C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert, Editor, Social Theory: The Multicultural and Classical Readings, page 378-382.
The Sociological Imagination [Wright Mills (1959)]
The sociological imagination enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals. It enables him to take into account how individuals, in the welter of their daily experience, often become falsely conscious of their social positions. Within that welter, the framework of modern society is sought, and within that framework the psychologies of a variety of men and women are formulated. By such means the personal uneasiness of individuals is focused upon explicit troubles and the indifference of publics is transformed into involvement with public issues.
The first fruit of this imagination-and the first lesson of the social science that embodies it-is the idea that the individual can understand his own experience and gauge his own fate only by locating himself within his period, that he can know his own chances in life only by becoming aware of those of all individuals in his circumstances. In many ways it is a terrible lesson; in many ways a magnificent one. We do not know the limits of man's capacities for supreme effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of reason. But in our time we have come to know that the limits of 'human nature' are frighteningly broad. We have come to know that every individual lives, from one generation to the next, in some society; that he lives out a biography, and that he lives it out within some historical sequence. By the fact of his living he contributes, however minutely, to the shaping of this society and to the course of its history, even as he is made by society and by its historical push and shove.
The sociological imagination enables us to grasp history and biography and the relations between the two within society. That is its task and its promise. To recognize this task and this promise is the mark of the classic social analyst. It is characteristic of Herbert Spencer-turgid, polysyllabic, comprehensive; of E. A. Ross-graceful, muckraking, upright; of Auguste Comte and Emile Durkheim; of the intricate and subtle Karl Mannheim. It is the quality of all that is intellectually excellent in Karl Marx; it is the clue to Thorstein Veblen's brilliant and ironic insight, to Joseph Schumpeter's many-sided constructions of reality; it is the basis of the psychological sweep of W.E.H. Lecky no less than of the profundity and clarity of Max Weber. And it is the signal of what is best in contemporary studies of man and society.
No social study that does not come back to the problems of biography, of history and of their intersections within a society has completed its intellectual journey. Whatever the specific problems of the classic social analysts, however limite ...
C. Wright Mills, The Promise [of Sociology]” Excerpt fromTawnaDelatorrejs
C. Wright Mills, “The Promise [of Sociology]”
Excerpt from The Sociological Imagination (originally published in 1959)
This classic statement of the basic ingredients of the "sociological imagination” retains its vitality and
relevance today and remains one of the most influential statements of what sociology is all about. In reading,
focus on Mills' distinction between history and biography and between individual troubles and public issues.
Nowadays men often feel that their private lives are a series of traps. They sense that within their everyday
worlds, they cannot overcome their troubles, and in this feeling, they are often quite correct: What ordinary
men are directly aware of and what they try to do are bounded by the private orbits in which they live; their
visions and their powers are limited to the close-up scenes of job, family, neighborhood; in other milieux, they
move vicariously and remain spectators. And the more aware they become, however vaguely, of ambitions and
of threats which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of continent-
wide societies. The facts of contemporary history are also facts about the success and the failure of individual
men and women. When a society is industrialized, a peasant becomes a worker; a feudal lord is liquidated or
becomes a businessman. When classes rise or fall, a man is employed or unemployed; when the rate of
investment goes up or down, a man takes new heart or goes broke. When wars happen, an insurance salesman
becomes a rocket launcher; a store clerk, a radar man; a wife lives alone; a child grows up without a father.
Neither the life of an individual nor the history of a society can be understood without understanding both.
Yet men do not usually define the troubles they endure in terms of historical change and institutional
contradiction. The well-being they enjoy, they do not usually impute to the big ups and downs of the societies
in which they live. Seldom aware of the intricate connection between the patterns of their own lives and the
course of world history, ordinary men do not usually know what this connection means for the kinds of men
they are becoming and for the kinds of history-making in which they might take part. They do not possess the
quality of mind essential to grasp the interplay of man and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural transformations that
usually lie behind them.
Surely it is no wonder. In what period have so many men been so totally exposed at so fast a pace to such
earthquakes of change? That Americans have not known such catastrophic changes as have the men and
women of other societies is due to historical facts that are now quickly becoming "merely history." The hi ...
The Sociological Imagination Chapter One The Promise C..docxjoshua2345678
The Sociological Imagination
Chapter One: The Promise
C. Wright Mills (1959)
Nowadays people often feel that their private lives are a series of traps. They sense that within
their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often
quite correct. What ordinary people are directly aware of and what they try to do are bounded by
the private orbits in which they live; their visions and their powers are limited to the close-up
scenes of job, family, neighborhood; in other milieux, they move vicariously and remain
spectators. And the more aware they become, however vaguely, of ambitions and of threats
which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of
continent-wide societies. The facts of contemporary history are also facts about the success and
the failure of individual men and women. When a society is industrialized, a peasant becomes a
worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person
is employed or unemployed; when the rate of investment goes up or down, a person takes new
heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a
store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent.
Neither the life of an individual nor the history of a society can be understood without
understanding both.
Yet people do not usually define the troubles they endure in terms of historical change and
institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups
and downs of the societies in which they live. Seldom aware of the intricate connection between
the patterns of their own lives and the course of world history, ordinary people do not usually
know what this connection means for the kinds of people they are becoming and for the kinds of
history-making in which they might take part. They do not possess the quality of mind essential
to grasp the interplay of individuals and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural
transformations that usually lie behind them.
Surely it is no wonder. In what period have so many people been so totally exposed at so fast a
pace to such earthquakes of change? That Americans have not known such catastrophic changes
as have the men and women of other societies is due to historical facts that are now quickly
becoming 'merely history.' The history that now affects every individual is world history. Within
this scene and this period, in the course of a single generation, one sixth of humankind is
transformed from all that is feudal and backward into all that is modern, advanced, and fearful.
Political colonies are freed; new and less visible forms of imperialism installed. Re.
The Sociological Imagination Chapter One The Promise C..docxarnoldmeredith47041
The Sociological Imagination
Chapter One: The Promise
C. Wright Mills (1959)
Nowadays people often feel that their private lives are a series of traps. They sense that within
their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often
quite correct. What ordinary people are directly aware of and what they try to do are bounded by
the private orbits in which they live; their visions and their powers are limited to the close-up
scenes of job, family, neighborhood; in other milieux, they move vicariously and remain
spectators. And the more aware they become, however vaguely, of ambitions and of threats
which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of
continent-wide societies. The facts of contemporary history are also facts about the success and
the failure of individual men and women. When a society is industrialized, a peasant becomes a
worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person
is employed or unemployed; when the rate of investment goes up or down, a person takes new
heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a
store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent.
Neither the life of an individual nor the history of a society can be understood without
understanding both.
Yet people do not usually define the troubles they endure in terms of historical change and
institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups
and downs of the societies in which they live. Seldom aware of the intricate connection between
the patterns of their own lives and the course of world history, ordinary people do not usually
know what this connection means for the kinds of people they are becoming and for the kinds of
history-making in which they might take part. They do not possess the quality of mind essential
to grasp the interplay of individuals and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural
transformations that usually lie behind them.
Surely it is no wonder. In what period have so many people been so totally exposed at so fast a
pace to such earthquakes of change? That Americans have not known such catastrophic changes
as have the men and women of other societies is due to historical facts that are now quickly
becoming 'merely history.' The history that now affects every individual is world history. Within
this scene and this period, in the course of a single generation, one sixth of humankind is
transformed from all that is feudal and backward into all that is modern, advanced, and fearful.
Political colonies are freed; new and less visible forms of imperialism installed. Re.
C. Wright Mills, The Promise [of Sociology]” Excerpt fromTawnaDelatorrejs
C. Wright Mills, “The Promise [of Sociology]”
Excerpt from The Sociological Imagination (originally published in 1959)
This classic statement of the basic ingredients of the "sociological imagination” retains its vitality and
relevance today and remains one of the most influential statements of what sociology is all about. In reading,
focus on Mills' distinction between history and biography and between individual troubles and public issues.
Nowadays men often feel that their private lives are a series of traps. They sense that within their everyday
worlds, they cannot overcome their troubles, and in this feeling, they are often quite correct: What ordinary
men are directly aware of and what they try to do are bounded by the private orbits in which they live; their
visions and their powers are limited to the close-up scenes of job, family, neighborhood; in other milieux, they
move vicariously and remain spectators. And the more aware they become, however vaguely, of ambitions and
of threats which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of continent-
wide societies. The facts of contemporary history are also facts about the success and the failure of individual
men and women. When a society is industrialized, a peasant becomes a worker; a feudal lord is liquidated or
becomes a businessman. When classes rise or fall, a man is employed or unemployed; when the rate of
investment goes up or down, a man takes new heart or goes broke. When wars happen, an insurance salesman
becomes a rocket launcher; a store clerk, a radar man; a wife lives alone; a child grows up without a father.
Neither the life of an individual nor the history of a society can be understood without understanding both.
Yet men do not usually define the troubles they endure in terms of historical change and institutional
contradiction. The well-being they enjoy, they do not usually impute to the big ups and downs of the societies
in which they live. Seldom aware of the intricate connection between the patterns of their own lives and the
course of world history, ordinary men do not usually know what this connection means for the kinds of men
they are becoming and for the kinds of history-making in which they might take part. They do not possess the
quality of mind essential to grasp the interplay of man and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural transformations that
usually lie behind them.
Surely it is no wonder. In what period have so many men been so totally exposed at so fast a pace to such
earthquakes of change? That Americans have not known such catastrophic changes as have the men and
women of other societies is due to historical facts that are now quickly becoming "merely history." The hi ...
