly, much of participants' responses refer to a particular -
and perhaps simplis-
tic - version of Christian religion (e.g., very conservative, or
even fundamentalist groups).
Many in fact acknowledged this during the interviews.
Nevertheless, this was how most
continued to characterize religion generally; in part because
this was what they were most
familiar with.
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BECOMING AN ATHEIST IN AMERICA 227
with meaning, and provided coherent frameworks for
understanding both
themselves and their social worlds- Through these accounts,
they created, justi-
fied, and "owned" their own morality by separating it from
what they viewed as
the culturally dominant theist view of moral behavior.
Rejecting Theism: "Not Theist , or Atheism as a Rejection
Identity"
The earlier ideas of God and religion began to be replaced with
new
35. meaning as participants moved from the questioning stage, to a
more deliberate
and active stage of rejection. Sometimes intimate relationships
with other non-
believers facilitated this process. For instance, 30-year-old
John commented, "I
was on the fence, borderline, you know, for a long time, like an
agnostic type
thing until I met Angie (now his spouse) and she brought me
'over' . . . and I
said, okay, I really don't believe anymore." But for
participants, it was not
simply a matter of reaching a place where they happened not to
"believe
anymore." Rather, a veritable atheist identity was only possible
in the context of
having explicitly rejected religion and the notion of God itself,
and then elabor-
ating in this space that which they saw as the more accurate
way to view and
interpret the world: through the lens of science and secular
thinking.
Respondents experienced an increasing commitment to this new
viewpoint,
which is apparent in their discussions of their developing
world-views.7
Brittany put it this way:
If people could become more educated and more capable of
making reasonable, peaceful
decisions that would support the smooth functioning of a
society without anybody over them
holding a whip . . . that would be better. . . . That's how it is
with religion . As we acquire the
education and the sophistication to begin to choose an ethical
36. system for [its] advantages, in a
scientific, rational, social context, we can move away from the
crutch of a carrot-and-stick
approach, which is what I consider most religions [as] basically
being .
The generalization that religion is an uncritical and
unsophisticated attempt at
interpreting the world, that a rational scientific approach is
more accurate and
desirable was one echoed by many participants. Helen, for
instance, elaborates
this at greater length:
My interest is in the natural world . . . it's a scientific
worldview. And it's not that you have
to be a practicing scientist or anything . But if you think about
the world in a scientific method
kind of way, I think it becomes increasingly difficult to
reconcile that with any kind of super-
natural belief. A scientific worldview is the idea that you
approach the world and ideas in your
life in a way that mirrors the scientific method. You go out and
you gather data and see
whether that refutes your ideas and your hypothesis or whether
it supports it. And that might
sound kind of funny for everyday life, but it's not. The idea
that a supernatural God created
7It has been noted that certain occupational groups, including
scientists, are more
likely to claim atheism than others (see Ecklund 2010).
Although there are two pro-
fessional scientists included in the sample, for most, their
developing interest and commit-
ment to science was as much a corollary of their unbelief as a
37. cause of it.
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228 SOCIOLOGY OF RELIGION
the Earth either happened or it didn't. It's real or it's not real ...
I mean, there are good the-
ories and bad ones , and they [religion and science] are not
equally valid.
This new commitment to scientific and secular thinking was
accompanied by
an explicit rejection of the supernatural. Although most made a
point to
observe that they cannot prove God does not exist, and that
they cannot be
absolutely certain there is no God, when probed further, most
comments were
of this variety: "I find no compelling reason to believe in a
god," "There is
nothing magical or supernatural about the universe or anything
in it." Some
remarks were even a bit sarcastic: "No spooks here." Or, "I just
don't believe in
the 'great sky fairy.'" This language is telling because it
indicates a strong rejec-
tion and distancing from what participants view as the ideas of
theists.
