How to think of ‘social
reality’?
SOSC 1000
Lecture 4
Jan Krouzil PhD
May 20, 2021
Agenda
Announcements
Part I What is meant by 'social reality’?
Part II Hermeneutic phenomenology
Keywords
Readings & supplementary sources
Part I
What is meant by 'social reality’? (1)
Conceptions of ‘social reality’
‘social realities’ are all around us
think of cocktail parties, football games, bar mitzvahs, political rallies, even nations
all made up of ‘social entities’
‘social entity’ can be defined in reference to ‘the separate existence of an organization that is perceived to exist by its members and the public at large as a given, i.e. something that exists before and outside of them.’
‘social realities’ are creations of not individual human minds, but
collectives of human minds
by their very nature, they are mostly founded on agreement (or contract)
What is meant by 'social reality’? (2)
humans are immersed both physically (somatically) and virtually in
a universe of ever changing ‘social realities’
they play a major role both in determining how humans live and how well they live
the social realm affects not only how humans relate to one another
but also how they interact with the rest of the biological and
physical realms
science, for example, is a complex social undertaking by which humans collectively seek to understand the physical, biological, and even the social realm itself
What is meant by 'social reality’? (3)
The constitution of the ‘social reality’
virtually all social entities are 'plastic’ - their properties change significantly over time, as a result of the purposive and unintentional behavior of the socially constructed individuals who make up a society
organizations, labor unions, universities, churches, and social identities all show a substantial degree of flexibility and fluidity over time, and this fact leads to a substantial degree of heterogeneity among groups of similar social organizations and institutions
the properties of a social entity or practice can change over time
they are not rigid, fixed, timeless; they are not bound into consistent and unchanging categories of entities
such as 'bureaucratic state', 'Islamic society', or 'leftist labor organization’
‘molecules of water preserve their physical characteristics no matter what. But in contrast to natural substances such as gold or water, social things can change their properties indefinitely.' (Little 2007)
What is meant by 'social reality’? (4)
the objects studied by social science include ‘social structure’
e.g., kinship structure, historical events, artistic and political movements, types of government, socio-economic classes, historical eras, technology, and the functioning of a market economy
if there is something like ‘social reality’ then all social
phenomena and thus all objects of social inquiry will be aspects
or parts of it
an account of social reality possible as a comprehensive account of the constitution of all objects o ...
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Lecture notes for Master of Planning Students
sociology is a science of society, which according to Peter BERGER is a consciousness. Which tries to make sense in the senseless situation. Simple a subject which is the voice of voiceless.
To Download This Register in http://frontdesk.co.in/forum/Thread-Socio-Economic-base-for-Planning-Study-notes
Lecture notes for Master of Planning Students
sociology is a science of society, which according to Peter BERGER is a consciousness. Which tries to make sense in the senseless situation. Simple a subject which is the voice of voiceless.
C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert, TawnaDelatorrejs
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 ...
Defining the Realities of Overseas Filipino Workers in the Filipino Film ‘Hel...AJHSSR Journal
ABSTRACT: This analysis is zeroed in on defining and dissecting the experiences of Overseas Filipino
Workers (OFWs), represented by Joy and Ethan, characters in the Filipino film ‗Hello, Love, Goodbye‘, starred
by Kathryn Bernardo and Alden Richards, respectively. Furthermore, this paper encompassed a comprehensive
interpretation of Joy and Ethan through an analysis of different elements in the film and where they were parts
of: characters, dialogues, colors, shot and editing techniques, and sound quality. Recommendations for further
analysis were also included to further elaborate how a certain phenomenon can be dissected and represented in a
narrative.
Keywords : ‘Hello, Love, Goodbye’, Overseas Filipino Workers, Semiotic Analysis, Signs.
Core human potentialities or forces described in Chapter 1: consciousness and conscious will, a sense of self and personal identity and, vision and hope, have been in synergy – arising with - what will be described as our ‘cognitive (social) structures and potentialities’, those structures and potentialities which foster the creation of potentially rich individual and social realities; hence, the reference to ‘cognitive’ structures and potentialities – those bringing about our ‘human’ world -, but equally, to social structures and potentialities - those bringing about our ‘social’ world -.
This version of the book is current as of: April 10, 2010. The current version of this book can be found at http://en.wikibooks.org/wiki/Introduction_to_Sociology
NATURALIZED DISCOURSE IN ARGUMENTS: A TEXTUAL APPROACH TO THE STUDY OF SOCIAL...John1Lorcan
This paperdiscusses that using a textual approach to study social representations in arguments could help
to better understand the relationships among naturalized discourse and argumentation. To naturalize an
utterance,i.e. to make it commonsensical, is to give an arbitrary utterance the quality of “true” without
questioning the ideological context which frames -and, therefore, gives meaning- to that utterance.
Naturalized discourse is discourse that has become commonsensical even though it has actually been
framed by the values and beliefs of a given social group. This paper argues that using critical discourse
analysis (CDA) to study discourseat the textual level might be useful to find how social representations
could affect the strength of an argument.
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
Constructivist Political EconomyRawi Abdelal, Mark Blyth, .docxmaxinesmith73660
Constructivist Political Economy
Rawi Abdelal, Mark Blyth, and Craig Parsons
January 14, 2005
13,330 words, including footnotes
Chapter One: The Case for a Constructivist International Political Economy
Introduction: Constructivism – Where to Find it, and Where Not
Social constructivism focuses on the social facts of the world. These social facts
exist only because everyone agrees that they exist. Social facts are very real, and they are
the product of intersubjectively (that is, collectively) held beliefs that cannot be reduced
to a series or summation of subjective, individual beliefs. Social facts differ
fundamentally from material facts, the reality that exists irrespective of collective beliefs
about its existence, but they nonetheless have causal properties.. As John Ruggie
observes, “collectivities of individuals within states hold intersubjective understandings
that affect their behavior,” just as do “collectivities of states.”
Although what we think of as “the world economy” is composed of both material
and social facts, the field of international political economy (IPE) within political science
has tended until recently to focus almost exclusively on the material facts of the
economy. Materialist scholars have attempted to map individual, firm, and government
preferences over outcomes onto these material facts, thereby privileging the rational,
goal-oriented pursuit of policies as the central causal mechanism in accounts of economic
policy making. In IPE, the combination of materialism and rationalism has become the
dominant, even orthodox, view of the world economy.
IPE has been remarkably impervious to inroads from sociological approaches to
economic policy making. The intersubjective beliefs that give the world meaning are
absent in almost all IPE scholarship. Indeed, IPE is increasingly the last bastion for the
materialists and rationalists, who have had increasingly to share the intellectual terrain
with the constructivists on virtually all other topics. Constructivists have made
contributions that are recognized as fundamentally important to economics and sociology,
as well as to every other sub-field in political science. Similarly, economic sociology has
produced a vibrant research program that has influenced policy and management
scholarship as well. As Frank Dobbin observes,
“Sociologists began to explain economic behavior in terms of the same four social
mechanisms they had observed shaping all of social behavior. These mechanisms entered
the common lexicon under the terms institution, network, power, and cognition.
Sociology’s core insight is that individuals behave according to scripts that are tied to
social roles. Those scripts are called conventions at the collective level and cognitive
schemas at the individual level.”
Similarly, cultural, ideational, and institutionalist theorists have made similar
claims in comparative politics for .
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docxPazSilviapm
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docxPazSilviapm
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert, TawnaDelatorrejs
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 ...
Defining the Realities of Overseas Filipino Workers in the Filipino Film ‘Hel...AJHSSR Journal
ABSTRACT: This analysis is zeroed in on defining and dissecting the experiences of Overseas Filipino
Workers (OFWs), represented by Joy and Ethan, characters in the Filipino film ‗Hello, Love, Goodbye‘, starred
by Kathryn Bernardo and Alden Richards, respectively. Furthermore, this paper encompassed a comprehensive
interpretation of Joy and Ethan through an analysis of different elements in the film and where they were parts
of: characters, dialogues, colors, shot and editing techniques, and sound quality. Recommendations for further
analysis were also included to further elaborate how a certain phenomenon can be dissected and represented in a
narrative.
