This document provides instructions and content for an Advanced Level Examination in Sociology. It outlines that the exam is divided into two sections, with Section A focusing on Crime and Deviance and Section B on Stratification and Differentiation. For each section, it provides sample exam questions and content related to the topics, with the final question asking students to assess the appropriateness of interpretivist research methods for studying society. Students must choose one section and answer all the questions within that section. The exam is 2 hours long and carries a maximum mark of 90.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Section 1 Understanding Individual Perspectives of DiversityEach.docxbagotjesusa
Section 1 Understanding Individual Perspectives of Diversity
Each of the first six sections of this text is organized to facilitate the process of learning about workplace diversity. Sections begin with learning goals and an introduction to the material that follows. Next, we provide an exercise on experiences that will help you to actively participate in the learning process by considering some new perspectives on diversity that are intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the essays and cases that follow were written by experts from business, psychology, anthropology, economics, and sociology. These articles are followed by additional opportunities for active learning: discussion questions, Diversity on the Web, and Writing Assignments. To provide linkages, each of these six sections ends with a unifying case and a set of integrative questions that cut across the articles in that section. The seventh section is intended to connect all of the course material together by providing three options for a capstone learning experience.
Learning Goals for Section I
· To learn the differences between prejudice, stereotypes, and discrimination
· To understand the notion of privilege and how it affects one’s life experiences
· To motivate the student to examine his or her own perspectives on difference
· To explore the relationship between differences and conflict
· To explore organizational diversity
Often, we begin a diversity course by asking the question: “Who in this room is prejudiced? Raise your hand.” As expected, only a couple of students are willing to join the instructor and admit that they have some prejudices! At the end of the semester, we ask the same question and almost every hand in the room is raised. Why does this always happen? We have been socialized by family, society, and the media to think that prejudice is always negative, so it is easier to deny it. Then, why do most students raise their hands at the end of the semester? Because they now realize that everyone treats some people differently than others. It is very natural to prefer people like ourselves. Think about your friends. While they may be of mixed races and genders, are they all close to your age? Are there any people with a handicap in the group, and so on?
Basic to understandingthis text Section I is clarification of some terminology that is often used interchangeably in everyday conversation. Prejudice is a preconceived evaluative attitude based on a person’s social group membership. Prejudices can come from many sources such as our socialization, our peers, our life experiences, and especially the media and it can be positive, negative, and neutral. For example, you find out that you will be getting a new boss next week and she is a middle-aged female. If you find yourself thinking that she is going to be hard to work for, rigid, even bitchy, and so on, before you even get to kn.
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Business Problem Memo Research ProposalStudents will write a pro.docxbartholomeocoombs
Business Problem Memo Research Proposal
Students will write a proposal for a memo in which they request authorization to research a problem at their current, or past workplace- a problem with which they have first-hand experience. This might involve adopting a new organizational structure, policy, procedure, product line/piece of equipment; or pursuing a new mission, market, or line or research.
First, demonstrate that there is a problem (i.e., providing evidence of its existence and its impact on the company) and then summarize how you would study-- and eventually solve-- the problem if authorized to proceed. Be sure you request permission to find a research-based solution at the end of your proposal. Your proposal should not include any solutions. You will read reliable resources and cite them to propose a research-based solution in your final memo. You should not choose a problem that you already know how to solve. Your proposed solution in the final memo will need to be research-based.
Be sure to meet the following requirements:
1. Background and evidence that a problem or need for change exists
2. A research plan and timeline, including an indication of how and when you will present your findings
3. Some indication of what you will need (e.g., release time; support staff; budget; access to sensitive data) to complete research to find the best solution
4. Request permission to work on finding a solution to the outlined problem or need for change
This memo proposal should be no more than 250 words (1 page), double-spaced using APA citations (if necessary), and addressed to someone in a position to act on it.
Please note, this proposal will be turned in to a complete memo in the Final Business Memo that includes research-based solutions to the problem that you address in this proposal. There should be no solutions listed in this proposal. You do not actually have to conduct research and collect data for this assignment. Your research will be literary research where you find similar organizations who discuss how they solved similar issues or literature from academics or experts in the area. You will turn in the draft of the proposal (not graded, but required) for peer review (done in class Wednesday, November 16). You should also bring a hard paper copy to class for the peer review activity.