I found much of an atheist identity is constructed in terms of
what it is
38. not. This was apparent throughout participants' accounts. Thus,
the notion of
the "not-self" is instructive. The not-self "refers to meaningful
gestures (vocal
and otherwise) whereby ego. . .designates certain thoughts,
feelings, acts,
relationships, roles and/or other social objects as
fundamentally inconsistent
with ego's real self. . ."(Colomy 2007). An essential part of the
self-definition
process includes not just defining those things we are, but also
those things we
are not. An atheist identity, however, may be thought of as
having its very
foundation in the process of the "not-self' or "not-me." It is a
salient example
of the possibility of constructing an identity out of the
rejection or negation of
something, in this case theism. That is, to a significant degree,
it is an identity
that provides meaning for the self - and indeed is constituted -
by making
statements of what is not-me. Like those in Heiner's study who
in the context
of the Deep South made clear they were not Christians, these
atheists' accounts
were replete with discussions of the beliefs they do not posses;
continually high-
lighting that they are not theists. In this way, these atheists are
similar to the
vegans, nondrinkers, virgins, and others Mullaney (2005)
studied, whose per-
sonal identities are built around behaviors they do not engage
in, or beliefs
they do not posses.
39. This process of dissociating from theism and drawing symbolic
boundaries
is not just an abstract or intellectual affair. Developing a self
that includes not
being a theist had real consequences for participants' social
relationships. For
instance, though they generally viewed themselves as highly
tolerant of others,
many discussed how they could not date or have a serious
relationship with a
strong believer. For example, James, a college student in his
late 20s, said "I
couldn't date a true believer; somebody that was just like 'this
is how it is,'
because I couldn't respect how they approached the universe ...
I mean, I
respect them as people, but that line of thinking is not
something that I would
want in my intimate life. Someone who makes religious claims
like that.
Anybody who, for instance, can buy the Bible as truth, I'm
going to have a
problem with that, and it's just not going to work out."
As is the case with other kinds of identities then (e.g., racial,
political, or
religious identities), there exists a level of in-group/out-group
thinking for
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BECOMING AN ATHEIST IN AMERICA 229
40. atheists. Thus, although research has shown that in American
culture, the
public views atheists as other, in constructing their own self-
concepts, atheists
drew their own social boundaries, on some level conceiving of
theists as other.
Creating this sense of difference involves the cognitive process
of classification
that Zerubavel (1996) outlines in his discussion of boundaries*
Importantly,
this mental and social boundary making, or "splitting" becomes
habitual, and
begins to shape future thinking, interactions, and behavioral
choices.
"Coming Out " Atheist
The significance and influence that any particular identity has
for one's
self-concept cannot be fully articulated until that identity has
been both expli-
citly claimed and validated in meaningful social interaction.
That is, although
an individual may think of him/herself as an atheist,
acknowledging the con-
sistency of their views with that label, it is only when this label
is voluntarily
applied in concrete social interaction that it takes on its full
social significance.
Because of the stigmatized and deviant status of atheism, it can
initially be dif-
ficult to claim the identity in a social setting. This results in
part from the
tension experienced from their knowledge of having rejected
the normative
41. views of the larger society, and feeling disconnected from the
rest of American
culture becomes a real possibility at this point. But these
cognitive tensions are
related to Lofland and Stark's (1965) study of the process of
those who convert
to a deviant perspective. And like the converts to a deviant cult
in their study,
the felt tensions, and the awareness of the deviant status of
their views, actu-
ally served to encourage or promote their desire to claim the
deviant identity.
Claiming an atheist identity vocally and using the label had
important
implications for respondents. Different factors impelled
participants to "come
out of the closet." Having "known" and thought of themselves
as atheists for a
period of time, the desire to claim the identity grew stronger as
they interacted
with theists and sought to dissociate themselves from religion.
This is in line
with Hout and Fischer's (2002) findings, in that claiming
atheism can serve as
a practical, and symbolic statement against traditional religion
(and its often
politically conservative ideas). Finally, despite any initial
reticence, as intervie-
wees began to claim atheism overtly in social interactions, a
concomitant sense
of empowerment, confidence, and new sense of self emerged.