Keywords : ‘Hello, Love, Goodbye’, Overseas Filipino Workers, Semiotic Analysis, Signs.
Core human potentialities or forces described in Chapter 1: consciousness and conscious will, a sense of self and personal identity and, vision and hope, have been in synergy – arising with - what will be described as our ‘cognitive (social) structures and potentialities’, those structures and potentialities which foster the creation of potentially rich individual and social realities; hence, the reference to ‘cognitive’ structures and potentialities – those bringing about our ‘human’ world -, but equally, to social structures and potentialities - those bringing about our ‘social’ world -.
This version of the book is current as of: April 10, 2010. The current version of this book can be found at http://en.wikibooks.org/wiki/Introduction_to_Sociology
NATURALIZED DISCOURSE IN ARGUMENTS: A TEXTUAL APPROACH TO THE STUDY OF SOCIAL...John1Lorcan
This paperdiscusses that using a textual approach to study social representations in arguments could help
to better understand the relationships among naturalized discourse and argumentation. To naturalize an
utterance,i.e. to make it commonsensical, is to give an arbitrary utterance the quality of “true” without
questioning the ideological context which frames -and, therefore, gives meaning- to that utterance.
Naturalized discourse is discourse that has become commonsensical even though it has actually been
framed by the values and beliefs of a given social group. This paper argues that using critical discourse
analysis (CDA) to study discourseat the textual level might be useful to find how social representations
could affect the strength of an argument.
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
Constructivist Political EconomyRawi Abdelal, Mark Blyth, .docxmaxinesmith73660
Constructivist Political Economy
Rawi Abdelal, Mark Blyth, and Craig Parsons
January 14, 2005
13,330 words, including footnotes
Chapter One: The Case for a Constructivist International Political Economy
Introduction: Constructivism – Where to Find it, and Where Not
Social constructivism focuses on the social facts of the world. These social facts
exist only because everyone agrees that they exist. Social facts are very real, and they are
the product of intersubjectively (that is, collectively) held beliefs that cannot be reduced
to a series or summation of subjective, individual beliefs. Social facts differ
fundamentally from material facts, the reality that exists irrespective of collective beliefs
about its existence, but they nonetheless have causal properties.. As John Ruggie
observes, “collectivities of individuals within states hold intersubjective understandings
that affect their behavior,” just as do “collectivities of states.”
Although what we think of as “the world economy” is composed of both material
and social facts, the field of international political economy (IPE) within political science
has tended until recently to focus almost exclusively on the material facts of the
economy. Materialist scholars have attempted to map individual, firm, and government
preferences over outcomes onto these material facts, thereby privileging the rational,
goal-oriented pursuit of policies as the central causal mechanism in accounts of economic
policy making. In IPE, the combination of materialism and rationalism has become the
dominant, even orthodox, view of the world economy.
IPE has been remarkably impervious to inroads from sociological approaches to
economic policy making. The intersubjective beliefs that give the world meaning are
absent in almost all IPE scholarship. Indeed, IPE is increasingly the last bastion for the
materialists and rationalists, who have had increasingly to share the intellectual terrain
with the constructivists on virtually all other topics. Constructivists have made
contributions that are recognized as fundamentally important to economics and sociology,
as well as to every other sub-field in political science. Similarly, economic sociology has
produced a vibrant research program that has influenced policy and management
scholarship as well. As Frank Dobbin observes,
“Sociologists began to explain economic behavior in terms of the same four social
mechanisms they had observed shaping all of social behavior. These mechanisms entered
the common lexicon under the terms institution, network, power, and cognition.
Sociology’s core insight is that individuals behave according to scripts that are tied to
social roles. Those scripts are called conventions at the collective level and cognitive
schemas at the individual level.”
Similarly, cultural, ideational, and institutionalist theorists have made similar
claims in comparative politics for .
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docxPazSilviapm
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docxPazSilviapm
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
CASE STUDY 5Exploring Innovation in Action The Dimming of the Lig.docxPazSilviapm
CASE STUDY 5
Exploring Innovation in Action: The Dimming of the Light Bulb
In the beginning….
God said let there be light. And for a long time this came from a rather primitive but surprisingly effective method – the oil lamp. From the early days of putting simple wicks into congealed animal fats, through candles to more sophisticated oil lamps, people have been using this form of illumination. Archaeologists tell us this goes back at least 40,000 years so there has been plenty of scope for innovation to improve the basic idea! Certainly by the time of the Romans, domestic illumination – albeit with candles – was a well-developed feature of civilised society.
Not a lot changed until the late eighteenth century when the expansion of the mining industry led to experiments with uses for coal gas – one of which was as an alternative source of illumination. One of the pioneers of research in the coal industry – Humphrey Davy – invented the carbon arc lamp and ushered in a new era of safety within the mines, but also opened the door to alternative forms of domestic illumination and the era of gas lighting began.
But it was not until the middle of the following century that researchers began to explore the possibilities of using a new power source and some new physical effects. Experiments by Joseph Swann in England and Moses Farmer in the USA (amongst others) led to the development of a device in which a tiny metal filament enclosed within a glass envelope was heated to incandescence by an electric current. This was the first electric light bulb – and it still bears more than a passing resemblance to the product found hanging from millions of ceilings all around the world.
By 1879 it became clear that there was significant commercial potential in such lighting – not just for domestic use. Two events occurred during that year which were to have far-reaching effects on the emergence of a new industry. The first was that the city of Cleveland – although using a different lamp technology (carbon arc) – introduced the first public street lighting. And the second was that patents were registered for the incandescent filament light bulb by Joseph Swann in England and one Thomas Edison in the USA.
Needless to say the firms involved in gas supply and distribution and the gas lighting industry were not taking the threat from electric light lying down and they responded with a series of improvement innovations which helped retain gas lighting’s popularity for much of the late nineteenth century. Much of what happened over the next 30 years is a good example of what is sometimes called the ‘sailing ship effect’. That is, just as in the shipping world the invention of steam power did not instantly lead to the disappearance of sailing ships but instead triggered a whole series of improvement in that industry, so the gas lighting industry consolidated its position through incremental product and process innovations.
But electric lighting was also improving and th.
Case Study 2A 40 year-old female presents to the office with the c.docxPazSilviapm
Case Study 2
A 40 year-old female presents to the office with the chief complaint of diarrhea. She has been having
recurrent episodes of abdominal pain, diarrhea, and rectal bleeding
.
She has lost 9 pounds
in the last month. She takes no medications, but is allergic to penicillin. She describes her life as
stressful,
but manageable. The physical exam reveals
a pale middle- aged
female in no acute distress. Her weight is 140 pounds (down from 154 at her last visit over a year ago), blood pressure of
94/60 sitting and 86/50
(orthostatic positive). standing, heart rate of 96 and regular without postural changes, respiratory rate of 18, and O2 saturation 99%. Further physical examination reveals:
Skin: w/d, no acute lesions or rashes
Eyes: sclera clear,
conj pale
Ears: no acute changes
Nose: no erythema or sinus tenderness
Mouth:
membranes pale,
some slight painful ulcerations
, right buccal mucosa,
tongue beefy red,
teeth good repair ( signs and symptoms of
Vitamin B12 deficiency
anemia)
Neck: supple, no thyroid enlargement or tenderness, no lymphadenopathy
Cardio: S1 S2 regular, no S3 S4 or murmur
Lungs: CTA w/o rales, wheezes, or rhonchi
Abdomen: scaphoid,
BS hyperactive
(due to diarrhea),
generalized tenderness
,
rectal +occult
blood
Post
APA format
1.
an explanation of the differential diagnosis (
Crohn disease
)
for the patient in the case study that you selected.
2.
Describe the role the patient history and physical exam (information from above) played in the diagnosis (of
Crohn disease
)
3.
Then, suggest potential treatment options based on your patient diagnosis (
Crohn disease
).
important information highlighted above
.