The Sociological Imagination Chapter One The Promise C..docxjoshua2345678
The Sociological Imagination
Chapter One: The Promise
C. Wright Mills (1959)
Nowadays people often feel that their private lives are a series of traps. They sense that within
their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often
quite correct. What ordinary people are directly aware of and what they try to do are bounded by
the private orbits in which they live; their visions and their powers are limited to the close-up
scenes of job, family, neighborhood; in other milieux, they move vicariously and remain
spectators. And the more aware they become, however vaguely, of ambitions and of threats
which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of
continent-wide societies. The facts of contemporary history are also facts about the success and
the failure of individual men and women. When a society is industrialized, a peasant becomes a
worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person
is employed or unemployed; when the rate of investment goes up or down, a person takes new
heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a
store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent.
Neither the life of an individual nor the history of a society can be understood without
understanding both.
Yet people do not usually define the troubles they endure in terms of historical change and
institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups
and downs of the societies in which they live. Seldom aware of the intricate connection between
the patterns of their own lives and the course of world history, ordinary people do not usually
know what this connection means for the kinds of people they are becoming and for the kinds of
history-making in which they might take part. They do not possess the quality of mind essential
to grasp the interplay of individuals and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural
transformations that usually lie behind them.
Surely it is no wonder. In what period have so many people been so totally exposed at so fast a
pace to such earthquakes of change? That Americans have not known such catastrophic changes
as have the men and women of other societies is due to historical facts that are now quickly
becoming 'merely history.' The history that now affects every individual is world history. Within
this scene and this period, in the course of a single generation, one sixth of humankind is
transformed from all that is feudal and backward into all that is modern, advanced, and fearful.
Political colonies are freed; new and less visible forms of imperialism installed. Re.
The Sociological Imagination Chapter One The Promise C..docxarnoldmeredith47041
The Sociological Imagination
Chapter One: The Promise
C. Wright Mills (1959)
Nowadays people often feel that their private lives are a series of traps. They sense that within
their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often
quite correct. What ordinary people are directly aware of and what they try to do are bounded by
the private orbits in which they live; their visions and their powers are limited to the close-up
scenes of job, family, neighborhood; in other milieux, they move vicariously and remain
spectators. And the more aware they become, however vaguely, of ambitions and of threats
which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of
continent-wide societies. The facts of contemporary history are also facts about the success and
the failure of individual men and women. When a society is industrialized, a peasant becomes a
worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person
is employed or unemployed; when the rate of investment goes up or down, a person takes new
heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a
store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent.
Neither the life of an individual nor the history of a society can be understood without
understanding both.
Yet people do not usually define the troubles they endure in terms of historical change and
institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups
and downs of the societies in which they live. Seldom aware of the intricate connection between
the patterns of their own lives and the course of world history, ordinary people do not usually
know what this connection means for the kinds of people they are becoming and for the kinds of
history-making in which they might take part. They do not possess the quality of mind essential
to grasp the interplay of individuals and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural
transformations that usually lie behind them.
Surely it is no wonder. In what period have so many people been so totally exposed at so fast a
pace to such earthquakes of change? That Americans have not known such catastrophic changes
as have the men and women of other societies is due to historical facts that are now quickly
becoming 'merely history.' The history that now affects every individual is world history. Within
this scene and this period, in the course of a single generation, one sixth of humankind is
transformed from all that is feudal and backward into all that is modern, advanced, and fearful.
Political colonies are freed; new and less visible forms of imperialism installed. Re.
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My Career As A Sociology
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The post modernity as ideology of neoliberalism and globalizationFernando Alcoforado
The failure of the Enlightenment and Modernity in the realization of human progress and of happiness achievement for humans paved the way for the advent of Post-Modernity that is a cultural reaction to the loss of confidence in the universal potential of the Enlightenment project and Modernity. The Postmodernism means, therefore, a reaction to what is modern. Some schools of thought are located its origin in the alleged exhaustion of the modernity project by the end of the twentieth century.
Introduction to Sociology for physiotherapists.pptxMumux Mirani
Introductory ppt and/or lecture on Sociology for physiotherapists. sociology, social psychology, psychology, health and sociology, health and psychology
health promotion in sociology, anthropology. medicine and sociology
Outline of the TheoristsKarl Marx Turned Hegel on his head .docxalfred4lewis58146
Outline of the Theorists
Karl Marx: Turned Hegel on his head by arguing that the foundation of all societies, human lifeways, and
historical change was based in material concerns, our real life issues. A functionalist. Change occurs when the
current mode of production and relations of production break down. Ideas don’t matter.
Society is composed of: Base & Superstructure
The Base is composed of Mode of Production and Relations of Production:
The Mode of Production (Foraging, Horticulturalism, Pastoralism, Agriculturalism, Industrial Agriculturalism
[Capitalism]) is the foundation of society. It is the system by which you produce all the necessary material
needs of life. It gives rise to:
The Relations of Production: The set of social relationships that attain within a given Mode of Production (in
Capitalism—>owners and wage-workers; in Agriculturalism—>Nobles and Peasants/Serfs). Provides the
social/labor fabric through which the material needs are produced, distributed, and consumed.
The Superstructure is composed of art, philosophy, politics, religion, the cultural ethos, and other ideologies.
These social ideas exist to hide or naturalize the real inequalities that are inherent in a given Mode of
Production and the resultant Relations of Production. Two classic examples: The Divine Right of Kings and
Preachers using the bible to naturalize slavery in the American South.
Max Weber: Argues with Marx. Ideas may have a powerful effect on the current Mode of Production and
Relations of Production. These ideas move, in modern society, toward the greater and greater rational
organization and bureaucratization of daily life. The classic example: Luther—>Calvin—>Predestination—>The
Calling—>altered productive and social relationships—>Capitalism.
For Weber, society exists, and changes occur, in the following manner:
There is a synthesis between new ideas<—>current Mode of Production and Relations of Production.
For Weber, ideas and material both matter, but new ideas may be the driving seat.
Emile Durkheim: The most complex & wide-ranging of the early sociologists. I will only give a brief
overview of a few pieces. A functionalist. The basis of society is embedded in value systems.
Society types: Mechanical Solidarity (Society) & Organic Solidarity (Society). Mechanical Solidarity is
found in simple societies. Simple division of labor, common ethos, common language, common knowledge,
common religion, common morality, and common ethics. Organic societies are held together by the far weaker
bonds of Interdependence. They share little else and feature many of the tensions we associate with our
society when we try to figure out who belongs.
Social Facts: Things in the mind that are real because they have an effect on not just one mind but many. Not
caused by genetic inheritance, so they are cultural and learned. Durkheim demonstrates the power of social
facts by studying suicide and proving that rates of suicide.
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Childhood Abuse and Delinquency 150 Words Research regarding.docxTawnaDelatorrejs
Childhood Abuse and Delinquency 150 Words
Research regarding spanking children has had mixed results, do you think spanking contributes to delinquency or helps to prevent it? Justify your response.
Please remember to use netiquette when responding to your classmates
.
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Children build their identities based on what they are exposed to, a.docxTawnaDelatorrejs
Children build their identities based on what they are exposed to, as well as how adults and peers interact with them. After having read this Module's materials, let's discuss this further.
What do you think are the most influential factors in the building of multicultural identities in children?
How do you raise children to be sensitive, multicultural adults
.
Child poverty and homelessness are two of the most complex problems .docxTawnaDelatorrejs
Child poverty and homelessness are two of the most complex problems faced by society today. Since 2000, the number of children living in poverty has increased from 11.6 million to 15 million. Today, over 20% of all children live in families with incomes below the federal poverty level. In addition, it is estimated that 1% to 2% of children are homeless, a number that has surged as a result of the recent global recession and the ensuing financial strain it has placed on many families. Because growing up in poverty increases children’s risks of suffering physical, cognitive, emotional, and social problems, reducing rates of child poverty is a priority. However, politicians and policymakers often disagree on causes and solutions to child poverty, sparking vigorous debate. In this Discussion, you will consider your own thoughts on how child poverty might be addressed. Reflect on the following:
Based on what you have learned this week and your past experiences, what specific policies, initiatives, or programs do you think should be implemented to effectively reduce child poverty/homelessness and/or ameliorate its consequences? Consider at least three.
How and to what extent should technology/media be used for educational purposes? For example, should teachers integrate technology as much as possible in their lessons? Should parents encourage children to study using educational software and the Internet? Or are more traditional learning methods preferable?
Are there any policies, initiatives, or programs aimed at combating child poverty and/or homelessness with which you strongly disagree? Why?
Article:
Southwell, P. (2009). The measurement of child poverty in the United States.
Journal of Human Behavior in the Social Environment
,
19
(4), 317
–
329.
Retrieved from the Academic Search Complete database.
Web Resource:
Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009, April).
Children in poverty: Trends, consequences, and policy options
(Publication No. 2009-11). Retrieved from the Child Trends website:
http://www.childtrends.org/wp-content/uploads/2013/03/PovertyRB.pdf
Web Resource:
Valladares, S., & Moore, K. A. (2009, May).
The strengths of poor families
(Publication No. 2009-26). Retrieved from the Child Trends website:
http://childtrends.org/wp-content/uploads/2009/05/Child_Trends-2009_5_14_RB_poorfamstrengths.pdf
.
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Karl Marx: Turned Hegel on his head by arguing that the foundation of all societies, human lifeways, and
historical change was based in material concerns, our real life issues. A functionalist. Change occurs when the
current mode of production and relations of production break down. Ideas don’t matter.
Society is composed of: Base & Superstructure
The Base is composed of Mode of Production and Relations of Production:
The Mode of Production (Foraging, Horticulturalism, Pastoralism, Agriculturalism, Industrial Agriculturalism
[Capitalism]) is the foundation of society. It is the system by which you produce all the necessary material
needs of life. It gives rise to:
The Relations of Production: The set of social relationships that attain within a given Mode of Production (in
Capitalism—>owners and wage-workers; in Agriculturalism—>Nobles and Peasants/Serfs). Provides the
social/labor fabric through which the material needs are produced, distributed, and consumed.
The Superstructure is composed of art, philosophy, politics, religion, the cultural ethos, and other ideologies.