Applying the label These atheists thought of themselves as
such before they
applied the label in the presence of others. Unlike some
42. stigmatized and mar-
ginalized identities, atheism is not something that is readily
apparent to others,
or that has physical or even social indicators. For Goffman
then, atheism
would be a discreditable identity that must be explicitly
claimed for it to
become "spoiled" (1963:4). Further, on some level declaring an
atheist identity
is similar to the coming out process gays experience. That is,
though difficult
in the beginning, for some, publicly adopting the label and
coming out as an
atheist was an important step toward a new self-concept and a
feeling of inde-
pendence and empowerment. And like the social stigma faced
by those who
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230 SOCIOLOGY OF RELIGION
adopt a marginalized sexual identity (Weinberg et al. 1995) for
these respon-
dents, claiming their atheism not only influenced their self-
concepts, but
shaped their future interactions- Importantly, it was at this
stage that an atheist
identity began to crystallize, acquire greater salience, and move
closer to the
top of the hierarchy of identities that comprise the self (Stryker
1968).
43. The setting in which participants came out - that is, first
applied the label
atheist to themselves in the presence of others, ranged from the
virtual and
abstract (e.g., MySpace, Facebook, e-mail) to the concrete and
personal (e.g.,
face-to-face interactions with family members). James, for
instance, remarked,
"It was on MySpace. You know, under the 'religion' thing, I put
'atheist.' It just
made it very public. It's kind of cool too, because I actually
started to realize
that some of my friends were atheists too, and I didn't even
know it." For
James, declaring the identity online led to important validation
from friends.
He went on to talk about how some of his friends too, ended up
posting
"atheist" on their MySpace accounts after they saw his.
Further, he discussed
how he and one of his religious friends got into a "huge debate"
after he made
his atheism public, which changed the dynamic of their
friendship. When
asked why he decided to come out on his account, James
replied that he had
been thinking about it for some time, and that he eventually
just worked up
the "nerve" to do it. Clearly, he had an internal conversation
with himself,
knowing that this label was appropriate for his identity, he was
preoccupied
with these thoughts until he was able to "put it out there"
online. Several
others shared experiences with claiming their atheism on their
44. profiles of
similar social networking websites. For most however, their
coming out
occurred during face-to-face interactions with family and/or
friends. Moreover,
like James, many had experienced a period of time where the
"internal
pressure" built up to the point where they felt a strong desire to
adopt the label
publicly, and reveal their "true" selves, even if in an
environment that may dis-
approve. Samantha, a thirty-year-old entrepreneur from the
South, discovered
that this can be an uncomfortable or even painful experience:
I first told my parents . . . and that <was certainly a negative
experience. I told my mom about
5 years ago and I told my dad as well. I think they both were
doing the whole cognitive disso-
nance thing because they just couldn't accept it . . . I don't even
know if they really believe
that I'm an atheist. I think they were in some pretty serious
denial about it . . . and there have
been some rough periods , my dad has been pretty cruel and has
sent us some cruel e-mails
about how bad liberab and atheists are.
Nevertheless, despite the pain it sometimes caused, being open
about her
atheism and discussing it with believers and non-believers
alike, ultimately led
Samantha to become more convinced that her position was
correct. That is,
much like the gay Christians O'Brien (2004) studied, the
challenges that arose
from claiming the identity gave further substance and meaning
45. to the identity.
And although the social setting varied, the application of the
label shaped,
and in some cases, fundamentally changed the nature of their
relationships
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BECOMING AN ATHEIST IN AMERICA 23 1
with important others. This, in turn, shaped their future
interactions, and in
most cases reinforced their identities as atheists. Again, as
O'Brien argued, the
pain and social discomfort that arises from problematic
identities is itself an
important source of meaning and self-understanding.