Case Study Horizon Horizon Consulting Patti Smith looked up at .docxPazSilviapm
Case Study
Horizon
Horizon Consulting Patti Smith looked up at the bright blue Carolina sky before she entered the offices of Horizon Consulting. Today was Friday, which meant she needed to prepare for the weekly status report meeting. Horizon Consulting is a custom software development company that offers fully integrated mobile application services for iPhone ™ , Android ™ , Windows Mobile ® and BlackBerry ® platforms. Horizon was founded by James Thrasher, a former Marketing executive, who quickly saw the potential for digital marketing via smartphones. Horizon enjoyed initial success in sports marketing, but quickly expanded to other industries. A key to their success was the decline in cost for developing smartphone applications which expanded the client base. The decline in cost was primarily due to learning curve and ability to build customized solutions on established platforms. Patti Smith was a late bloomer who went back to college after working in the restaurant business for nine years. She and her former husband had tried unsuc-cessfully to operate a vegetarian restaurant in Golden, Colorado. After her di-vorce, she returned to University of Colorado where she majored in Management Information Systems with a minor in Marketing. While she enjoyed her marketing classes much more than her MIS classes, she felt the IT know- how acquired would give her an advantage in the job market. This turned out to be true as Horizon hired her to be an Account Manager soon after graduation. Patti Smith was hired to replace Stephen Stills who had started the restaurant side of the business at Horizon. Stephen was “ let go” according to one Account Manager for being a prima donna and hoarding resources. Patti’s clients ranged from high- end restaurants to hole in wall Mom and Pop shops. She helped de-velop smartphone apps that let users make reservations, browse menus, receive alerts on daily specials, provide customer feedback, order take- out and in some cases order delivery. As an Account Manager she worked with clients to assess their needs, develop a plan, and create customized smartphone apps. Horizon appeared to be a good fit for Patti. She had enough technical training to be able to work with software engineers and help guide them to produce client-ready products. At the same time she could relate to the restaurateurs and enjoyed working with them on web design and digital marketing. Horizon was organized into three departments: Sales, Software Development, and Graphics, with Account Managers acting as project managers. Account Managers generally came from Sales, and would divide their time between proj-ects and making sales pitches to potential new clients. Horizon employed a core group of software engineers and designers, supplemented by contracted pro-grammers when needed. The first step in developing a smartphone application involved the Account Manager meeting with the client to define the requirements and vision for the application. .
Case Study EvaluationBeing too heavy or too thin, having a disabil.docxPazSilviapm
Case Study Evaluation
Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
Post by Day 3
a brief explanation of the issues that place Diane outside of the margins of society. Be sure to include an explanation about how these issues may have influenced her social development from infancy through adolescence. Also explain what you might have done differently had you been Diane’s social worker. Please use the Learning Resources to support your answer.
.
Case Study Disney Corporation1, What does Disney do best to connec.docxPazSilviapm
Case Study Disney Corporation
1, What does Disney do best to connect with its core customers?
2. What are the risks and benfits of expanding Disney brand in new ways?
must use APA format
Reference at least 3 Peer reviewed journals
textbook
Kotler P & Keller KL Marketing management
.
Case Study 3 Exemplar of Politics and Public Management Rightly Un.docxPazSilviapm
Case Study 3: Exemplar of Politics and Public Management Rightly Understood
Read Case Study 3 in the textbook and respond to the following questions:
What were the chief elements of John Gaus' administrative ecology that Robertson drew upon to run Los Angeles Bureau of Street Services?
Explain how these elements were critical to achieving his goals?
Were there any elements of Arnstein's ladder of participation in the discharge of street services function?
.
Case Study 2 Structure and Function of the Kidney Rivka is an ac.docxPazSilviapm
Case Study 2
Structure and Function of the Kidney
Rivka is an active 21-year-old who decided to take a day off from her university classes. The weather was hot and the sun bright, so she decided to go down to the beach. When she arrived, she found a few people playing beach volleyball, and they asked if she wanted to join in. She put down her school bag and began to play. The others were well prepared for their day out and stopped throughout the game to have their power drinks and soda pop. Several hours after they began to play, however, Rivka was not feeling so good. She stopped sweating and was feeling dizzy. One player noted she had not taken a washroom break at all during the day. They found a shaded area for her, and one of the players shared his power drink with her. Rivka was thirstier than she realized and quickly finished the drink.
In pronounced dehydration, hypotension can occur. How would this affect the glomerular filtration rate of the kidney? What actions by the juxtaglomerular apparatus would occur to restore GFR?
What is the effect aldosterone has on the distal convoluted tubule? Why would the actions of aldosterone be useful to Rivka in her situation?
What does a specific gravity test measure? If someone tested the specific gravity of Rivka’s urine, what might it indicate?
.
Case Study 2 Plain View, Open Fields, Abandonment, and Border Searc.docxPazSilviapm
Case Study 2: Plain View, Open Fields, Abandonment, and Border Searches as They Relate to Search and Seizures
Due Week 6 and worth 100 points
Officer Jones asked the neighborhood’s regular trash collector to put the content of the defendant’s garbage that was left on the curb in plastic bags and to turn over the bags to him at the end of the day. The trash collector did as the officer asked in order to not mix the garbage once he collected the defendant’s garbage. The officer searched through the garbage and found items indicative of narcotics use. The officer then recited the information that was obtained from the trash in an affidavit in support of a warrant to search the defendant’s home. The officer encountered the defendant at the house later that day upon execution of the warrant. The officer found quantities of cocaine and marijuana during the search and arrested the defendant on felony narcotics charges.
Write a one to two (1-2) page paper in which you:
Identify the constitutional amendment that would govern Officer Jones’ actions.
Analyze the validity and constitutionality of officer’s Jones’ actions.
Discuss if Officer Jones’ actions were justified under the doctrines of plain view, abandonment, open fields, or border searches.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Research and analyze procedures governing the process of arrest through trial.
Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments.
Describe the difference between searchers, warrantless searches, and stops.
Write clearly and concisely about the criminal procedure using proper writing mechanics.
.
Case Study 2 Collaboration Systems at Isuzu Australia LimitedDue .docxPazSilviapm
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Due Week 7 and worth 150 points
Read the case study in Chapter 12 titled “Collaboration Systems at Isuzu Australia Limited”.
Write a two to three (2-3) page paper in which you:
Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Discuss the significant attributes of a wiki, and describe the overall manner in which IAL uses wikis for its internal collaboration.
Speculate on the main challenges that IAL could face when implementing groupware, and suggest one (1) step that IAL could take in order to mitigate the challenges in question.
Use at least three (3) quality reference.
Note:
Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Points: 150
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Weight: 20%
Did not submit or incompletely summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Insufficiently summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Partially summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Satisfactorily summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Thoroughly summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
2. Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Weight: 20%
Did not submit or incompletely identified the platform that IAL chose as an online portal and content management system; did not submit or incompletely described the main reason(s) why IAL chose such a specific platform.
Insufficiently identified the platform that IAL chose as an online portal and content management system; insufficiently described the main reason(s) why IAL chose such a specific platform.
Partiall.
Case FormatI. Write the Executive SummaryOne to two para.docxPazSilviapm
Case
Format
I.
Write the Executive Summary
One to two paragraphs in length
On cover page of the report
Briefly identify the major problems facing the manager/key person
Summarize the recommended plan of action and include a brief justification of the recommended plan
II. Statement of the Problem
State the problems facing the manager/key person
Identify and link the symptoms and root causes of the problems
Differentiate short term from long term problems
Conclude with the decision facing the manager/key person
III. Causes of the Problem
Provide a detailed analysis of the problems; identify in the Statement of the Problem
In the analysis, apply theories and models from the text and/or readings
Support conclusions and /or assumptions with specific references to the case and/or the readings
IV. Decision Criteria and Alternative
Solution
s
Identify criteria against which you evaluate alternative solutions (i.e. time for implementation, tangible costs, acceptability to management)
Include two or three possible alternative solutions
Evaluate the pros and cons of each alternative against the criteria listed
Suggest additional pros/cons if appropriate
V. Recommended
.
Case Study #2 Diabetes Hannah is a 10-year-old girl who has recentl.docxPazSilviapm
Case Study #2: Diabetes Hannah is a 10-year-old girl who has recently been diagnosed with Type 1 Diabetes Mellitus. She is a 4th grade student at Hendricks Elementary School. Prior to her diagnosis, Hannah was very involved in sports and played on the girls’ volleyball team. Her mother is concerned about how the diagnosis will affect Hannah.