These social ideas exist to hide or naturalize the real inequalities that are inherent in a given Mode of
Production and the resultant Relations of Production. Two classic examples: The Divine Right of Kings and
Preachers using the bible to naturalize slavery in the American South.
Max Weber: Argues with Marx. Ideas may have a powerful effect on the current Mode of Production and
Relations of Production. These ideas move, in modern society, toward the greater and greater rational
organization and bureaucratization of daily life. The classic example: Luther—>Calvin—>Predestination—>The
Calling—>altered productive and social relationships—>Capitalism.
For Weber, society exists, and changes occur, in the following manner:
There is a synthesis between new ideas<—>current Mode of Production and Relations of Production.
For Weber, ideas and material both matter, but new ideas may be the driving seat.
Emile Durkheim: The most complex & wide-ranging of the early sociologists. I will only give a brief
overview of a few pieces. A functionalist. The basis of society is embedded in value systems.
Society types: Mechanical Solidarity (Society) & Organic Solidarity (Society). Mechanical Solidarity is
found in simple societies. Simple division of labor, common ethos, common language, common knowledge,
common religion, common morality, and common ethics. Organic societies are held together by the far weaker
bonds of Interdependence. They share little else and feature many of the tensions we associate with our
society when we try to figure out who belongs.
Social Facts: Things in the mind that are real because they have an effect on not just one mind but many. Not
caused by genetic inheritance, so they are cultural and learned. Durkheim demonstrates the power of social
facts by studying suicide and proving that rates of suicide.
Reflection In Sociology
Essay about Sociology
Reflective Sociology Essay
Essay on Sociology and Life
Essay on Why Should We Study Sociology?
Essay On Race And Sociology
What is Sociology? Essays
Sociological Theories Essay
Sociology in Everyday Life Essay
Sociology and Socialization Essay
Sociology In Sociology
Sociology as a Science Essay
Sociological Concepts Essay
Essay on Sociology- Culture and Identity
Childhood Abuse and Delinquency 150 Words Research regarding.docxTawnaDelatorrejs
Childhood Abuse and Delinquency 150 Words
Research regarding spanking children has had mixed results, do you think spanking contributes to delinquency or helps to prevent it? Justify your response.
Please remember to use netiquette when responding to your classmates
.
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Children build their identities based on what they are exposed to, a.docxTawnaDelatorrejs
Children build their identities based on what they are exposed to, as well as how adults and peers interact with them. After having read this Module's materials, let's discuss this further.
What do you think are the most influential factors in the building of multicultural identities in children?
How do you raise children to be sensitive, multicultural adults
.
Child poverty and homelessness are two of the most complex problems .docxTawnaDelatorrejs
Child poverty and homelessness are two of the most complex problems faced by society today. Since 2000, the number of children living in poverty has increased from 11.6 million to 15 million. Today, over 20% of all children live in families with incomes below the federal poverty level. In addition, it is estimated that 1% to 2% of children are homeless, a number that has surged as a result of the recent global recession and the ensuing financial strain it has placed on many families. Because growing up in poverty increases children’s risks of suffering physical, cognitive, emotional, and social problems, reducing rates of child poverty is a priority. However, politicians and policymakers often disagree on causes and solutions to child poverty, sparking vigorous debate. In this Discussion, you will consider your own thoughts on how child poverty might be addressed. Reflect on the following:
Based on what you have learned this week and your past experiences, what specific policies, initiatives, or programs do you think should be implemented to effectively reduce child poverty/homelessness and/or ameliorate its consequences? Consider at least three.
How and to what extent should technology/media be used for educational purposes? For example, should teachers integrate technology as much as possible in their lessons? Should parents encourage children to study using educational software and the Internet? Or are more traditional learning methods preferable?
Are there any policies, initiatives, or programs aimed at combating child poverty and/or homelessness with which you strongly disagree? Why?
Article:
Southwell, P. (2009). The measurement of child poverty in the United States.
Journal of Human Behavior in the Social Environment
,
19
(4), 317
–
329.
Retrieved from the Academic Search Complete database.
Web Resource:
Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009, April).
Children in poverty: Trends, consequences, and policy options
(Publication No. 2009-11). Retrieved from the Child Trends website:
http://www.childtrends.org/wp-content/uploads/2013/03/PovertyRB.pdf
Web Resource:
Valladares, S., & Moore, K. A. (2009, May).
The strengths of poor families
(Publication No. 2009-26). Retrieved from the Child Trends website:
http://childtrends.org/wp-content/uploads/2009/05/Child_Trends-2009_5_14_RB_poorfamstrengths.pdf
.
Child abuse and neglect are critical issues inherent in the field of.docxTawnaDelatorrejs
Child abuse and neglect are critical issues inherent in the field of human services. You will likely encounter clients who are abused and neglected. Review the characteristics of neglected children in Chapter 4, and answer the following questions:
How does the presence of child abuse or neglect affect a child’s normal development?
How might you respond to a child who indicates that he or she is being abused or neglected?
What agencies would you contact and why?
.
Check.DescriptionI need help with this one-page essay Please!Co.docxTawnaDelatorrejs
Check.
Description:
I need help with this one-page essay Please!Compare and contrast the postcolonial elements that define the works of a range of world authors, including Derek Walcott, Chinua Achebe, Deepika Bahri, W.B. Yeats, Seamus Heaney, E. M. Forster, Salman Rushdie, and Arundhati Roy.
.
Check the paper you write and add your perspective I forgot to say s.docxTawnaDelatorrejs
Check the paper you write and add your perspective I forgot to say some instructions. put some opinion about torah
Write a 3 page paper on what you have learned about Judaism that new for you and which is somehow significant to your understanding about this religion and how it affected your thinking.
Could you add some perspectives to paper you wrote...
i dont want you write new paper just add some opinion to paper
.
Check out attachments and read instructions before you make Hand Sh.docxTawnaDelatorrejs
"Check out attachments and read instructions before you make Hand Shake. Otherwise, I can't sign the agreement"
The most
IMPORTANT
things for me:
1)
Use very simple language, I'm an international student
.
2) Follow ALL instructions carefully 100%.
3) Finish it
on time
.
4) Last but not least,
Originality
.
====
I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO.
Thanks in advance,
.
check out the attachment, it has prompt, use the 4 website to quote .docxTawnaDelatorrejs
check out the attachment, it has prompt, use the 4 website to quote AND paraphrase (both are required) that i pasted on there. 800 words. APA style
download the attachment and follow the requiremen
1. A Swiveling Proxy That Will Even Wear a Tutu
By ROBBIE BROWNJUNE 7, 2013
http://www.nytimes.com/2013/06/08/education/for-homebound-students-a-robot-proxy-in-the-classroom.html?_r=0
2. How One Boy With Autism Became BFF With Apple’s Siri
By JUDITH NEWMANOCT. 17, 2014
http://www.nytimes.com/2014/10/19/fashion/how-apples-siri-became-one-autistic-boys-bff.html
3. The Ethical Frontiers of Robotics
Noel Sharkey*
http://webpages.uncc.edu/~jmconrad/ECGR4161-2011-05/notes/Science_Article_Robotics_Ethics2.pdf
4. THE ROBOTIC MOMENT
sherry turkle
In late November 2005, I took my daughter Rebecca, then fourteen, to the Darwin exhibition
at the American Museum of Natural History in New York. From the moment you step into
the museum and come face-to-face with a full-size dinosaur, you become part of a celebration
of life on Earth, what Darwin called “endless forms most beautiful.” Millions upon millions of
now lifeless specimens represent nature’s invention in every corner of the globe. There could
be no better venue for documenting Darwin’s life and thought and his theory of evolution by
natural selection, the central truth that underpins contemporary biology. The exhibition aimed
to please and, a bit defensively in these days of attacks on the theory of evolution, wanted to
convince.
At the exhibit’s entrance were two giant tortoises from the Galápagos Islands, the bestknown
inhabitants of the archipelago where Darwin did his most famous investigations. The
museum had been advertising these tortoises as wonders, curiosities, and marvels. Here,
among the plastic models at the museum, was the life that Darwin saw more than a century
and a half ago. One tortoise was hidden from view; the other rested in its cage, utterly still.
Rebecca inspected the visible tortoise thoughtfully for a while and then said matter-of-factly,
“They could have used a robot.” I was taken aback and asked what she meant. She said she
thought it was a shame to bring the turtle all this way from its island home in the Pacific, when
it was just going to sit there in the museum, motionless, doing nothing. Rebecca was both
concerned for the imprisoned turtle and unmoved by its authenticity.
It was Thanksgiving weekend. The line was long, the crowd frozen in place. I began to talk
with some of the other parents and children. My question—“Do you care that the turtle is
alive?”—was a welcome diversion from the boredom of the wait. A ten-year-old girl told me
that she would prefer a robot turtle because aliveness comes with aesthetic inconvenience:
“Its water looks dirty. Gross.” More usually, votes for the robots echoed my daughter’s sentiment
that in this setting, aliveness didn’t seem worth the trouble. A twelve-year-old girl was
adam.
Charles Mann is not only interested in how American societies arrive.docxTawnaDelatorrejs
Charles Mann is not only interested in how American societies arrived, developed, and
evolved, but also how they adapted to the multiple environments of the Americas. How
did indigenous Americans find ways to overcome environmental obstacles? What
techniques, attitudes, or actions did indigenous Americans share? What techniques were
unique to certain areas? Why did some communities and societies thrive in the years
before 1492 while others fell apart and disbanded into new groups or the landscape? How did scholars of the eighteenth, nineteenth, and twentieth centuries differ on their ideas of American Indian development?
.
Check out attachments and read instructions before you make Hand Sha.docxTawnaDelatorrejs
Check out attachments and read instructions before you make Hand Shake.
Otherwise
, I can't sign the agreement"
The most
IMPORTANT
things for me:
1)
Use very simple language, I'm an international student
.
2) Follow ALL instructions carefully 100%.
3) Finish it
on time
.
4) Last but not least, Originality.
====
I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO.
.