" Liberation " Although a few did experience some distress
during the
process, unlike Heiner's atheists who often experienced
"anomie" even beyond
their "conversion to unbelief' (1992:11) these atheists felt their
coming out
was an overall positive experience. For example, Jason
remarked, "It felt good
you know? Like this is what I really think. ... It was liberating;
liberation from
the whole religion thing." With even greater enthusiasm, Matt
put it this way,
"I'd reached this breakthrough, it's like I'd broken the chains,
and I felt free! It
46. was such a relief; it's a huge weight off your shoulders." And
Dennis, a college
student majoring in philosophy said, "it was very empowering,
because - I
mean - when you lose the idea of God, it could be like you're
lost, like there's
no higher purpose . . . but for me it was the idea of setting your
own purpose,
that it's just you, [that] it comes from within; that's pretty
exciting!" Further,
this initial excitement tended to produce greater confidence in
claiming the
identity in the future, and with an expanding group of people.
Terms such as "liberation" and "freedom" were used
repeatedly, and it was
clear from their accounts that although they acknowledged their
views were
non-normative, and that atheists are a heavily stigmatized
group in America,
each described a sense of satisfaction and confidence with
having labeled them-
selves atheists. That is, they felt good about labeling
themselves with a term
that best represented not only their point of view, but their
"real" selves. And
yet, during this process, atheism became more than simply an
identity label. It
became an increasingly salient and meaningful aspect of the
self (Stryker 1968).
Framing their coming out as a necessary and positive milestone
in their biogra-
phies contributed greatly to their self-conceptions. Through the
development of
this personal identity, they carved out their own sense of self
and suffused it
47. with meaning based on constructing "a sense of difference and
separateness" in
society. But this also provided a "sense of location and
meaning within society"
based on the perception that it was their individual autonomy
and personal bio-
graphical experience that got them there (Hewitt 2000:98).
Rather than simple
non-belief, participants constructed coherent identities with
their own mean-
ings and boundaries, which challenged the norms of American
culture. This
speaks to the power of religiously based identity in America,
from which, par-
ticipants could not simply stand apart. Rather, they had to
specify and articulate
just what their departure from this dominant way of thinking
means.
CONCLUSION
This study analyzes the process of identity construction in
opposition to
dominant ideologies. Much of the literature on identity
emphasizes the
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232 SOCIOLOGY OF RELIGION
influence of group membership. Identity "denotes a
situatedness of the person
48. in terms of standing in the context of a particular social
relationship or group"
(Gecas and Burke 1995:45). People can give certain identities
more or less sal-
ience, but they always make behavioral choices within the
groups that verify
the meaning of those choices. In this framework, it is difficult
to imagine how
a person might depart from familiar groups that offer long-
standing confir-
mation of who and what one is. Within the literature on
religious identity,
Peek's research on Muslims adds the insight of how "religious
identity
emerge[s] and gain[s] salience," but the Muslims she
interviewed had been
born into Islam (2005: 221-6). To be sure, she argues that
"religious identities
are ultimately 'achieved identities'" yet the analysis does not
illuminate the
processes through which people adopt an identity that
contradicts not only
their ascribed identity but also the dominant cultural ideology.
This is what
the study of atheist identity contributes to the discussion. It
offers insight into
the construction of an achieved identity for which the culture
at-large offers
no validation.
Moreover, the atheist does not step into a "ready-made"
identity, with a
specific and definable set of roles or behaviors attached to it.
To contrast, a
religious identity is usually comprised of discerible social
behaviors (e.g.,
49. worship, adherence to dietary codes, tithing, professing belief
in specific
doctrines), which become the indicators and, to some extent,
the content
of the identity. Such is generally absent among atheists. This is
why the
structure and content of an atheist identity is best framed as
biographical
and rejection-based; a product of interaction, and an achieved
identity to
be sure, but one constructed out of negation and rejection,
rather than
filling culturally defined social roles. Important parts of this
construction
process include appealing to science, committing one's self to a
secular
value-system and articulating and justifying a moral sense of
self (Ecklund
2010). Each contributing to the increasing salience of the
atheist identity,
as it moves up the identity hierarchy and finds placement
among the
myriad other social and personal identities that comprise the
self, ultimately
becoming a central and meaningful component of one's self-
understanding
(Stryker 1968).