Write a 2 page paper discussing the following points relating to the case study patient you selected:
● Include a definition of the actual disease or condition.
● The signs and symptoms of the disease.
● Identify the factors that could have caused or lead to the particular disease or condition (Pathogenesis).
● Describe body system changes as a result of the disease process.
● Discuss the economic impact of the chronic disease.
● Include a title and reference page (these do not count towards the 2 page requirement).
● The paper should be in APA format.
● At least two professional references (other than your text) must be included.
.
case scenario being used for this discussion postABS 300 Week One.docxPazSilviapm
case scenario being used for this discussion post:
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and bac.
Case Study #2Alleged improper admission orders resulting in mor.docxPazSilviapm
Case Study #2:
Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts
presented testimony that
the nurse practitioner’s actions to be within the standard of care.
Defense experts
testimony was
that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
Plaintiffs did not pres.
Case Study 1Denise is a sixteen-year old 11th grade student wh.docxPazSilviapm
Case Study 1
Denise is a sixteen-year old 11th grade student who started using marijuana and drinking at fourteen and has used heroin regularly for the past six months. Denise stopped attending school in January and hangs out with her friends. She lives at home with her mother and younger brother, but comes and goes and often isn’t seen by her mother for four or five days at a stretch. When Denise was fifteen, her mother, with the assistance of a school-based addiction treatment counselor, was able to get her enrolled in outpatient treatment to address her alcohol and marijuana use. Denise participated in the program and reduced her alcohol and marijuana use. The outpatient program diagnosed Denise with depression and mild anxiety, and she was prescribed medication. Denise seemed to be regaining her health, and she started high school classes in the fall. However, her mother began to notice troubling patterns of more serious drug use in November and was unable to get Denise to resume treatment at her outpatient program.
Denise’s mother now wants to have her daughter assessed for enrollment in a residential treatment program. She is afraid of the people her daughter hangs out with and does not want her son to be influenced by his sister’s friends and drug use. Denise recently had a scare about her heroin use when one of her friends suffered an overdose and barely survived. She agreed to go for an assessment at a residential program. The program agreed that Denise needed residential treatment and received authorization from the Medicaid managed care organization to provide services for a short length of stay. After three days in treatment, during which she was treated with suboxone to help her withdrawal, Denise began to resist care. She has decided to leave the program against medical advice and her mother’s wishes.
Questions:
Does alcohol and drug use uniquely affect an adolescent’s ability to make decisions about medical care for addiction; and, if so, should clinical and legal standards take this factor into consideration?
What if Denise had been arrested for drug possession with intent to distribute, placed in the juvenile justice system, and required to attend residential treatment. How should clinical care decisions and concepts of autonomy be addressed in the legal framework for juvenile justice drug treatment?
.
Case AssignmentI. First read the following definitions of biodiver.docxPazSilviapm
Case Assignment
I. First read the following definitions of biodiversity:
In Jones and Stokes Associates' “Sliding Toward Extinction: The State of California's Natural Heritage,” 1987:
Natural diversity, as used in this report, is synonymous with
biological diversity
...To the scientist, natural diversity has a variety of meanings. These include:
The number of different native species and individuals in a habitat or geographical area;
The variety of different habitats within an area;
The variety of interactions that occur between different species in a habitat; and
The range of genetic variation among individuals within a species.
In D. B. Jensen, M. Torn, and J. Harte, “In Our Own Hands: A Strategy for Conserving Biological Diversity in California,” 1990:
Biological diversity, simply stated, is the
diversity of life
...As defined in the proposed U.S. Congressional Biodiversity Act, HR1268 (1990), “
biological diversity means the full range of variety and variability within and among living organisms and the ecological complexes in which they occur, and encompasses ecosystem or community diversity, species diversity, and genetic diversity
.”
Genetic diversity
is the combination of different genes found within a population of a single species, and the pattern of variation found within different populations of the same species. Coastal populations of Douglas fir are genetically different from Sierra populations. Genetic adaptations to local conditions such as the summer fog along the coast or hot summer days in the Sierra result in genetic differences between the two populations of the same species.
Species diversity
is the variety and abundance of different types of organisms which inhabit an area. A ten square mile area of Modoc County contains different species than does a similar sized area in San Bernardino County.
Ecosystem diversity
encompasses the variety of habitats that occur within a region, or the mosaic of patches found within a landscape. A familiar example is the variety of habitats and environmental parameters that constitute the San Francisco Bay-Delta ecosystem: grasslands, wetlands, rivers, estuaries, fresh and salt water.
.
Case and questions are In the attchmentExtra resources given.H.docxPazSilviapm
Case and questions are In the attchment
Extra resources given.
Helpful resources:
Gentile, M. C. (2010). Keeping your colleagues honest.
Harvard Business Review
,
88
(3), 114-117
Nash, L. (1981). Ethics without the sermon.
Harvard Business Review
.
59
(6), 78-79,
.
Case C Hot GiftsRose Stone moved into an urban ghetto in order .docxPazSilviapm
Case C: "Hot" Gifts
Rose Stone moved into an urban ghetto in order to study strategies for survival used by low-income residents. During the first six months of research, Stone was gradually integrated into the community through invitations (which she accepted) to attend dances, parties, church functions, and family outings, and by "hanging out" at local service facilities (laundromats, health centers, recreation centers, and so on). She was able to discern that there were two important survival tactics used by the community residents which she could not engage in: the first was a system of reciprocity in the exchange of goods and services (neither of which she felt she had to offer), and the second was outright theft of easily pawned or sold goods (clothing, jewelry, radios, TVs, and so on).
One night, a friend from the community stopped by "for a cup of coffee" and conversation. After they had been talking for about two hours, Stone's friend told her that she had some things she wanted to give her. The friend went out to her car and returned with a box of clothing (Stone's size) and a record player. Stone was a bit overwhelmed by the generosity of the gift and protested her right to accept such costly items. Her friend laughed and said, "Don't you worry, it's not out of my pocket," but then she became more serious and said, "Either you are one of us or you aren't one of us. You can't have it both ways. "
Stone's Dilemma: Suspecting that the items she was being offered were probably "hot" (e.g., stolen), she was afraid that if she wore the clothes in public, or had the record player in her apartment, she would be arrested for "accepting stolen goods." At the same time, she knew that "hot" items were often given to close friends when it was observed that they could use them. Still, this implied that there would be reciprocal giving (not necessarily in kind) at a later date. So, should she accept or refuse the proffered gifts?
.
Case Assignment must be 850 words and use current APA format with a .docxPazSilviapm
Case Assignment must be 850 words and use current APA format with a cover page, 1” margins, 12-point font, content, in-text citations, and a references page (the word count does not include the questions, cover page, or references page). No abstract is required; simply type the questions as a heading and respond. In addition, you must incorporate 4 scholarly research articles in your response.
Question 8 and 9 of the attached document
·
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Digital Artefact 1 - Tiny Home Environmental Design
How to think of ‘socialreality’SOSC 1
1. How to think of ‘social
reality’?
SOSC 1000
Lecture 4
Jan Krouzil PhD
May 20, 2021
Agenda
Announcements
Part I What is meant by 'social reality’?
Part II Hermeneutic phenomenology
Keywords
Readings & supplementary sources
Part I
What is meant by 'social reality’? (1)
Conceptions of ‘social reality’
‘social realities’ are all around us
2. think of cocktail parties, football games, bar mitzvahs, political
rallies, even nations
all made up of ‘social entities’
‘social entity’ can be defined in reference to ‘the separate
existence of an organization that is perceived to exist by its
members and the public at large as a given, i.e. something that
exists before and outside of them.’