This is a proposal (not the actual memo itself).
You will be assessed according to the following rubric.
Criteria
Deficient
0< score <7
Adequate
7< score <8
Good
8< score <9
Excellent
9< score <10
Purpose:
makes the purpose clear at the onset with a strong thesis/purpose statement
Problem: defines a problem with clear evidence of its existence
Persuasion: addresses audience concerns, objections, and counterarguments
Organization:
uses unified, coherent, well-developed sections with effective introduction, transit.
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
HMSV 346 – Diversity Issues in Human Services; Spring 2021 SusanaFurman449
HMSV 346 – Diversity Issues in Human Services; Spring 2021
1/3
Cultural Interview - Instructions
Purpose: To have you empathically experience newness in the form of a different culture, so that you can
gain greater self-awareness of your own values and beliefs, and learn about differences between and within
groups. Emphasis is on emotional responses and self-reflections.
Procedure
I. First, choose an interviewee from one of the groups listed below subject to the following four criteria:
1. You must not be a member of this group.
2. You must know very little about or have generally negative views of this group.
3. Family members, relatives, friends, co-workers, or anyone you know well are not appropriate.
4. The interviewee must currently live (so, study, work, volunteer, etc.; not a tourist) in the U.S.
Choose a group from the list below. Students are strongly encouraged to select groups listed in red
font subject to meeting the four criteria listed above.
- Subgroups of African Americans (ex: 1st generation immigrants from Africa)
- American Indians
- Latinos/Hispanics American subgroups (ex: Colombians, Venezuelans, Cubans)
- Middle Easterners or North Africans (Ex: Egyptians)
- Asians (ex: Pakistanis, Bangladeshis, Koreans) or Pacific Islanders
- Incarcerated African American males or those released from jail or prison
- Persons from Appalachia
- Followers of African religions
- Muslims, Hindus, Jews, Buddhists, Mormons, Sikhs, or other religions
- Minimum or low-wage workers
- Homeless individuals
- Refugees
- Sex offenders
- Sex workers or similar
- Non-violent offenders
- Current or past users of crack cocaine or non-opioid and OTC medications
- Transgendered persons
- Individuals with intellectual and/or physical disabilities
- KKK, Tea Party, or NRA members or sympathizers
- Individuals not identifying or affiliated with either of the two major parties
- Individuals in arranged or consanguineous marriages
- Others (with instructor approval)
II. Second, get approval from the instructor about the choice of your group.
III. Do some reading about the group of your choice from at least two sources (e.g., journal articles;
assigned readings, book chapters in Ethnicity and Family Therapy; A Different Mirror, etc.). Your
sources must be credible and not chosen simply for convenience.
IV. Conduct an interview either online (using Zoom, etc.) or telephonic (using video feature) with the
person from the group of your choice using the Interview Guidelines on page 2.
V. Submit your findings in the form of a paper and recorded presentation. The paper should be between
4-8 double spaced pages and the informal (verbal only) presentation should be between 8-10 minutes.
Instructions for the paper and presentation are on page 3. Don’t disclose the interviewee’s name in these
submissions.
VI. View and comment upon the recorded presentations of at least 3 classmates. Bon ...
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docxTakishaPeck109
Unit 1: Module 1 - M1 Assignment 3
Assignment 3: Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Submit your response to the
M1: Assignment 3 Dropbox
by
Wednesday, July 22, 2015
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Interviewed a cross-section of people and acquired the desired responses.
15
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
25
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
25
Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical sch.
Ethics in Psychology CourseDirections This is three-part assi.docxhumphrieskalyn
Ethics in Psychology Course
Directions: This is three-part assignment, with different due dates. Please pay attention to each individual instruction and due date.
Part I Discussion Questions Due Date: Responses to questions #1, #2, #3 are due on 6/15/19 and #4, #5, #5, #7, #8 are due on 6/17/19.
Directions: Respond to the questions in 100 words. You must cite your references and must provide original work. Please remember this is a psychology ethics class, therefore; the responses must reflect the class.