Chapters 5-8. One very significant period in Graphic Design History .docxTawnaDelatorrejs
Chapters 5-8. One very significant period in Graphic Design History was the Renaissance. Maybe a person or object of art made you start thinking about how it was done. here's the link for the chaper that u need to look at
https://www.youtube.com/watch?v=3vCNvvQwCos&list=PLxPtyllY6Cx_Xar71rcNFqX2bDB7Wzfll
.
childrens right in Pakistan.6 pagesat least 7 referencesAPA s.docxTawnaDelatorrejs
children's right in Pakistan.
6 pages
at least 7 references
APA style
References, citation needed
outline:
1.
Country in context
2.
Demographics
3.
History
4.
Culture and socio-economic context: official language, religion,
5.
Legislation/policies addressing rights
6.
Health status of child
7.
Education
8.
Well-being and quality of life: human develop index
9.
Status of children with special needs
10.
summary
.
CHAPTER ONEIntroductionLearning Objectives• Be able to concept.docxTawnaDelatorrejs
CHAPTER ONEIntroduction
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
ENCOURAGEMENT TO THE READER
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
A MANTRA
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology.
Chapter TenThe Federal JudiciaryBrian M. MurphyLearnin.docxTawnaDelatorrejs
Chapter Ten
The Federal Judiciary
Brian M. Murphy
Learning Objectives
After covering the topic of the federal judiciary, students should
understand:
1. The relationship of state courts to the federal judiciary.
2. The jurisdiction of federal courts.
3. The structure of the federal judicial system.
4. The procedures of the U.S. Supreme Court.
5. The powers of the federal judiciary.
Abstract
The udicial y e i he i ed a e i a ed he d c ri e
federalism. Two court systems exist side-by-side, national and state, and
each has a distinct set of powers. State courts, for the most part, are
responsible for handling the legal issues that arise under their own laws. It
is primarily when a federal uestion is presented that the federal udicial
system can become in ol ed in a state court. therwise, state udiciaries
are generally autonomous even from one another. The Constitution
precisely outlines the types of cases that can be heard by federal courts,
yet it is almost impossible to force a federal court to hear a case that falls
under its urisdiction if the udge s wants to avoid it. The authority of
the U.S. Supreme Court has slowly grown over time, largely through the
power of udicial review. onetheless, federalism has managed to remain
a signi cant barrier against federal courts becoming too powerful. The
udicial system designed by the framers continues to survive and function
after 200 years.
Introduction
The federal judicial system is the least commonly known and least
understood branch of American government. In 2007, 78% could not
name the current Chief Justice of the U.S. Supreme Court but 66% were
able to identify at least one of the judges on the T show American
Idol (Jamieson, 2007). Much of judicial work is conducted out of the
limelight and courts are not considered an important in uence in the daily
lives of people. It is clear the framers believed that the federal judicial
system would be the weakest of the three branches because, as Alexander
amilton wrote, it has no in uence over either the sword or the purse
(Hamilton, 1961, 465). In other words, courts cannot command an army
(or even police) to ensure that decisions are enforced or allocate money to
implement one of their rulings. Judges must depend on the other branches
in order to get anything done. According to an oft-repeated story, President
Andrew Jackson supposedly mocked a decision by Chief Justice John
Marshall with the words, John Marshall has made his decision, now let
him enforce it’’ (Schwartz, 1993, 94).
But times and the role of the federal judiciary have changed. One
scholar even concluded that the United States is now operating under a
government by judiciary’’ because the U.S. Supreme Court can revise
the Constitution by how it interprets the wording (Berger, 1997). As Chief
Justice Charles vans Hughes once uipped, e are under a Constitution,
but the Constitution is what the judges say it is’’ (Hughes, 1916, 185). .
Chapter 9 provides a discussion of the challenges of identifying ELL.docxTawnaDelatorrejs
Chapter 9 provides a discussion of the challenges of identifying ELLs’ as having a learning disability or being gifted with their lower than grade-level proficiency in English. After reading Chapter 9, write a post that addresses the following questions:
What kinds of disabilities might an ELL have?
What are the challenges of determining whether an ELL has a learning ability or is gifted?
What kinds of interventions are used once an ELL has been identified as having a learning disability?
What kinds of interventions are used once an ELL is determined to be gifted?
If you were teaching a class with some ELLs in it, what signals would you look for in the behavior or they ELLs to determine whether they might need to be tested for learning disabilities or being gifted?
How might you adapt your curriculum for an ELL student with a learning disability or who is gifted?
.
Chapter 8 -- Crimes
1. Conduct that may be a misdemeanor in one state may be a felony in another state.
2. A required element for a crime is that the criminal party voluntarily commits the prohibited act (think “gun to head”).
3. A person cannot commit a crime if the person does not know that his or her conduct is criminal (think “Honduran bony fish or short lobster).
4. The Fourth Amendment prohibits ALL government searches of businesses.
5. Traditionally, extortion involves wrongful demands made by public officials.
6. A company cannot be found guilty of a crime that is committed by its agent.
7. If an employee wrongfully keeps money that was entrusted to the employee by his or employer, the employee has committed the crime of embezzlement.
8. Government officers do not need a search warrant in order to inspect property that is in "plain view".
9. The Constitution guarantees individuals the right to a speedy trial in criminal cases.
10. The Digital Millennium Copyright Act allows a person to thwart encryption devices that copy right holders place on copyrighted material if the person has purchased the copyrighted item in question.
Chapter 9 -- Torts
11. One wrongful act may be both a crime and a tort.
12. A person is not entitled to recover for EVERY injury or loss that is caused by another person.
13. In general, tort liability will not be imposed for an involuntary act even if the act harms another.
14. Under tort law, one owes a duty to society to conform his or her conduct to a required standard (think: does society sue the tortfeasor does the “somebody done me wrong” individual plaintiff sue the tortfeasor?).
15. The U.S. government cannot be sued for harm caused by the negligence of federal employees.
16. In some states, a plaintiff may recover for emotional distress that is negligently caused by another.
17. Companies can now make commercial use of the name or likeness of celebrities without first obtaining the celebrities permission to do so because most states do not recognize the tort of invasion of the right to publicity.
Chapter 10
18.
Patents are granted by state governments, not by the federal government.
19.
Trademarks may be protected for up to three years prior to the time that they are actually used.
20. A “term” acquires a secondary meaning when, through prolonged use, the public has come to associate that term with a particular product.
21. In general, mere ideas and concepts cannot be copyrighted or patented.
22.
A trade secret may be disclosed without losing its legal .
chapter 5 Making recommendations for I studied up to this .docxTawnaDelatorrejs
chapter 5
Making recommendations for I studied up to this point, what should now be study after I have written about what I found. All chapter 5 about chapter 4 what all things I discovered, what senses do they make to you what would you have study more if you have more time, what I think about , what I found
.
Chapter 4. Terris, Daniel. (2005) Ethics at Work Creating Virtue at.docxTawnaDelatorrejs
Chapter 4. Terris, Daniel. (2005) Ethics at Work: Creating Virtue at an American Corporation. Brandeis University Press. Apply critical thinking skills
in evaluating Lockheed Martin's efforts.
1. What do you think about the notion presented by Terris that Lockheed's ethics program does little to prevent ethical breaches at the highest level of the organization?
2. Are the efforts put forth—such as making sure higher level executives participate in training—enough to help executives navigate what Terris calls the 'ethical minefield' faced by leadership in such an organization?
3. What are some things that could be done to address the issue related to ethics at higher executive levels of the organization?
4. Terris points out that the company's program is overly focused on individuals and that it doesn't really address group dynamics that can impact ethical situations. For instance, there can be a tendency for groups to ‘go with the flow’ of the group decision making process and overlook ethical issues in the process. What would you recommend that Lockheed Martin do to address this situation?
(Hint: reviewing p. 128 and the following pages – before section headed “Personal Responsibility, Collective Innocence” - of the text might be helpful).
Assignment Expectations: Write a 4- to 5-page paper, not including title page or references page addressing the issue.
Your paper should be double-spaced and in 12-point type size.
Your paper should have a separate cover page and a separate reference page. Make sure you cite your sources.
.
Chapter 41. Read in the text about Alexanders attempt to fuse Gre.docxTawnaDelatorrejs
Chapter 4
1. Read in the text about Alexander's attempt to fuse Greek and Eastern cultures (116-120 -see box Alexander meets an Indian King, 115). Then go to:
Alexander the Great
- a from a BBC documentary. The video will have to be opened in a new window.
Write a brief review after watching the documentary (You don't have to watch the entire hour). What does Wood have to say about the scope of Alexander the Great's accomplishments? Does watching a video set in the actual landscape of Macedonia and Turkey help understand the history of an ancient civilization? How?
2. Go to:
Building of the Parthenon
and
Optical 'tricks' at the Parthenon
to see the accomplishments of Greek architects and politicians. What is the connection between Athenian politics and the building of the Parthenon? What illusions were utlitzed by the architects and engineers to emphasize the grandeur of the Parthenon?
Chapter 5
Select TWO of the following questions and complete the links assignments: Remember to mention source material in your response.
(Select 3 for extra credit
1. Go to:
Roman Writers view their world
and choose 2 authors to write an essay on entertainments and past times of Roman citizens and how eyewitnesses wrote about their world. Who are they? What position did they hold in Roman society? Is this important to their view point?
2. Go to
Christian symbolism
and
Colors in religious art
and write about how a largely illiterate (slave and lower class Romans and client state residents) society could learn about this new "Christian" religion through art, symbolism and color. How would this help the conversion process?
3. Go to
Sights along the Silk Road
. Click on the interactive maps and visit several of the stops along the Silk Road. What did you find? Learn? Then go to :
Silk Road Project
. Click on "Music and Artists." Then "Listen to Music."
Click on a title for ex: "Arabian" to listen to sample of the music and instrument. Write on your findings.
You may have to update your "Flash" player to hear music
.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert,
1. C.Wright Mills, ‘The Sociological Imagination” From Edwin
Lemert, Editor, Social Theory: The Multicultural and Classical
Readings, page 378-382.