‘social realities’ are creations of not individual human minds,
but
collectives of human minds
by their very nature, they are mostly founded on agreement (or
contract)
What is meant by 'social reality’? (2)
humans are immersed both physically (somatically) and
virtually in
a universe of ever changing ‘social realities’
they play a major role both in determining how humans live and
how well they live
the social realm affects not only how humans relate to one
another
but also how they interact with the rest of the biological and
physical realms
science, for example, is a complex social undertaking by which
humans collectively seek to understand the physical, biological,
and even the social realm itself
What is meant by 'social reality’? (3)
The constitution of the ‘social reality’
virtually all social entities are 'plastic’ - their properties change
significantly over time, as a result of the purposive and
unintentional behavior of the socially constructed individuals
3. who make up a society
organizations, labor unions, universities, churches, and social
identities all show a substantial degree of flexibility and
fluidity over time, and this fact leads to a substantial degree of
heterogeneity among groups of similar social organizations and
institutions
the properties of a social entity or practice can change over time
they are not rigid, fixed, timeless; they are not bound into
consistent and unchanging categories of entities
such as 'bureaucratic state', 'Islamic society', or 'leftist labor
organization’
‘molecules of water preserve their physical characteristics no
matter what. But in contrast to natural substances such as gold
or water, social things can change their properties indefinitely.'
(Little 2007)
What is meant by 'social reality’? (4)
the objects studied by social science include ‘social structure’
e.g., kinship structure, historical events, artistic and political
movements, types of government, socio-economic classes,
historical eras, technology, and the functioning of a market
economy
if there is something like ‘social reality’ then all social
phenomena and thus all objects of social inquiry will be
aspects
or parts of it
an account of social reality possible as a comprehensive account
of the constitution of all objects of social science
‘social reality’ can be conceived of as the concrete, empirical
reality of actual social life
What is meant by 'social reality’? (5)
What is meant by the expression 'social reality’?
4. ‘reality’ is the totality of what (actually) ‘exists’
‘social reality’ can be formally and neutrally defined as part of
what is ‘social’
is experience giving us access to ‘reality’?
‘reality’ is there for the most part independent of any particular
person’s experience
yet experience is something by means of which people
apprehend reality
What is meant by 'social reality’? (6)
What does the word 'social’ refer to?
'socialis’ (Latin) connotes companionship
in modern times the word 'social' is used to qualify any mode
of human coexistence
social reality is that part of the world to which experience gives
us access that constitutes the realm of human coexistence
‘social reality’ consists in the interrelatedness of the continuous
passage of different people's lives
in the interrelatedness of what determines, occurs in, and is
produced by human lives
interrelated ongoing lives as the concrete, empirical reality in
which actual social existence consists
What is meant by 'social reality’? (7)
Components of ‘social reality’ (Schatzki 1988)
analyzing ongoing life, or moment-to-moment existence, as
series of
actions that are governed by ‘practical intelligibility’ and
performed in interconnected, local settings
‘practical intelligibility’ is what makes sense to an actor to do
it governs action by determining what an actor does
making sense to a person to perform a particular action is an
instance
of ‘rationality’
5. what makes sense to people are actions that are considered to be
permitted, appropriate, prudent, efficacious, sensible, called for,
and so on
What is meant by 'social reality’? (8)
what makes sense to a person to do is determined by a range
of 'intelligibility-determining factors’
ends, ideas (including concepts and thoughts), mattering,
knowledge, tasks and projects, rules, paradigms, customs, and
setting
‘setting’ plays a dual role in ongoing existence
many actions are taken toward and in response to the people,
events, and objects encountered in settings
the actions and entities people encounter in settings help shape
which particular intelligibility-determining factors determine
what makes sense to them to do
What is meant by 'social reality’? (9)
people become familiar with particular rules, paradigms, ideas,
and
so on, for instance, by encountering books, movies, actions,
including
linguistic actions, etc
the role that persuasion, indoctrination, threats, and pedagogy
also plays in molding what makes sense to people to do
types of interrelations between lives
individual lives are not fully-formed atoms which exist
independently of the external relations they maintain among one
another, the entering into which would, on an atomistic way of
thinking, constitute social existence
not only do lives take shape through interaction with one
another but an individual life, merely by being a life, is thereby
entangled in a multitude of interrelations
6. What is meant by 'social reality’? (10)
‘social reality’ consists in interrelated ongoing lives
the phenomena in which ‘social reality’ has its ‘being’ are the
phenomena constituting and interrelating live
actions
intelligibility-determining factors
the entities found in settings
interrelations
What is the significance of this account of social reality?
implications for the constitution of social phenomena and the
character of social inquiry
‘social construction of reality’ (Berger and Luckma nn 1966)
What is meant by 'social reality’? (11)
Overarching social formations
embracing a plurality of lives, e.g., economic systems, political
alliances, wars, football games, peer groups, conversations,
artistic movements, and historical events
all these formations are parts of ‘social reality’
consist in combinations of phenomena of actions, entities in
settings, intelligibility-determining factors, and interrelations
since ‘social reality’ consists in interrelated ongoing lives,
all social phenomena and facts must have their ‘being’ in
features of the nexus of lives
Part II
Hermeneutic phenomenology (1)
Keywords - phenomenon, logos and hermeneutics
phenomenon (or phainomenon)
rooted in Greek language and derived from the verb phainesthai,
meaning ‘to show itself’ (to manifest itself)
the meaning of the expression ‘phenomenon’ is established as
‘what shows itself in itself (in ‘the form of intuition’)
7. (Heidegger 1962)
to clarify n which sense phenomenology can be ‘a science of’
phenomena the meaning of logos must be delimited
Hermeneutic phenomenology (2)
logos
can be literally translated to ‘apophantic speech’
translated and interpreted, as reason, judgment, concept,
definition, ground, and relation
something to be seen (phainesthai) - what is being talked about
for the speaker or for those who speak with each other (i.e.,
subject matter)
phenomenology
can be defined as a universal a priori science which is the self-
founding first philosophy (prima philosophia) articulated
through rigorous and exhaustive
descriptive investigations of the phenomena of consciousness
Hermeneutic phenomenology (3)
human consciousness embraces transcendence in the limit
concept of God
the insight that everything that actually exists is a ‘this-here-
now’
hermeneutics
theory of understanding and interpretation of linguistic and non-
linguistic expressions
the hermeneutic tradition stretches all the way back to ancient
Greek philosophy
in the course of the middle Ages and the Renaissance emerges
as a crucial branch of Biblical studies
Hermeneutic phenomenology (4)
8. later on it comes to include the study of ancient and classic
cultures
with the emergence of German romanticism and idealism the
status of hermeneutics changes and it turns to the conditions of
possibility for ‘symbolic communication’ as such
the question ‘How to read?’ is replaced by the question, ‘How
do we communicate at all?’
now hermeneutics is not only about symbolic communication -
its area is even more fundamental – that of human life and
existence as such
hermeneutics provides the critical horizon for many of the most
intriguing discussions of contemporary schools of thought
as an interrogation into the deepest conditions for symbolic
interaction and culture in general
Hermeneutic phenomenology (5)
‘Life as a text’
to understand this ‘text’ we need to employ a method to
interpret this text
this method must cover ontological questions and the most
fundamental questions one is faced with
‘What is Being?’ is such a question and it should be understood
in
relation to the whole text it is rooted in
hermeneutics as ontology - about the most fundamental
conditions of man's being in the world
Hermeneutic phenomenology (6)
hermeneutic phenomenology sets out to overthrow what it takes
to be the Cartesian trajectory of the modern conception of
reason (‘Cogito ergo sum’)
for Descartes the task of philosophy is to show how the subject
can rationally establish the norms of epistemic certainty
whereby a given representation is judged to be ‘true or false’
9. (Heidegger 1962)
such a position leads to a conception of truth in terms of the
methods provided by the natural sciences alone
such a model tends to forget the most fundamental, pre-
scientific aspects of our being in the world
‘the hermeneutics of facticity’ (Heidegger 1962)
Hermeneutic phenomenology (7)
phenomenology becomes hermeneutical when its method is
taken to be interpretive rather than purely descriptive
every form of human awareness is interpretive
poetry and art as expressive works for interpreting the nature of
truth, language, thinking, dwelling, and being (Heidegger)
meanings are not given directly to us - we must make a
hermeneutic detour through the symbolic apparatus of the
culture (Ricoeur)
Hermeneutic phenomenology (7)
Hermeneutic phenomenology (text and context)
concerned with the life world or human experience as it is
lived - ‘Being in the World’ (‘Dasein’)
examines how human meanings are deposited and mediated
through myth, religion, art, and language
the focus is toward illuminating details and seemingly trivial
aspects within experience that may be taken for granted in our
lives, with a goal of creating meaning and achieving a sense of
understanding (Wilson & Hutchinson, 1991)
views humans as primarily concerned Beings with an emphasis
on their fate in an alien world (Heidegger)
Hermeneutic phenomenology (8)
10. Keywords
social construction of reality
action/practical intelligibility
setting
interrelations
overarching social formations
phenomenon
logos
hermeneutic phenomenology
epistemic certainty
meaning and understanding
Reading
Schatzki, Theodore R. 1988. The Nature of Social Reality.