1. Why is the selection of culturally neutral assessment tools so critical to the ethical practice of psychology?
2. What potential harm can result if assessment materials are culture-bound?
3. What potential limitations do you foresee encountering with culturally neutral assessment tools?
4. According to the APA Ethics Code, what conditions would justify termination of therapy?
5. Do you agree with the prohibitions of termination of therapy? Why or why not?
6. List another reason why you agree or disagree with the prohibitions?
7. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
8. Describe what may be unclear to you, and what you would like to learn.
Part II Individual Assignment ** Due Date: This part of the assignment is due 6/17/2019**
Directions: Please complete the attached worksheet. You must use cite references used in-text. Must be original work and cite all work! The scenario is found below!
***Scenario:Case 7. Handling Disparate Information for Evaluating Trainees
Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides
feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, .
Assignment 1 APA formatat least 200 words and cite relevant sour.docxjesuslightbody
Assignment 1: APA formatat least 200 words and cite relevant sources
Discuss the importance of detecting breast cancer early.
Assignment 2: at lest 200 words and cite relevant sources
Discuss why men seem to value the physical attractiveness of a partner over financial stability and women value financial stability over physical attractiveness.
Assignment 3: APA format. Cite relevant sources
Write a one-page summary and response to the videos
https://www.youtube.com/watch?v=xrgIev80hkI
https://www.youtube.com/watch?v=ArUGq7tIgLo
https://www.youtube.com/watch?v=TkeL92ImeIM
https://www.youtube.com/watch?v=6ZzCIjdmfls
https://www.youtube.com/watch?v=FFHjV_dDfcM
Pluralism, Majoritarian and Elite Theories
The question whether Madison's brilliant solution to bringing competing groups into relative harmony succeeded also brings us to our third concept: the plualist, majoritarian and elite models political scientists use to explain the American political system and how it works.
Spoiler alert: Only around half of the US population's eligible voters actually vote. And if voters aren't voting who runs the show? (The 2020 presidential election was an exception with 66 percent of eligible voters voting.)
Pluralists realize most people don't vote, but, in our high school example, they would argue that as long as each group from popular kids to nerds is represented before student government and school administration, good and fair decisions can result. This approach updates Madison's original solution for the modern era.
Followers of
Elite theory argue that since many don't vote, those with power (i.e. money) rule. In our high school example popularity rules, so more cheerleaders and jocks get into power and call the shots.
There is also a second version of elite theory that says education and wisdom rather than money should equal power. This view, which was also held by some of our founders, says people often don't vote because they are ignorant so decisions should be made by those better able to deal with differing ideas and points of view. In our example, teachers and principals are wiser and should rule because they know what's best for the students.
Those subscribing to majoritarianism argue that those left out in society would have more power if barriers to voting (time, money, feeling empowered) were lifted so more voices could be heard than just elites. In our example, nerds would be better off if everyone voted and had a say because the popular kids are outnumbered by other groups if they joined together rather than being divided.
Modern Liberal Political Theory: The Basics
1: The Big Ideas:
a) Everyone deserves an equal place at the starting line in the race of life, regardless of race, class, or gender.
b) John Rawls: Justice is fairness. Freedom comes before equality ONLY IF greater equality in society is realized first. (He doesn't advocate for total equality. See the discussion of the difference.
ECH430 v4Integrated Lesson Plan TemplateECH430 v4Page 2 ofEvonCanales257
ECH/430 v4
Integrated Lesson Plan Template
ECH/430 v4
Page 2 of 2
Integrated Lesson Plan Template
Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future po ...
Running head SOCIOLOGY ROUGH DRAFT1Sociology rough draf.docxagnesdcarey33086
Running head: SOCIOLOGY ROUGH DRAFT
1
Sociology rough draft
Introduction to Sociology
Name Ivy Cypress
Date 03/01/2014
Instructor Name: Dr. Mary Kay Svedberg
Introduction
As a godmother of 3 young black boys I often think of their futures and that in today’s society at least one of them is expected to go to prison at some point in their life brings me to tears. According to the Bureau of Justice Statistics, one in three black men can expect to go to prison in their lifetime.
While people of color make up about 30 percent of the United States’ population, they account for 60 percent of those imprisoned. The disproportionate rates of incarceration in communities of color are a direct reflection of racial disparities in the criminal justice system in the United States.