The Sociological Imagination [Wright Mills (1959)]
The sociological imagination enables its possessor to
understand the larger historical scene in terms of its meaning
for the inner life and the external career of a variety of
individuals. It enables him to take into account how individuals,
in the welter of their daily experience, often become falsely
conscious of their social positions. Within that welter, the
framework of modern society is sought, and within that
framework the psychologies of a variety of men and women are
formulated. By such means the personal uneasiness of
individuals is focused upon explicit troubles and the
indifference of publics is transformed into involvement with
public issues.
The first fruit of this imagination-and the first lesson of the
social science that embodies it-is the idea that the individual
can understand his own experience and gauge his own fate only
by locating himself within his period, that he can know his own
chances in life only by becoming aware of those of all
individuals in his circumstances. In many ways it is a terrible
lesson; in many ways a magnificent one. We do not know the
limits of man's capacities for supreme effort or willing
degradation, for agony or glee, for pleasurable brutality or the
sweetness of reason. But in our time we have come to know that
the limits of 'human nature' are frighteningly broad. We have
come to know that every individual lives, from one generation
to the next, in some society; that he lives out a biography, and
that he lives it out within some historical sequence. By the fact
of his living he contributes, however minutely, to the shaping of
this society and to the course of its history, even as he is made
by society and by its historical push and shove.
The sociological imagination enables us to grasp history and
2. biography and the relations between the two within society.
That is its task and its promise. To recognize this task and this
promise is the mark of the classic social analyst. It is
characteristic of Herbert Spencer-turgid, polysyllabic,
comprehensive; of E. A. Ross-graceful, muckraking, upright; of
Auguste Comte and Emile Durkheim; of the intricate and subtle
Karl Mannheim. It is the quality of all that is intellectually
excellent in Karl Marx; it is the clue to Thorstein Veblen's
brilliant and ironic insight, to Joseph Schumpeter's many-sided
constructions of reality; it is the basis of the psychological
sweep of W.E.H. Lecky no less than of the profundity and
clarity of Max Weber. And it is the signal of what is best in
contemporary studies of man and society.
No social study that does not come back to the problems of
biography, of history and of their intersections within a society
has completed its intellectual journey. Whatever the specific
problems of the classic social analysts, however limited or
however broad the features of social reality they have
examined, those who have been imaginatively aware of the
promise of their work have consistently asked three sorts of
questions:
1
(1) What is the structure of this particular society as a whole?
What are its essential components, and how are they related to
one another? How does it differ from other varieties of social
order? Within it, what is the meaning of any particular feature
for its continuance and for its change?
(2) Where does this society stand in huma n history? What are
the mechanics by which it is changing? What is its place within
and it’s meaning for the development of humanity as a whole?
How does any particular feature we are examining affect, and
how is it affected by, the historical period in which it moves?
And this period-what are its essential features? How does it
differ from other periods? What are its characteristic ways of
history-making?
(3) What varieties of men and women now prevail in this
3. society and in this period? And what varieties are coming to
prevail? In what ways are they selected and formed, liberated
and repressed, made sensitive and blunted? What kinds of
'human nature' are revealed in the conduct and character we
observe in this society in this period? And what is the meani ng
for 'human nature' of each and every feature of the society we
are examining?
Whether the point of interest is a great power state or a minor
literary mood, a family, a prison, a creed-these are the kinds of
questions the best social analysts have asked. They are the
intellectual pivots of classic studies of man in society- and they
are the questions inevitably raised by any mind possessing the
sociological, imagination. For that imagination is the capacity
to shift from one perspective to another-from the political to the
psychological; from examination of a single family to
comparative assessment of the national budgets of the world;
from the theological school to the military establishment; from
considerations of an oil industry to studies of contemporary
poetry. It is the capacity to range from the most impersonal and
remote transformations to the most intimate features of the
human self and to see the relations between the two. Back of its
use there is always the urge to know the social and historical
meaning of the individual in the society and in the period in
which he has his quality and his being.
That, in brief, is why it is by means of the sociological
imagination that men now hope to grasp what is going on in the
world, and to understand what is happening in themselves as
minute points of the intersections of biography and history
within society. In large part, contemporary man's self-conscious
view of himself as at least an Outsider, if not a permanent
stranger, rests upon an absorbed realization of social relativity
and of the transformative power of history. The sociological
imagination is the most fruitful form of this self-consciousness.
By its use men whose mentalities have swept only a series of
limited orbits often come to feel as if suddenly awakened in a
house with which they had only supposed themselves to be
4. familiar. Correctly or incorrectly, they often come to feel that
they can now provide themselves with adequate summations,
cohesive assessments, and comprehensive orientations. Ol der
decisions that once
2
appeared sound now seem to them products of a mind
unaccountably dense. Their capacity for astonishment is made
lively again. They acquire a new way of thinking; they
experience a trans-valuation of values: in a word, by their
reflection and by their sensibility, they realize the cultural
meaning of the social sciences.
Perhaps the most fruitful distinction with which the sociological
imagination works is between 'the personal troubles of milieu'
and 'the public issues of social structure.' This distinction is an
essential tool of the sociological imagination and a feature of
all classic work in social science.
Troubles occur within the character of the individual and within
the range of his immediate relations with others; they have to do
with his self and with those limited areas of social life of which
he is directly and personally aware. Accordingly, the statement
and the resolution of troubles properly lie within the individual
as a biographical entity and within the scope of his immediate
milieu- the social setting that is directly open to his personal
experience and to some extent his willful activity. A trouble is a
private matter: values cherished by an individual are felt by him
to be threatened.
Issues have to do with matters that transcend these local
environments of the individual and the range of his inner life.
They have to do with the organization of many such milieu into
the institutions of an historical society as a whole, with the
ways in which various milieu overlap and interpenetrate to form
the larger structure of social and historical life. An issue is a
public matter: some value cherished by publics is felt to be
threatened. Often there is a debate about what that value really
is and about what it is that really threatens it. This debate is
often without focus if only because it is the very nature of an
5. issue, unlike even widespread trouble, that it cannot very well
be defined in terms of the immediate and everyday
environments of ordinary men. An issue, in fact, often involves
a crisis in institutional arrangements, and often too it involves
what Marxists call 'contradictions' or 'antagonisms.'
In every intellectual age someone style of reflection tends to
become a common denominator of cultural life. Nowadays, it is
true, many intellectual fads are widely taken up before they are
dropped for new ones in the course of a year or two. Such
enthusiasms may add spite to cultural play, but leave little or no
intellectual trace. That is not true of such ways of thi nking as
'Newtonian physics' or 'Darwinian biology- ' Each of these
intellectual universes became an influence that reached far
beyond any special sphere of idea and imagery. In terms of
them, or in terms derived from them, unknown scholars as well
as fashionable commentators came to re-focus their
observations and re-formulate their concerns.
During the modern era, physical and biological science has been
the major common denominator of serious reflection and
popular metaphysics in Western societies. 'The technique of the
laboratory' has been the accepted mode of
3
procedure and the source of intellectual security. That is one
meaning of the idea of an intellectual common denominator:
men can state their strongest convictions in its terms; other
terms and other styles of reflection seem mere vehicles of
escape and obscurity.
That a common denominator prevails does not of course mean
that no other styles of thought or modes of sensibility exist. But
it does mean that more general intellectual interests tend to
slide into this area, to be formulated there most sharply, and
when so formulated, to be thought somehow to have reached, if
not a solution, at least a profitable way of being carried along.
The sociological imagination is becoming, I believe, the major
common denominator of our cultural life and its signal feature.
This quality of mind is found in the social and psychological
6. sciences, but it goes far beyond these studies as we now know
them. Its acquisition by individuals and by the cultural
community at large is slow and often fumbling; many social
scientists are themselves quite unaware of it. They do not seem
to know that the use of this imagination is central to the best
work that they might do, that by failing to develop and to use it
they are failing to meet the cultural expectations that are
coming to be demanded of them and that the classic traditions
of their several disciplines make available to them.
Yet in factual and moral concerns, in literary work and in
political analysis, the qualities of this imagination are regularly
demanded. In a great variety of expressions, they have become
central features of intellectual endeavor and cultural sensibility.
Leading critics exemplify these qualities as do serious
journalists-in fact the work of both is often judged in these
terms. Popular categories of criticism-high, and low-brow, for
example-are now at least as much sociological as aesthetic.
Novelists -- whose serious work embodies the most widespread
definitions of human reality--frequently possess this
imagination, and do much to meet the demand for it. By means
of it, orientation to the present as history is sought. As images
of 'human nature' become more problematic, an increasing need
is felt to pay closer yet more imaginative attention to the social
routines and catastrophes which reveal (and which shape) man's
nature in this time of civil unrest and ideological conflict.
Although fashion is often revealed by attempts to use it, the
sociological imagination is not merely a fashion. It is a quality
of mind that seems most dramatically to promise an
understanding of the intimate realities of ourselves in
connection with larger social realities. It is not merely one
quality of mind among the contemporary range of cultural
sensibilities-it is the quality whose wider and more adroit use
offers the promise that all such sensibilities-and in fact, human
reason itself-will come to play a greater role in human affairs.+
(Website: www.angelfire.com/or/sociologyshop/CWM.html)
4
7. Cloud Operations Plan Template
1. Executive Summary (< 1 page)
2. Assess Risks to Operating in the Cloud
a. Management Risks
b. Operational Risks
3. AWS Service Catalog (1-2 pages)
a. Overview
b. Configuration and Deployment
4. Cloud Operations End-User Guide (1-2 pages)
a. Overview
b. Usability of AWS Service Catalog
5. Cloud Operations Admin Guide (3-4 pages)
a. Overview
b. Cloud management tools & software
c.Orchestration and Automation software
7. Summary (<1 page)
The training presentation with slides is a separate submission.
Both the slide presentation and the Cloud Operations Plan
should be submitted to the drop box.