(ROR)
https://www-jstor-
org.ezproxy.library.yorku.ca/stable/2107975?seq=1#metadata_i
nfo_tab_contents
Lawson, Tony. 2019. The Nature of Social Reality Issues in
Social Ontology [ROR]
https://www.researchgate.net/publication/335911696_The_Natur
e_of_Social_Reality_Issues_in_social_ontology
Shabazian, Mehdi. 2015. An Introduction to Hermeneutic
Phenomenology. [ROR]
https://www.researchgate.net/publication/312324059_An_Introd
uction_to_Hermeneutic_Phenomenology
Supplementary sources
The Matrix & The Social Construction of Reality
https://www.youtube.com/watch?v=rukdvq8v8So
11. Understanding Social Constructionism
https://www.youtube.com/watch?v=4BDDMByOxJU
What does social construction really mean?
https://www.youtube.com/watch?v=-UpSoosy9ws
Hermeneutical Phenomenology
https://www.slideshare.net/ChanoAlfornon/hermeneutical-
phenomenology-130347047
Social science paradigms
SOSC 1000
Lecture 2
Jan Krouzil
May 13, 2021
Agenda
Announcements
PART I Foundational paradigms
Keywords
Part I
Foundational paradigms
Rooted in different ontological and epistemological assumptions
(implicit or explicit)
materialism and ideationalism
individualism and collectivism
biological evolution determinism
12. socialization and anti-socialization
conflict paradigm and harmony paradigm
Dichotomy of materialism vs ideationalism
Foundational paradigms
Materialism
Key claims (ontological)
objective material things and facts exist independently from our
cognition
‘social facts’ cannot exist without some input from material
forces and entities
material forces have ontological priority over ideational forces
Key principles (epistemological)
Foundational paradigms
material forces should always be part of the understanding or
explaining frameworks
better to explain social facts with material forces than with
ideational forces
reduce ideational explanations to material explanations or
underpin ideational explanations with material factors
Examples
realism
claims that material power rather than ideational forces
determine outcomes in international politics and states foremost
seek material power (Niebuhr [1932] 1960; Carr 1939;
Morgenthau 1948)
historical materialism
claims that it is material productive forces that underpin
superstructure, which is mostly ideational (Marx 1859, preface)
13. Foundational paradigms (3)
Ideationalism
Key positions (ontological)
ideational forces hold ontological priority over material forces
cannot be reduced to material forces
ideational forces ultimately determine outcomes in human
society
the more important force in our world is ideational rather than
material (Wendt 1999)
Key principles (epistemological)
better to explain social facts with ideational forces
our brain invents ideas
Foundational paradigms (4)
Toward a synthesis
since human society is made of both material forces and
ideational
forces any social science must be based on both materialism
and
ideationalism
a purely materialistic approach is obviously untenable because
human beings invent ideas and ideas have profoundly (re)shaped
human society and the physical environment
a purely ideationalistic approach will not do either, because
even if one insists that an idea matters—and ideas do matter—
one still needs to explain how that idea comes to exist and
matter
the challenge is how to synthesize materialism and
ideationalism
organically
Foundational paradigms (5)
14. Dichotomy of individualism vs collectivism
Individualism
Key assumptions (ontological)
individuals make collectives
collectives have no extra or unique properties other than the
sum of the properties of the individuals within
even if collectives have some unique properties they have little
effect on individuals’ behavior thus social outcomes
Key axioms (epistemological)
Foundational paradigms (6)
to adequately understand human society, all we need is to
understand the individuals and how their actions together add to
the collectives
in its extreme form, groups are assumed to be nonentities and
thus irrelevant for understanding society
individualism adopts a reductionist methodology of reducing
groups to individuals (either implicitly or explicitly) (Collins
1981; 1992)
Examples
the neoclassical economics approach
assumes atomistic individuals with (bounded) rationality
the rational choice approach in sociology and political science
Foundational paradigms (7)
Collectivism
Key notions (ontological)
collectives have extra properties other than the sum of the
properties of the individuals within them
contain interdependence among individuals, group/collective
identity, and social structure that are absent among independent
individuals (Turner et al. 1987)
cannot be reduced to the simple sum of individuals - collectives
are real entities
15. properties of collectives, while a creation of individual human
agents, have a life of their own once created
Foundational paradigms (7)
Key principles
to adequately understand human society, we need to understand
collectives’ properties (e.g., group identities, structure, culture,
and norm) and how these properties change and shape social
outcomes over time
for understanding individuals’ behaviors, we need to
understand how collectives’ properties impact or even dictate
individuals’ behaviors
collectivism thus explicitly rejects the reductionist position of
reducing collectives to the mere sum of individuals within
collectives
Foundational paradigms (8)
all schools that emphasize collectives either as an agent or as a
starting point for understanding social realities are adherents of
collectivism.
extreme collectivism even holds that collectives often have
logic, soul, or reasons
Toward a Synthesis
Key principles
individuals make collectives thus holding ontological priority
over collectives
as such, all collectivism theories must contain assumptions at
the individual level (implicitly or explicitly)
collectives have extra properties other than the sum of
individuals’ properties
cannot be reduced to the simple sum of individuals
16. Foundational paradigms (9)
individuals invent and deploy both material stuff (e.g., temples
and monuments) and ideational stuff (e.g., ideas, rituals,
identities, norms, institutions, and culture) to hold the
collectives together
once created, these collective-derived properties come back to
shape individuals’ mentalities and behavior, and thus social
outcomes afterward.