I have argued that becoming an atheist in America involves
four basic
elements: the ubiquity of theism, questioning theism, rejecting
theism, and
coming out atheist. Although the first part differs from the
others in that it
is not always an action taken by the individual, this difference
underscores
50. my argument. In the United States, theism is not only the
starting point
for any religious identity; its pervasiveness is also what drives
atheism. This
model captures the process that the atheists I interviewed
underwent. It is
worth asking whether all of those in this study conform to the
model out-
lined. For instance, would not those who came from secular
families differ
in some sense from those from religious backgrounds? There
are some
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BECOMING AN ATHEIST IN AMERICA 233
differences- I found, for example, that the atheists who came
from particu-
larly strong religious backgrounds tended to have greater
feelings of acri-
mony toward religion, and may have been more likely to be
outspoken with
their non-belief. And there are variations in terms of specific
life experi-
ences and personal biographies. No one became an atheist in
exactly the
same way. The point, however, is that in terms of identity
process, each
individual in this study - whether from a religious or non-
religious back-
ground - had to engage with theism in a particular (and rather
51. consistent)
way in order for them to ultimately claim atheism. Variations
in personal
relationships, political views, skepticism, intellectual
inclinations, and social
interactions applied varying pressures to become an atheist, but
the model
captures the generic identity process each respondent
underwent as these
issues brought them all to adopt the same identity label,
atheist.
As a rejection identity, atheism is constructed through
articulating what
it is one does not believe. That is, it is part of the "not-self"
(Colomy
2007). This conceptualization may be extended to other
identities that run
against societal norms and social convention. For instance,
Mullaney (2005)
discusses various types of labels people use that are based on
"not-doing."
She argues that such labels are increasingly becoming more
central to our
personal identities and self-concepts in the context of an
increasingly
complex modern world where identity options and alternative
self-meanings
are always expanding. To her analysis, I add the element of
departing from
the culturally dominant theist perspective. Vegans, non-
drinkers, virgins,
and self-identified asexuals are a few examples of personal
labels and acts of
not-doing that help define and generate personal and social
meaning in
52. contrast to preponderate cultural messages. My research with
atheists
informs the identity processes involved with regard to the use
of these
labels. It would be interesting to investigate other viewpoints
such as the
non-violence movement, to learn whether this
conceptualization of
identity could facilitate our understanding of the identity
processes, and the
nature of the self-understandings of those who make such
identity
declarations.
Religion and belief in America receive their legitimacy through
the tra-
ditional and social institutions in which they are anchored. A
theist/reli-
gious person in the United States has ready access and recourse
to
legitimate institutions in which his or her religious identity can
find vali-
dation and social support. There is a discourse and set of public
narratives
(Somers 1994) of belief in America, to which theists may
appeal, find
meaning, purpose, and social mooring for their religious
identities. Thus, an
important implication that flows from this research regards the
question of
what replaces the meaning structure that religion offers, or the
purpose and
guidance that one may receive from the notion of God - both of
which
find legitimacy in the institutional structures of American
culture, and
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234 SOCIOLOGY OF RELIGION
which all of the participants I interviewed came to reject,8 For
as Roof
(1999) notes, secularists (and atheists) have rejected both the
social insti-
tutional and religious/spiritual narratives that are so ingrained
in American
culture and that are foundational to constructing an identity
within it, I
found part of the answer to this question lies in participants'
recourse to
the discourse of science and reason. That is, science, like
religion, enjoys
an institutional and respected status in American society. These
atheists
found an effective, institutionally grounded meaning structure
which pro-
vided a framework for self-understanding; a secular worldview
within which
they could situate themselves and find a sense of direction,
purpose, and
legitimation of their viewpoint by appealing to science, reason,
and a
secular value system (Ecklund 2010; Evans and Evans 2008).