CLOUD BACKUP AND ARCHIVING DEPLOYMENT PLAN17
8. Cloud Backup and Archiving Deployment Plan
Executive Summary
The demand for cloud infrastructure has grown and continues to
expand as businesses are reshaping operations. Storage of data
in a remote facility has been beneficial to firms as it is
convenient in manipulating and retrieving documents. Amazon
has pioneered the development of reliable cloud infrastructure
and offers the flexibility required for all business needs. This
varies from overly complex and large business solutions to
small and medium enterprises. The Amazon Web Services
(AWS) comprises a Virtual Private Cloud (VPC) that enables
computing power similar to traditional data centers on a defined
Virtual Machine (VM). The use of VMs eliminates the need for
the storage facility and enables BallotOnline to enjoy the
benefits of scaling and redundancy contributed by the use of
cloud computation. The AWS Elastic Cloud Computing (EC2) is
a service that facilitates the deployment of data on a server,
specifies routing channels used, defines security protocols
applicable, and includes a user-friendly System Development
Kit (SDK). The SDK provides an Application Programming
Interface (API) where a user configures the requirements for a
VPC.
Networking in Cloud Environments
The communication between the VPC and the user over the
9. internet (facilitated by an internet gateway) is required to
access shared file resources. A gateway aims to provide a
concrete path for traffic flowing from the VPC and
interpretation of the traffic to the specific intended IPv4 and
IPv6 addresses. There exist two types of subnets.
· Public subnet: contains a routing table (a set of instructions
that links data traffic to a specific IP address destination) that is
connected to a route to the internet gateway.
· Private subnet: It has a routing table not associated with a
route to an internet gateway.
Egress-only internet gateways are highly secure VPC
components that provide scalability and redundancy
horizontally across IPv6. This facilitates communication from
the internet to the VPC and presents the creation of instances by
the internet to the users over IPv6. In our case, we are not
adopting IPv6 since the Network Address Translation (NAT)
converts private addresses to public addresses posing a security
threat. In case of failure, public and static IPv4 addresses help
mitigate failure at an instance by remapping to an alternative
VPC; an elastic IP address facilitates this. For an elastic IP
address to function, it must be associated with an instance on
the network. A peering connection is instantiable when there is
a requirement for traffic routing between two VPC securely.
The communication between the instances in the network can be
conducted as if they are in the same network. A transit gateway
can be created on the AWS interface that offers the peering
connection function facilitating communication between the
available VPC as required.
Configuration and Deployment of VPC
The VPC is used in creating a private and a segmented section
of the AWS cloud.
Steps
1.Open the VPC console. This can be done using the link.
https://console.aws.amazon.com/vpc/
2.Creation of new VPC
3.Open the link then:
10. · On the left menu click your VPCS
· Then click on "Create VPC". (another window opens that
require to enter the VPC name)
Cloud Storage Evaluation Provider Metrics
AWS provides a cost-efficient, flexible, and user-friendly data
storage facility for a user's instance. The options provided have
different uniqueness, combinations, and sustainability. The
storage options available can be combined or used
independently to suit the user's needs. The data storage options
are:
Amazon Elastic Block Store (EBS)
It is characterized by providing block-level, durable storage that
is attachable to an instance. EBS is used in data storage where
the data requires fast and periodic updates. After attachment to
an instance, an EBS can be used as any other hard drive such
that it can be attached and detached from an instance. The
volume can also be altered accordingly. Also, encryption of
EBS can be done to increase security.
Instance storage is a mechanism where instances access storage
of the user's computer. This is temporary block-level storage for
instances. The data is only available during the life cycle of the
instance.
Amazon Elastic File System (EFS)
It provides expansive file storage. A user creates an EFS and
mounts it on the configured instance. This storage mechanism is
familiar with the central data source for applications utilizing
multiple instances.
Amazon Simple Storage Service (S3)
It provides access to cost-effective and reliable data storage. Its
purpose is to make web-based computing efficient by
11. facilitating access to an array of data and sizes at a given period
from the VPC or anywhere on the internet.
Configuration and Deployment of S3 Bucket in AWS Steps:
1. On the Amazon S3 console that can be accessed by clicking
on the link http://console/aws.amazon.com/s3/ click on the
create bucket
2. Enter the bucket name, then select the target region, e.g., US
east. Let all the rest remain as default, then click on create a
bucket.
The bucket is successfully created. After successful creation,
the bucket appears on the list.
Data Broker and Cloud Sync
Data Broker software is used when syncing data from one
source to another target. In this case, NetApp is used.
Configuration and Deployment of Data Broker and Cloud Sync
Steps:
1. Install a data broker e.g., NetApp using link
https://cloud.netapp.com/cloud-sync
2. Use the 14-day trial of the cloud sync. After completing, the
data broker for AWS will be deployed.
3. Click on the select source and target screen.
4. Drag the server SMB to source, and Amazon S3 to target,
then click continue.
5. SMB server IP is then entered, then click continue.
The Relationship
6. Click on AWS data broker. Enter the name for the NETAPP
data broker, then click continue.
7. Then a stack template opens the click next.
8. Review the acknowledgment before clicking, then click
create. Click on the cloud sync page, then click on continue.
9. Select backup and achieving, then continue.
10. Select the AWS S3 bucket, then select the bucket of choice
and continue. Click on continue until the process is 100%
12. Deployment of Cloud Monitoring
Amazon cloud watch is used to monitor resources in the AWS to
minimize the time required for problem detections. It collects
and keeps track of metrics, monitors application performance. It
sends alarms on changes based on the rules defined by the user.
Steps
1. Click on services, under management and governance, click
on the cloud watch.
2. Click on billings, then click on next. Enter the metrics, time
range, and the currency used.
3. Click on the Create alarm.
4. Click on the dashboard. Select configure.
5. As on populated the figures a line graph is formed.
The monitor helps in the calculation of metric charges for users
on the network.
Cloud Implementation/ Migration Steps
The best method in cloud implementation involves an agile
methodology that entails beginning with small chunks of stories
or workload (a set of rules and configurations that deliver value
to a business), iterating, measuring, managing, and scaling. This
approach involves:
· Structuring epics (a body of work usable by the end-user)
responsive to change.
· Develop a significant and prioritized backlog,
· Report the progress to the implementation officer for
appropriate record keeping.
· Build a roadmap that shows the migration of data, making sure
it is effective and efficient per stakeholders' objectives.
After that, grouping teams of 8 to 9 colleagues with similar
technical abilities.
The teams are tasked with pioneering integration, facilitating
primary migration, and preparing BallotOnline to run a firm-
wide migration.
· Conduct a meeting with the scrum team (structured software
developers grouped) to evaluate the finding of readiness in
13. migration.
· Identify 20 applications that can be migrated to the AWS.
· Set up a backlog emphasizing pre-prepared workloads for all
structured and unstructured data from existent migration
patterns.
· Select a leader for the scrum for backlog management.
Data is then migrated periodically after 14 days.
All the above steps should be carefully thought out and
documented. Communication should be kept open to report
progress and faults that may arise to ensure data integrity is
maintained.
User Training Plan
a. Key Training Issues
Humans are resistant to change even though it is inevitable.
Employers are sometimes worried that cloud computing
endeavors may not be seamless or incur some losses due to the
migration. The existing workforce is familiar with the
business's roles and objectives. Operations are different in the
cloud than in offline data centers. Therefore, critical technical
training is vital for business practices. For a seamless
transition, the employer can opt to train the existing workforce
that has technical understanding. It is cheaper to train the
incumbent workers than to recruit and train new staff.
b. Training Methods
There is no one size fits all training that addresses all the needs
of BallotOnline. There are different skill sets required by
various employees that suit their job functions and
responsibilities. A classroom setting where an instructor
delivers information to learners is an effective method of
imparting knowledge for all employees to gain an equal amount
of expertise. Interactive learning where there are quizzes and
application scenario helps in the retention of skills acquired in
the training session. Another training mechanism is where the
instructor simulates a realistic working environment, and
employees develop hands-on skills from the program. According
14. to an employee's job description, top management is mandated
to choose the most relevant and effective training method that
will ensure the attainment of BallotOnline goals.
Plans, Policies, and Procedures to Support Cloud Operation
Setting up a VPC is an intricate procedure that can lead to legal
and ethical considerations that require policy compliance. The
user usually signs an agreement that the Cloud Service
Provider, in this case, AWS, is responsible for ensuring data
integrity. BallotOnline needs to maintain confidentiality in its
internal matters that would otherwise expose its information to
competitors decreasing a firm's competitive advantage. The
procurement of cloud computing is subject to contract law and
legislation that dictates the acquisition of the VPC resources
and the interaction with the remote datacenters. The contract
contains policies and procedures that are to be adhered to
maintain data confidentiality. A violation of the dictated tenets
can have legal implications binding to the party that breaches
the agreement. The policies and procedures may include a non-
disclosure agreement on the amount of data or type stored on
the cloud. This ensures there are no malpractices, such as
selling a customer's information utilizing cloud computing
resources. Data protection is done on personal data that can be
identified and inferred to a specific customer. Data encryption
is one of the methods that ensure data confidentiality.
Virtual Network Infrastructure Design
The Amazon VPC comprises public and private subnets. The
default network Access Control List (ACL) shares a private
subnet, and another contains a private subnet that entails
dedicated network ACLs on a single subnet. Amazon VPC
includes a division of the address space into multiple
availability zones, deploying NAT instances or gateways for
sending resources on a network right after that. The network can
be adjusted accordingly by increasing or decreasing the subnets
and availability zones (AZ), combining other AWS features to
15. achieve the desired network infrastructure.
The quickstep is an AWS predefined network infrastructure
template that contains several already created AZ and subnets
managed by NAT gateways for every subnet of each AZ.