Body
Part 1
· This issue fits into the field of sociology, as it is about the disparities brought about by race. The black community is being discriminated by the white community in the United States because of its race. This is being exhibited inequality exhibited by the criminal justice system. It does make sense that the minority community in the nation will make up the majority number of people in prisons. There must be something wrong, which is eventually leading to this. Either, the blacks are being unfairly arrested and sentenced, or the whites are being favored during sentencing, thus getting simple penalties (Alexander, 2010). It can also be assumed that the resources are unevenly distributed, whereby the blacks are unable to get them in order to sustain themselves. This eventually leads them to crime, thus ending up in prison. This conforms to the conflict theory which says that the society is composed of groups fighting for the limited resources. In the end, the community with more resources also acquires power, which it uses to control those with little resources. In this case, the white community has a lot of resources, hence power, thus using it to control the blacks, who have very little resources. This has in turn led to the whites being more favored than blacks.
· This discriminationis manifested in various forms. For example, in schools, black students are easily suspended or given harsh punishments for doing simple mistakes. This is unlike their white counterparts, who receive weak penalties. For instance, when a black student fails to complete his or her assignments, she is usually awarded zero grade. This is not usually the case with the white students, as they are usually given more time to finish the assignments. In 2006, two students happened to fight while in school. One was black while the other one was white. The white student ended up injuring badly the black student as he was older than him. When the incident got to the school administration, the black boy was suspended for 1 month, despite being injured. The white student on the other hand was only told to come with his parent the following day. The black student had been .
History 1301Writing Assignment #1 Due September 23 by 5 pm c.docxpooleavelina
History 1301
Writing Assignment #1
Due September 23 by 5 pm central time
Directions: Students are to answer the questions using the assigned readings for the week. Students will submit the responses to all of the question to the online discussion board and to safe assign. Students will need to respond to at least one classmate and to the instructor. All work must include references and/or citations. Minimum word count for each question is 150 words. Please consult the grading rubric for assignments guidelines.
To prepare for this Discussion students are to review Unit 1 and 2. After reviewing Units 1 and 2 answer the following questions in the discussion board. Students will need to select at least five questions to answer from unit 1 or 2. Please note that students will need to use all questions to prepare for examinations.
Unit 1 Questions
Question 1:
Before taking this course, please share your understanding of American history.
What knowledge or understanding do you have about U.S. History? (If this is your
first course, please share this.) After reviewing Unit 1, please share what ideas or
concepts that were connected to what you already knew before taking this course.
What ideas or theories presented from the reading were new to you? OR If you
were to define history, what would you offer as a definition?
Question 2:
Consider the early indigenous groups that lived in the New World. After reviewing lessons 1-2 and reviewing the films, identity at least three Native groups that were living in the New World. Do you agree that the Columbian Exchange impacted Native Americans? Please explain why or why not.
Question 3:
Several groups began arriving to the New World after 1492. Identify at least one group from lessons 3-4 that were discussed. Who was this group and discuss their lives before and after they arrived to the Americas. Discuss your understanding of the individual groups that began to establish live in the new world (Example: Puritans, Pilgrims, Quakers and other groups).
Question 4:
Select at least one film from Unit 1. What was the film. What insights did you gain from the film about American history? Please specific which specific individuals, groups, or movements were discussed in this film.
Unit 2 Questions
Question 1:
Share your understanding about colonial life in America during this time. Identify some of the ongoing conflicts that you found that existed between the colonists and Native tribespeople, the colonist and Great Britain and the colonists with others.
Question 2:
What would you consider the leading events or origins of the American Revolution? Do you believe that the French and Indian War influenced this conflict? Please share your reasoning why or why not?
Question 3:
Identify at one of the events either leading up to the American Revolution or an event that occurred during the American Revolution. What was this event? What is you ...
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
UiPath Test Automation using UiPath Test Suite series, part 3
JUNE 2012 SCLY4 EXAM PAPER
1. General Certificate of Education
Advanced Level Examination
June 2012
Sociology SCLY4
Unit 4
Tuesday 19 June 2012 1.30pm to 3.30pm
For this paper you must have:
an AQA 16-page answer book.