the information flow between individual and collective is an
enclosed circle rather than a one-way street
to adequately understand human society, we need to understand
the interaction between individuals and collectives (i.e., how
individuals’ actions shape collectives and how collectives shape
individuals)
this interaction, in the much debated agent-structure problem,
one of the major driving forces behind the evolution of human
society
Foundational paradigms (10)
Human Nature - Biological Evolution, Socialization, Anti-
socialization
the complexity of human nature as a thorny problem that will
not—and should not—go away because no social theory is
possible without some assumption over human nature
all social theories assume some kind of human nature, one way
or another
Key paradigms
Biological evolution (ontological)
Key notions
the most critical force that has shaped human nature
has endowed the human mind with certain specific traits before
the coming of human society
the human mind has never been a tabula rasa or blank slate
(Pinker 2002)
universal, fundamental and inerasable (through socialization or
17. anti-socialization)
survival (i.e., security) and reproduction (Buss 1995) as the two
most critical drivers of human behavior
Foundational paradigms (11)
Biological evolution (epistemological)
Key notions
seeks to uncover and then explain human psychological traits
exclusively with biological evolution
esp. with the drive to survive and reproduce
the principal explanatory mechanism for biological evolution
determinism is the central mechanism of biological evolution
variation-selection-inheritance
Foundational paradigms (12)
Examples
Darwin’s theory of biological evolutionary
social Spencerism/ Darwinism
evolutionary psychology
Socialization paradigm
Key notions (ontologically)
human behavior is fundamentally constrained and shaped by the
social system
esp. its institutions (often backed by power) and culture
human behavior is fundamentally driven by individuals’ urge to
conform and adapt to the social system
esp. individuals’ conforming and adapting to the society in turn
underpins a society’s stability
Foundational paradigms (13)
Key notion (epistemological)
individuals’ behavior is best explained by a society’s constrains
18. and individuals’ (rational) urge to conform and adapt
satisfy themselves materially and psychologically
individuals’ conforming and adapting to the society in turn
explains a society’s stability
Example
the Comte-Spencer-Durkheim-Parsons-Mertonian structural
functionalism
Foundational paradigms (14)
Anti-socialization paradigm
Key notions (ontological)
socialization (and by implication, society) limits human’s
(natural) freedom
‘man is born free; and everywhere he is in chains’ (Rousseau
([1762] 1973)
human behaviors are fundamentally driven by the urge to rebel
against the prevailing social system
i.e., its norms, power, knowledge, etc
this urge to rebel is what ultimately drives social change what
brings human emancipation
Foundational paradigms (15)
Key principles (epistemological)
agents’ behavior is best explained by the oppression in the
society and agents’ urge to rebel against it
if subjects (as agents) have yet to rebel, then we must look for
domination, “false consciousness,” and power/ knowledge
(Weber 1978; Gramsci [1926-1937] 1992-1996; Foucault 1980)
agent’s success or failure to rebel and rebel successfully
explains societies’ stability and change
Foundational paradigms (16)
holds that all of us are capable of critical thinking against the
19. prevailing social order—it is part of our nature, although not all
of us actually do critical thinking
the ‘power elite’ have no incentives to be critical because they
profit from the prevailing social order (Mills 1956)
Examples
Marxism
the Frankfurt School’s ‘critical theory’ (e.g., Marcuse,
Habermas) postmodernism (e.g., Nietzsche, Foucault, Deleuze)
Foundational paradigms (17)
Toward a synthesis
socialization and anti-socialization must have a material
foundation provided by the biological evolution of the ancestors
of our species (i.e., pre-Homo habilis species)
the part of human nature determined by biological evolution,
which in all likelihood is inerasable and universal holds
ontological priority over both socialization and anti -
socialization
increasing institutionalization or ‘rationalization’ of society
drives some individuals to anti-socialization
a dialectic relationship between socialization and anti-
socialization
Foundational paradigms (18)
Conflict and harmony paradigms
Conflict paradigm
Key assumptions (ontological)
agents (i.e., individuals or collectives of individuals) generally
have divergent interests
agents often have conflict of interest—mostly real but
sometimes imagined—among them
agents often resort to actual conflictual behavior—that is,
quarreling, passive resistance, struggling, threat of force, and
actual use of force—to advance their interests
20. most social outcomes are produced by agents’ conflictual
behavior to advance their interests
Foundational paradigms (19)
Key claims (epistemological)
we want to uncover agents’ conflict of interest, real or imagined
we want to understand agents’ conflictual behavior for
advancing their interests
we want to understand social outcomes as the product from the
interaction of agents’ conflictual behaviors to advance their
interests
Examples
Marxism sociology
Weberian sociology
realism in international politics
Foucauldian postmodernism
Foundational paradigms (20)
Harmony paradigm
Key assumptions (ontologically)
there is a general harmony of interest, or at least, more common
interest than conflict of interest among agents
even when conflict of interest does exist, agents will generally
eschew conflictual behavior and favor cooperative and
coordinative behavior to resolve their conflict of interests
most social outcomes are produced by agents’ cooperative and
coordinative behavior to resolve their conflict of interest and
improve their collective welfare
Foundational paradigms (21)
Key assertions (epistemological)
we want to uncover agents’ common interest, including their
21. urge to harmonize
their interest
even when agents have conflict of interest, we want to
understand agents’
cooperative and coordinative behaviors because of their urge
to advance their
common interest while minimizing their conflict of interest
we want to understand social outcomes as the product from the
interaction of
agents’ cooperative and coordinative behaviors
Examples
functionalism assumes a general harmony of interest among
individuals
the society is a ‘big happy family’ (Darhendorf 1968, 176-77)
neoclassical economics
incl. neoclassical economics-inspired New Institutional
Economics (e.g., Coase [1937]; Williamson [1975], [1985])
Foundational paradigms (22)
Toward a synthesis
Key principles (ontological)
there is both conflict of interest and harmony of interest among
agents
and they often coexist
conflict of interest often exceeds harmony of interest
agents engage in both conflictual and cooperative behaviors,
depending on circumstances
social outcomes are the products of both conflictual and
cooperative
behavior
cooperation and conflict are intermixed; cooperation sometimes
is achieved in the shadow of possible conflict
Foundational paradigms (23)
22. Key principles (epistemological)
just because agents have conflict of interest does not mean that
they are doomed to actual conflict
likewise, just because agents have common interest does not
mean that they will cooperate or coordinate
we cannot assume conflict of interest behind actual conflict or
harmony of interest behind cooperation and coordination
instead, each particular social outcome needs a careful search
for its specific causes
Keywords
scientific realism and anti-scientific realism
dichotomy
materialism and ideationalism
individualism and collectivism
biological evolution determinism
socialization and anti-socialization
conflict paradigm and harmony paradigm
Reading
Tang, Shiping. 2010. Foundational Paradigms of Social
Sciences [ROR]
https://www.researchgate.net/publication/249678327_Foundatio
nal_Paradigms_of_Social_Sciences
Introduction to social science
SOSC 1000
23. Lecture 1
May 11, 2021
Jan Krouzil PhD
Agenda
Announcements
PART I Course outline - overview
PART II ‘What counts as knowledge’?
PART III From knowledge to wisdom
Keywords
Supplementary sources
Part II
‘What counts as knowledge’? (1)
Aporia (n.)*
Definition of aporia
an expression of real or pretended doubt or uncertainty
especially for rhetorical effect
a logical impasse or contradiction especially: a radical
contradiction in the import of a text or theory that is seen in
‘deconstruction’ as inevitable
First known use of aporia
circa 1550
History and etymology for aporia
French aporie, ultimately from Greek aporia difficulty,
perplexity, from aporos impassable, from a- + poros passage
*https://www.merriam-webster.com/dictionary/aporia
‘What counts as knowledge’? (2)
24. Etymology* of the word ‘knowledge’
know common Indo-European word for ‘to know’
found in all IE branches (know, ken in Germanic, cognizant in
Latin, etc.)
most common IE root for to know is ‘to wit’
Germanic, videre (to see) in Latin hence visible, video, etc.,
whose ultimate meaning was ‘to see therefore to know’
as well as the Vedas in Sanskrit, etc
-ledge is a rare Germanic suffix
also found in the Swedish noun kärlek meaning love, with the
first element kär akin to our ‘care’ and -lek this same element -
ledge
‘What counts as knowledge’? (3)
stems from an Old English ending -laec which denoted
realisation, ‘making real’
from an old Saxon verb lacan, meaning to move about, bring
into the world, make happen, and hence (from its meaning of
‘move about’) to play - akin to the English dialect to lake
meaning to play, which in turn yielded our more common word
lark = a practical joke (‘for a lark’)
as well as the Danish lege = to play games (the Danish toy
brand name Lego comes from that word)
Working definition of knowledge
“Knowledge is a fluid mix of framed experience, values,
contextual information, and expert insight that provides a
framework for evaluating and incorporating new experiences
and information. It originates and is applied in the minds of
knowers. In organizations, it often becomes embedded not only
in documents or repositories but also in organizational routines,
processes, practices, and norms” (Davenport and Prusak 2000)
25. *etymologies are not definitions; they're explanations of what
words meant and
how they sounded, say, 600 or 2,000 years ago
https://www.etymonline.com/
‘What counts as knowledge’? (4)
How to define ‘knowledge’?
knowledge
an abstract concept without any reference to the tangible world
powerful concept, yet it has no clear definition so far
from the Greek philosophers up to present experts in knowledge
management, people tried to define knowledge but the results
are still very fuzzy
Key aspects of the dispute
the knowledge nature and the attempts made in epistemology to
define knowledge
definition that knowledge is ‘justified true belief’ is shown as
having the limitations given by the justification condition and
the truth nature
‘What counts as knowledge’? (5)
the metaphorical approach to knowledge explanation
main metaphors used for knowledge - knowledge as objects,
knowledge nuggets, knowledge as
an iceberg, and knowledge as stocks and flows
a new paradigm of metaphorical thinking based on the
knowledge
energy
understanding knowledge as a multi-field paradigm composed
of the rational, emotional, and spiritual knowledge fields
26. Knowledge nature
‘knowing’ and ‘knowledge’ subjects of human inquiry from
the ancient times
ever since Plato and Aristotle developed epistemology as a
theory of knowledge trying to answer the question: ‘What is
knowledge?’