Moreover, a user can create private subnets with custom ACLs
declaring the inbound and outbound rules on the network. The
utilization of the networking template infrastructure in a
geographical location with no support for NAT gateways
instances is initiated instead. The network infrastructure
template also contains endpoints of the VPC. This offers a
reliable and secure connection to the S3 without the need for an
internet gateway, virtual gateway, or NAT components to the
end-user. Resources on S3 can be accessed in the VPC location
in which it was formed.
Cloud Metering Implementation Steps
Four broad elements are used in determining the price payable
for utilization of cloud resources. They include the number of
users connected to the network, the amount of data transferred
through the network, the range of frequency of operation
(bandwidth), and the number of hosts. The metering service is
used with Amazon Machine Imaging (AMI), Software as a
Service (SaaS), and containers.
All Software that implements the use of AMI must meet the
criteria as follows. A user's Software must be initiated from
AWS Marketplace through AMI. If a product exists in the AWS
Marketplace, then the user should create a new AMI and create
a new product to make the feature functional. All programs
launched on the VPC should be provided with AWS Identity and
Access Management (IAM). An end-user must integrate an IAM
16. function to the EC2 instance that the customer provides with the
Software. When an application program is deployed through the
AWS Marketplace, the use of IAM is voluntary. Therefore, the
application and its capabilities can then detect the level of
consumption. The metering service charges are done along with
a single defined category that can be split into several
dimensions. The pricing is done on resources provided and
priced on an hourly basis. The consumption is calculated and
billed monthly like the AWS Marketplace.
Public Cloud Infrastructure Design
The cloud infrastructure design is distributed to various client
teams with different expertise and capabilities to develop
efficient systems deployable on the cloud. There are risks that
the top management bears in the deployment of a cloud, such as:
· The correctness of the teams in achieving the laid-out
objectives.
· A set of standards that define each team member's role ensures
the realization of BallotOnline's goals and objectives outlined.
· Automation of services checks on the quality of services
offered to customers.
The building of a public cloud is designed from the end-user
coming to the technical teams. This is a mechanism that ensures
maximum customer satisfaction from the use of AWS resources.
Five pillars ensure efficient deployment of cloud infrastructure.
These are operational excellence that aids the development of
appropriate components and run workloads providing an
understanding of best operations and carry-on improvement of
subordinate procedures and processes for optimum business
value. Security pillar entails protecting data, digital assets, and
systems to exploit the power of AWS cloud technology for
maximum security. The performance of a workload as it is
intended at the required time is a reliability feature required in
cloud designing. A public cloud should efficiently utilize
resources to meet the VPC system requirements and provide
timely changes with technological evolution. Lastly, cloud
17. infrastructure should be developed to reduce the overhead
running cost in the delivery of business values.
Plan for Monitoring Vendor Service Charges
The charges are incurred according to how the users use the
resources and the time they use them. The cost is calculated per
hour. Using the AWS free tier is a good way of assessing the
usage of AWS resources. However, it is good practice to check
the billing and cost management section occasionally. From the
dashboard, there is data represented in tables and graphs that
give a breakdown of AWS usage. AWS budgets enable tracking
and provide actions on AWS usage and cost. The measures
include sending emails to up to 10 users, providing a forecast
on usage according to the current trends, stopping AWS user
usage when a specific limit is reached.
Some policies ensure a business budgetary regulation to work
within a specified cost. This encompasses user communication
with the budget services, and the budget service performs the
given instructions by a user. The budget service works with the
configuration of IAM that does not require regular alteration.
Conclusion
The deployment of data in the cloud is a methodology that
contains interactive procedures that must be adhered to for a
successful transition from traditional IT to a cloud-based
operation in a business setting. AWS includes storage facilities
and a friendly interface that enables a firm to configure the
technological tools for cloud deployment. Also, AWS provides
tools for usage monitoring that ensures clients track their
consumption of AWS. Isolation of VPC is essential for ensuring
the data integrity of a network. According to relevance in the
departmental goals, several teams need to be identified and
categorized according to BallotOnline's goals and objectives.
Employees may require training for an efficient and seamless
transition to cloud-based operations. Therefore, policies and
18. guidelines must be observed to avoid legal and ethical concerns
against AWS from its clients.
References
Anthony, A. (2018). AWS: Security Best Practices on AWS:
Learn to Secure Your Data, Servers, and Applications with
AWS. Packt Publishing. Retrieved from
http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com
/login.aspx?direct=true&db=e025xna&AN=1733803&site=eds-
live&scope=site&ebv=EB&ppid=pp_Cover.
Gu, C., Huang, H., & Jia, X. (2014). Power Metering for Virtual
Machine in Cloud Computing-Challenges and Opportunities.
IEEE Access, 2, 1106–1116. https://doi-
org.ezproxy.umgc.edu/10.1109/ACCESS.2014.2358992
Kevin L. Jackson, & Scott Goessling. (2018). Architecting
Cloud Computing
Solution
s: Build Cloud Strategies That Align Technology and
Economics While Effectively Managing Risk. Packt Publishing.
Retrieved from
http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com
/login.aspx?direct=true&db=e025xna&AN=1823660&site=eds-
live&scope=site&ebv=EB&ppid=pp_C.
Sarkar, A., & Shah, A. (2018). Learning AWS: Design, Build,
and Deploy Responsive Applications Using AWS Cloud
Components, 2nd Edition: Vol. Second edition. Packt
Publishing. Retrieved from
20. First, create a few BallotOnline employee groups and accounts.
1. On the AWS Console, search for IAM (Identity and Access
Management) and click on IAM.
2. Click Groups on the left menu and then click Create new
group.
3. For Group name, enter BackupOperators. Click Next Step.
4. In the search box, type S3, then select the
AmazonS3FullAccess. Do not click Next Step.
5. In the search box, enter servicecatalog, and then select the
ServiceCatalogEndUserFullAccess.
Click Next Step.
6. Click Create Group.
7. Click Users on the left menu. Click Add user.
8. Enter a username. For example, you can use jsmith (your first
initial and last name) for your
21. username.
9. Under Access type, select AWS Management Console access.
10. Select Custom password and enter: UMGCCloud123
11. Uncheck the Require password reset. (You may want to
leave this unchecked if you are creating
a user for a production environment.)
12. Click Next: Permissions.
Course Resource
Take Action
13. Select the group BallotOperators. Then scroll down and
click Next: Review
14. Click Create User.
15. Create a few other users. Make sure you remember their
22. usernames and passwords.
Create a Portfolio
Take the following steps to deploy the AWS Service Catalog:
1. Go to the Service Catalog via
https://console.aws.amazon.com/servicecatalog/home?region=us
-east-1#/home
(https://console.aws.amazon.com/servicecatalog/home?region=u
s-east-1#/home)
Used with permission from Amazon Web Services.
2. Click Get started.
3. Then enter the following:
Portfolio Name CCA630
Description: CCA630 Lab
Owner: Your Name
23. 4. Click Create.
https://console.aws.amazon.com/servicecatalog/home?region=us
-east-1#/home
Used with permission from Amazon Web Services.
5. Click the portfolio name.
Used with permission from Amazon Web Services.
Add a New Product
We will add a new product, the AWS Service Catalog, so that
the employees (users) of BallotOnline
can leverage the service catalog to deploy the
product/application and start using it.
1. Click the down arrow under Service Catalog and select
Products list.
24. 2. Click Upload new product.
Used with permission from Amazon Web Services.
3. Add information in the product information section. For
example:
Product name Backup and Archiving
Description: Backups and Archiving for BallotOnline
Provided by BallotOnline
Vendor Amazon AWS
Used with permission from Amazon Web Services.
4. Click Next.
5. Enter your contact information as follows:
Prompt Entry
25. E-mail contact: Enter your e-mail address
Support link http://ballotonline.com/support
Support description: Support
Used with permission from Amazon Web Services.
6. Click Next.
7. Select Specify a URL location for an Amazon
CloudFormation template.
To deploy the S3 Bucket template, enter:
https://s3.amazonaws.com/cloudformation-templates-us-
east-
1/S3_Website_Bucket_With_Retain_On_Delete.template
26. Used with permission from Amazon Web Services.
8. Enter the information as follows:
Prompt Entry
Version title AWS
Description S3 Bucket
9. Click Next.
10. Review to confirm the selections and then click Create.
Used with permission from Amazon Web Services.
11. You have now successfully deployed a portfolio with a
new product offering by BallotOnline
Used with permission from Amazon Web Services.
Add Users and Grant Access
27. We grant access to users (employees of BallotOnline) in this
step so they can gain access to this
application and deploy it using the AWS Service Catalog.
1. Click on the Users, groups and roles at the bottom of the
screen.
2. Click Add user, group or role.
3. Select BackupOperators and click Add Access
Used with permission from Amazon Web Services.
4. Finally, review your newly created product details by
clicking on CCA 630 and taking a
screenshot.
Used with permission from Amazon Web Services.
29. Material should be developed with the following in mind:
"What behavior do we want to reinforce?"
"What skill or skills do we want the audience to learn and
apply?"
In both cases, the focus should be on specific material that the
participants should integrate into
their jobs. Attendees will pay attention and incorporate what
they see or hear in a session if they
feel that the material was developed specifically for them. If a
presentation feels so impersonal and
general that it could be given to any audience, attendees will
not take it seriously. An awareness and
training program can be effective, however, if the material is
interesting, current, and relevant.
The awareness audience must include all users in an
organization. Users may include employees,
30. contractors, foreign or domestic guest researchers, other
personnel, visitors, guests, and other
collaborators or associates requiring access. The awareness
message program or campaign should
make all individuals aware of their commonly shared
information security responsibilities.
On the other hand, the message in a training class is directed at
a specific audience. The message in
training material should include everything related to security
that attendees need to know in order
to perform their jobs. Training material is usually far more in-
depth than material used in an
awareness session or campaign.