Time allowed
2 hours
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is SCLY4.
This paper is divided into two sections.
Choose one section and answer all the questions in that section.
Do not answer questions from more than one section.
Do all rough work in your answer book. Cross through any work you do not want to be marked.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 90.
All questions should be answered in continuous prose. You will be marked on your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate.
SCLY4G/T81048/Jun12/SCLY4 6/6/6/
3. 3
G/T81048/Jun12/SCLY4
Turn over
Methods in Context
This question requires you to apply your knowledge and understanding of sociological
research methods to the study of this particular issue in crime and deviance.
Read Item C below and answer the question that follows.
Item C
Investigating substance abuse among homeless people
Homelessness is regarded as a deviant lifestyle, often involving abuse of a range
of substances such as drugs or alcohol. Some homeless people live on the streets.
Some spend their nights in hostels that have open access. They may gain some
social contact here, but hostels are often understaffed and have limited resources to
help homeless people.
Some homeless people are, or have been, involved in crimes such as robbery or
violence. As a result, they are mistrustful of the police or any other organisation
representing authority.
Many of the homeless are people who have ‘fallen through the net’, in that they have
suffered from poor education, long-term unemployment and/or mental illness.
Some homeless substance abusers may feel excluded from society and may
welcome the chance to talk about their situation.
0 3 Using material from Item C and elsewhere, assess the strengths and limitations of using
structured interviews as a means of investigating substance abuse among homeless
people. (15 marks)
Theory and Methods
0 4 Assess the view that interpretivist methods are the most appropriate methods for
researching society. (33 marks)
Turn over for Section B
4. 4
G/T81048/Jun12/SCLY4
Section B: Stratification and Differentiation with Theory and Methods
You are advised to spend approximately 30 minutes on question 0 5 .
You are advised to spend approximately 30 minutes on question 0 6 .
You are advised to spend approximately 20 minutes on question 0 7 .
You are advised to spend approximately 40 minutes on question 0 8 .
Total for this section: 90 marks
Stratification and Differentiation
Read Item D below and answer the question that follows.
Item D
Social class is a complex concept with many different and sometimes conflicting
definitions. The definition used will determine the way social class is measured.
Occupation is sometimes used as an indicator of social class. For example, official
classifications of social class are often based on occupation.
However, an individual’s own definition of their social class may not be the same as
that of official bodies, or those used by sociologists.
0 5 Using material from Item D and elsewhere, assess the usefulness of different ways of
defining and measuring social class. (21 marks)
Read Item E below and answer the question that follows.
Item E
Being a member of a particular ethnic group can mean that an individual experiences
different life chances. For example, official statistics show that educational
achievement and patterns of employment vary greatly between different ethnic
groups. Such differences in life chances can often lead to members of minority ethnic
groups feeling excluded from society.
Furthermore, people may hold stereotypical views about certain minority ethnic
groups.
0 6 Using material from Item E and elsewhere, assess the view that ethnicity is the most
important factor in determining an individual’s life chances. (21 marks)
5. 5
G/T81048/Jun12/SCLY4
Methods in Context
This question requires you to apply your knowledge and understanding of sociological
research methods to the study of this particular issue in stratification and
differentiation.
Read Item F below and answer the question that follows.
Item F
Investigating the experiences of the underclass
New Right thinkers see the underclass as a separate social class with its own distinct
culture. They believe that members of the underclass are likely to:
● be unwilling to work and prefer to live on state benefits
● have failed in education and training
● be inadequately or inappropriately socialised
● live in lone-parent families
● engage in delinquent or criminal behaviour.
However, other sociologists argue that members of the underclass have similar
attitudes, values and aspirations to the rest of society. Wider economic or structural
factors, such as high unemployment, determine their position in the stratification
system. Members of the underclass may see their position as unfair and caused by
the actions of others, and they may welcome the chance to talk about their situation.
0 7 Using material from Item F and elsewhere, assess the strengths and limitations of using
structured interviews as a means of investigating the experiences of the underclass.
(15 marks)
Theory and Methods
0 8 Assess the view that interpretivist methods are the most appropriate methods for
researching society. (33 marks)
END OF QUESTIONS