This study has highlighted the interactional and narrative
process of
becoming an atheist, rather than simply describing the socio-
54. demographic cor-
relates of atheism. The process outlined is important for
considering the
dynamics of identity construction more generally. Much of our
understanding
of how individuals construct identities is premised on our
assumptions about
socialization, and the cultural meaning and validation people
receive as they
inherit and manage the normative cultural messages from which
they construct
those identities. Thus, investigating the "contradiction" of
those who reject the
general socialization toward theism, and the normative cultural
expectation of
belief in God, is necessary for a more complete picture of the
social processes
by which we construct our identities and create meaningful
selves. In addition
to extending the inquiry into this process, future research
should investigate
further the social causes of this rejection, the means through
which this stigma-
tized identity is negotiated and managed once it has been
claimed, and finally,
as Cimino and Smith (2007) have taken steps toward, come to a
better under-
standing of the organizational dynamics and social movement
aspects of the
atheist community.
ACKNOWLEDGMENTS
I would like to thank Leslie Irvine for her comments and
guidance
throughout the research and review process. I would also like
55. to thank the
anonymous reviewers and editors of Sociology of Religion for
their thoughtful
comments on earlier versions of this article, and for their
assistance throughout
the publication process.
8Though legitimate, this question is oversimplified. It is
important to note that partici-
pants understood their divestiture of religion as a positive
thing, an endpoint itself. Thus,
they did not necessarily feel as though they were "missing"
anything by abandoning religion
and belief.
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BECOMING AN ATHEIST IN AMERICA 235
APPENDIX: DEMOGRAPHIC CHARACTERISTICS OF
SAMPLE (N = 40)
Age 18-20 3
21-30 8
31-40 12
41-50 6
51-60 3
60 and over 8
Sex Female 23
56. Male 17
Race White 37
Black 1
Hispanic 2
Education Less than High School 0
High School Graduate 1
Some College 6
Bachelor's Degree 15
Master's Degree 10
Enrolled in PhD program 4
PhD 4
Marital Status Married 1 1
Single 18
Divorced 1 1
From religious background Catholic 14
Mainline Protestant 15
Fundamentalist Christianity 2
Jewish 1
Other (Non-denom., Eastern, 3
Spiritualist
From non-religious background N = 5
Age declared atheism 13-20 3
21-30 14
31-40 12
41-50 5
51-60 3
57. Missing/unknown 3
Context of first "coming out." To family 15
To friend 18
To stranger 2
Virtual (online) 1
Missing/unknown/could not recall 4
Sample Topical Interview Questions
Were you raised in a religious or non-religious family growing
up? Tell me about your
experience.
Did you think of yourself as an atheist before you publically
announced your atheism?
Have you ever experienced discrimination or negativity from
others due to your atheism?
Tell me about what brought you to identify as an atheist. How
has it affected your
relationships?
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236 SOCIOLOGY OF RELIGION
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Contentsp. 215p. 216p. 217p. 218p. 219p. 220p. 221p. 222p.
223p. 224p. 225p. 226p. 227p. 228p. 229p. 230p. 231p. 232p.
233p. 234p. 235p. 236p. 237Issue Table of ContentsSociology
of Religion, Vol. 72, No. 2 (SUMMER 2011) pp. 127-251Front
Matter2010 Association for the Sociology of Religion
Presidential Address: Creating an American Islam: Thoughts on
Religion, Identity, and Place [pp. 127-153]2010 Paul Hanly
Furfey Lecture: Sacred Space and Collective Memory:
Memorializing Genocide at Sites of Terror [pp. 154-
165]Educational Attainment and Religiosity: Exploring
Variations by Religious Tradition [pp. 166-188]Motivations for
63. and Obstacles to Religious Financial Giving [pp. 189-
214]Becoming an Atheist in America: Constructing Identity and
Meaning from the Rejection of Theism [pp. 215-237]BOOK
REVIEWSReview: untitled [pp. 238-239]Review: untitled [pp.
239-240]Review: untitled [pp. 241-242]Review: untitled [pp.
242-243]Review: untitled [pp. 243-245]Review: untitled [pp.
245-246]Review: untitled [pp. 246-249]ASR News
&Announcements [pp. 250-251]Back Matter