The program's implementation must be fully explained to the
organization to achieve support for the
implementation and commitment of resources. This explanation
includes expectations of
31. management and staff support, as well as expected results of the
program and benefits to the
organization. Funding issues must also be addressed. For
example, in the federal government, agency
managers must know if the cost to implement the awareness and
training program will be totally
funded by the chief information officer (CIO) or information
security program budget, or if the
agency managers' budgets will be impacted to cover their share
of the expense of implementing the
Learning Topic
program. It is essential that everyone involved in the
implementation of the program understand
their roles and responsibilities. In addition, schedules and
completion requirements must be
32. communicated.
Once the plan for implementing the awareness and training
program has been explained to (and
accepted by) management, the implementation can begin. Since
there are several ways to present
and disseminate awareness and training material, organizations
should tailor their implementation to
the size, organization, and complexity of their enterprise.
References
Chapter 4: Awareness and Training in NIST Special Publication
800-100, Information Security
Handbook: A Guide for Managers by Pauline Bowen, Joan
Hash, and Mark Wilson comprises
public domain material from the National Institute of Standards
and Technology, US
34. conclusion.
1.1.6: Complete assignment in accordance with instructions.
1.4: Tailor communications to the audience.
1.4.1: Identify target audience.
1.4.2: Explain unfamiliar terms and material.
1.4.3: Employ precise, appropriate language.
1.4.4: Use audience-appropriate, consistent tone.
1.4.5: Avoid language which indicates bias against
individuals/groups their affiliations, orientations and beliefs.
1.7: Create neat and professional looking documents appropriate
for the project or presentation.
1.7.1: Create a professional-looking and relevant presentation
that delivers the desired content.
1.7.2: Employ visual aids and multi-media tools as appropriate
to enhance the presentation message.
1.7.3: Cite sources for visual aids and multimedia supports as
necessary.
8.3: Assess management and operational risks associated with
cloud.
8.3.1: Assess and select a framework to be used for risk
management.
8.3.2: Document risks associated with sensitive data.
35. 8.3.3: Document risks associated with regulatory compliance.
8.3.4: Document a disaster recovery plan, including a disaster
recovery testing plan.
8.3.5: Determine risks associated with a vendor, including
potential acquisition.
8.3.6: Perform a risk/benefit analysis of a cloud solution.
9.2: Develop a user training plan.
9.2.1: Identify areas where user training is needed.
9.2.2: Identify subject matter experts.
9.2.3: Develop applicable training materials.
9.2.4: Perform quality review and test the training materials
with a test group.
9.2.5: Develop a training schedule that meets business
constraints.
10.3: Configure cloud management tools and software.
10.3.1: Identify the needs and purpose of the cloud management
tools and software.
10.3.2: Evaluate and compare the various cloud management
tools and software available.
10.3.3: Configure the selected software.
10.3.4: Implement security measures, controls, and mitigation
techniques.
10.3.5: Assess, monitor, and validate the performance and
36. outcomes of the software.
10.4: Configure cloud orchestration and automation software.
10.4.1: Identify cloud settings available through orchestration
software.
10.4.2: Identify cloud resources appropriate for automatic
provisioning.
10.4.3: Install and configure cloud orchestration software.
10.4.4: Set up automated tasks within the orchestration
software.
10.4.5: Implement security measures, controls, and mitigation
techniques.
10.4.6: Test and verify the operation of the automated tasks.
10.5: Configure service catalog software to support various
users’ needs.
10.5.1: Analyze the need for a service catalog feature for the
business.
10.5.2: Identify the various templates or preconfigured VMs
that are needed.
10.5.3: Configure the templates and VMs.
10.5.4: Configure the service catalog software.
10.5.5: Implement security measures, controls, and mitigation
techniques.
10.5.6: Test and verify the service catalog software.
37. Project 1Project 2Project 3Project 4
Project 4: Develop the Training and Operations Plan
Start Here
Once again, the leadership at BallotOnline is pleased with the
steps you have taken to move the organization's services to the
cloud. Your latest effort, a runbook that describes the backups
and archiving process within the cloud, has been approved by
the executives. Sophia and the other leaders have given you the
go-ahead to create an operations manual as well as a training
presentation for the employees. As the cloud computing
architect, you will use your expertise to create internal
operation guides and training.
In addition to the training presentation, the final Training and
Operations Plan will include two guides:
· an End-User Guide that will leverage the
AWS Service Catalog and
· an Admin Guide, which will include the runbook you
previously created.
As before, the BallotOnline leadership team will evaluate the
latest documents and training. Since this is the final project for
cloud deployment, you will also include a presentation on the
training to be used by the employees, done in Microsoft
38. PowerPoint or a similar presentation program.
There are seven steps in the project, so click on Step 1 to get
started. The project will take about three weeks to complete.
Take Note
This project has a hands-on lab. Instructions for the lab are
included in the steps of this project.
Before starting with this project steps remember to answer the
following discussion questions in a separate page
Discussion: Cloud User and Admin Training
Now that you have evaluated the AWS Service Catalog and have
deployed it, you will discuss the critical elements that are
needed to develop a training presentation that will be targeted
toward the users of BallotOnline's AWS Service Catalog. You
will also discuss the critical elements needed to educate or train
the administrators that will be managing the cloud services for
BallotOnline. You should ensure that you cover the following
areas:
· What should be included in the training for end users?
· What should be included in the training for administrators?
· What are some best practices for IT training?
Step 1: Evaluate the AWS Service Catalog Offering
Login:
39. https://console.aws.amazon.com/vpc/home?region=us-east-1
[email protected]
AWSinka2021
BallotOnline will be using
AWS Service Catalog rather than creating its own
catalog. Now, explore the AWS Service Catalog offerings and
consider whether the service offerings align with BallotOnline's
business and user needs.
You will deploy the catalog in the next step.
Step 2: Deploy AWS Service Catalog
In this step, you will deploy the AWS Service Catalog using one
cloud service offering of your choice from AWS (you can also
choose the backups and archiving service that you deployed in
Project 3).
The
Service Catalog Deployment Guide will help you in
deploying the AWS Service Catalog, which can be documented
in the
Service Catalog Deployment Report.
When you have completed your deployment of AWS cloud
service, move to the next step, in which you will plan a
40. presentation on cloud training.
Step 3: Plan the Cloud Training Presentation
In this step, begin to create a cloud training presentation on how
to use the AWS Service Catalog. This will be a high-level
overview of what will be in the Admin Guide and User Guide,
and it will be used for
employee training on the Cloud Operations Plan.
To ensure that you have the types of main points needed for
employee training in your presentation, take some time to
discuss cloud user and administrator training, including the use
and administration of the AWS service catalog, with your
BallotOnline colleagues in Discussion: Cloud User and Admin
Training.
In the next step, you will prepare the cloud training.
Step 4: Prepare the Cloud Training
In the previous step, you discussed with your colleagues the
AWS Service Catalog and the different elements of cloud user
and cloud administrator training. In this step, you will prepare
your training presentation for the different elements of cloud
user and cloud admin use of the AWS Service Catalog. This
presentation will be stored in BallotOnline's knowledge base of
information on cloud computing.
41. Your presentation should include any key information related to
cloud use for BallotOnline users as well as administration for
the admins.
It should be five to eight slides long. Instead of recording an
audio component, include any narration text as notes on each
slide so that others will be able to present the slides in the
future.
Submit the presentation to the dropbox below for feedback
before you submit it again as part of the overall Cloud
Operations Plan.
In the next step, you will begin work on the end-user guide.
Step 5: Create BallotOnline's Cloud Operations End-User Guide
Now that the training materials have been created, it is time to
work on BallotOnline's Cloud Operations End-User Guide,
using the
End-User Guide Template, and the information gleaned
from the AWS Service Catalog deployment you performed in
the earlier steps.
The Cloud Operations End-User Guide will help employees with
their day-to-day cloud services use. The Cloud Operations End-
User Guide will also include the description of BallotOnline's
cloud service offerings.
For this step, you may use the cloud backups and archiving as
the cloud service offering.
42. When you have finished with the end-user guide, begin working
on the admin guide, which you will complete in the next step.
Review
Employee Training on the Cloud Operations Plan
Step 6: Create BallotOnline's Cloud Operations Admin Guide
In this step, you will create BallotOnline's Cloud Operations
Admin Guide, using the
Admin Guide Template and the runbook from Project 3.
The Cloud Operations Admin Guide will help the IT
administrators with their day-to-day cloud services operations
and administration. The Cloud Operations Admin Guide will
also include the detailed accounts of BallotOnline's cloud
service offerings. For this step, you may use the cloud backups
and archiving as the cloud service offering along with the
runbook from Project 3.
Once you have created BallotOnline's Cloud Operations Admin
Guide, proceed to the final step, in which you submit the final
operations plan.
Step 7: Submit the Training Materials and Cloud Operations
Plan
In this step, you will create and submit your consolidated Cloud
Operations Plan for BallotOnline, which will include the
43. operation plan and training presentation for the employees. It
will be a comprehensive set of deliverables that you will give to
Sophia, who will then present it to BallotOnline's leadership.
The Cloud Operations Plan will enable you to consolidate all
the work completed in previous steps along with some
additional elements (scope, executive summary) to create a
comprehensive plan for cloud operations for the selected "cloud
ready" workloads.
In the dropbox below, submit your final training presentation
from Step 4 and use the
Cloud Operations Plan Template to write your eight- to
10-page Cloud Operations Plan.
End-User Guide
This End-User Guide provides instructions to BallotOnline’s
users for the AWS Service Catalog. Write a set of instructions
and include screenshots for the End-User Guide, including the
steps that a user will take to access and use the service catalog.
It should be roughly one to two pages in length, plus
screenshots.
44. Service Catalog Deployment Report
Use this outline for your deployment report.
1. Create Users and Groups
2. Create a Portfolio
3. Add a New Product
4. Add Users and Grant Access
Admin Guide
This Admin Guide provides instructions to BallotOnline’s
administrators to manage and create the services in the service
catalog. Write a set of instructions and include screenshots for
the Admin Guide, including the steps that an administrator will
take to manage and deploy cloud services to the AWS Service
Catalog. It should be roughly two to four pages in length, plus
screenshots.