none of the theories and arguments so far accepted as being
fully satisfactory
‘What counts as knowledge’? (6)
Knowledge nature - major perspectives
rationalism
Plato (428-348 BC) made a distinction between
rational reasoning grounded in axioms
opinion a product of our senses
Rene Descartes (1596-1650)
makes rationalism the basis of modern philosophy
‘Cogito ergo sum!’
dualism of mind and body
impact on science, philosophy and education in Europe and late
on in America
‘What counts as knowledge’? (7)
empiricism
Aristotle (384-322 BC)
opposable perspective to rationalism
ideas and forms cannot be separated from physical objects and
sensory data
knowledge not created a priori and not innate in a deterministic
form
created through our sensory interface with the real world and
27. processed by our mind
John Locke (1632-1704)
objects do exist in the outer world
our sensory perception is the most important source of our
knowledge
attempts to bridge the gap between rationalism and empiricism
conceptual frameworks based on different syntheses between
them
‘What counts as knowledge’? (8)
Japanese intellectual tradition
Buddhism and Confucianism
integrated perspective of mind and body
three overarching premises
oneness of humanity and nature
oneness of body and mind
oneness of self and other
foundation of the Japanese view toward knowledge
approach to management practices
martial arts – learning with the whole body (Miyamoto
Takeuchi 1995)
Part III
From knowledge to wisdom (1)
Definition of knowledge as ‘justified true belief’ (Nonaka and
Takeuchi 1995)
conditions for knowing - tripartite account
truth condition
belief condition
justification condition
one may conclude that ‘the necessary and sufficient conditions
for knowing that something is the case’ are
28. what one is said to know be true
one be sure of it
one should have the right to be sure (culturally and contextual
dependent)
From knowledge to wisdom (2)
Kinds of knowledge
experiential knowledge
from the direct connection with the environment gained through
our sensory system and processed by the brain
can be seen as created by an interaction between emotional,
rational and spiritual knowledge
skills
knowledge about how to do something (‘know-how’)
based on experiential knowledge but a well-structured and
action oriented knowledge we get by performing repeatedly a
certain task and learning by doing it
thinking skills for knowledge workers and decision makers
intuitive skills
From knowledge to wisdom (3)
knowledge claims
what we know, or we think we know
we don’t know how much we know since knowledge means both
explicit knowledge and tacit knowledge (experience existing in
our unconscious zone and manifesting itself as ‘intuition’)
explicit knowledge is somethi ng we learn in schools and reading
books (or listening to professors)
knowledge claim is what we frame in an explicit way by using a
natural or symbolic language
with explicit knowledge we enter the zone of exchange between
personal and shared knowledge (Dombrowski et al 2013)
29. From knowledge to wisdom (4)
Metaphorical thinking
thinking as a conceptual process which is primarily metaphoric
(Pinker 2008)
metaphors represent much more than just linguistic expressions
involved in our thinking process, helping us to understand new
concepts and ideas
metaphors are embodied in our experience and through a
progressive abstraction process they lead to new meanings for
less known objects or concepts (Lakoff and Johnson 1999)
From knowledge to wisdom (5)
Conceptual metaphors - composed of two different semantic
domains
a source domain where we describe the known object or concept
with its structural and functional attributes
a target domain where we place the less known object or
concept
Metaphorical thinking
involves a structural mapping of the known attributes and
relationships from the source domain onto the target domain
(see Fig. 1.1 in Bolisani and Bratianu 2018)
for ex. ‘time is money’
From knowledge to wisdom (6)
all of the above metaphors induce a series of limitations in
understanding and using the full potential of knowledge
limitations derive from the Newtonian logic, the linearity
property and the illusion of measuring knowledge by using the
methods developed for tangible objects and their attri butes
Metaphor based on energy
knowledge is conceived like a field without any tangible
30. attributes (Bratianu and Andriessen 2008)
fields of knowledge: rational, emotional, and spiritual
From knowledge to wisdom (7)
Rational knowledge
explicit knowledge framed by our reasoning mind and natural
language
a construct following the Cartesian spirit (‘Cogito ergo sum’)
Emotional knowledge
a wordless expression of our body response to the external
environment and is a direct result of emotions and feelings
subjective and context dependent
Spiritual knowledge
contains values and ethical principles and is essential in
decision making
both emotional and spiritual knowledge are embedded in tacit
knowledge and mixed up in the fuzzy description of experience
From knowledge to wisdom (8)
knowledge as a universal concept attracted the attention of
countless efforts to define it following the rules of scientific
inquiry
searching for an objective perspective and a rational eliminated
all subjective aspects related to perception and bodily
involvement claiming that knowledge is ‘a justified true belief’
truth and its justification cannot have the same degree of
objectivity anymore
think of the Heisenberg’s uncertainty principle applicable to
quantum mechanics that states in the case of nuclear particles
position and velocity cannot be measured exactly at the same
time
objective attributes can be conceived as being independent of
the social context, but the subjective attributes are context
dependent and cannot be transferred easily to some other similar
31. contexts
the energy metaphor constructs a new paradigm that allows for a
better understanding of knowledge and offers social science
researchers, managers and leaders new opportunities to
influence people in times of change and uncertainty
From knowledge to wisdom (9)
Academic inquiry
‘At present the basic intellectual aim of academic inquiry is to
improve knowledge. Much of the structure, the whole character,
of academic inquiry, in universities all over the world, i s shaped
by the adoption of this as the basic intellectual aim. But, judged
from the standpoint of making a contribution to human welfare,
academic inquiry of this type is irrational. Three of four of the
most elementary rules of rational problem-solving are violated.
A revolution in the aims and methods of academic inquiry is
needed so that the basic aim becomes to promote wisdom,
conceived of as the capacity to realize what is of value, for
oneself and others, thus including knowledge and technological
know-how, but much else besides. This urgently needed
revolution would affect every branch and aspect of the academic
enterprise.’
(Maxwell 2007)
Keywords
aporia
etymology
‘true justified belief’
rationalism and empiricism
knowledge nature
kinds of knowledge
tacit and explicit knowledge
metaphorical thinking
knowledge energy
32. academic inquiry
Readings and supplementary sources
Readings
Bolisani, Ettore. 2018. The Elusive Definition of Knowledge.
[ROR]
https://www.researchgate.net/publication/318235014_
The_Elusive_Definition_of_Knowledge
Maxwell, Nicholas. 2008. From Knowledge to Wisdom. [SOR]
https://www.ucl.ac.uk/from-knowledge-to-wisdom/essays/from
Supplementary
Total Philosophy: Epistemology - How we gain knowledge
2013 3:28
https://www.youtube.com/watch?v=7bwoVEYEdok
The Meaning of Knowledge: Crash Course Philosophy #7
2016
https://www.youtube.com/watch?v=kXhJ3hHK9hQ
Online Etymology Dictionary
https://www.etymonline.com/
Foundations of social science research - OEM
SOSC 1000
Lecture 3
Jan Krouzil PhD
May 18, 2021
Agenda
33. Announcements
Part I Social ontology
Part II Social epistemology
Part III Research methodology
Keywords
Supplementary sources
Part I
Social ontology (1)
What is ‘social ontology’ about?
study of the nature and properties of the social world
concerned with analyzing the various entities in the world that
arise from social
interaction
deals with the analysis of social groups
Basic questions
do social groups exist at all? If so, what sorts of entities are
they, and how are they
created?
is a social group distinct from the collection of people who are
its members, and if
so, how is it different?
what sorts of properties do social groups have? Can they have
beliefs or
intentions?
can they perform actions? And if so, what does it take for a
group to believe,
intend, or act?
Social ontology (2)
Other entities investigated in social ontology
money, corporations, institutions, property, social classes,
races,
34. genders, artifacts, artworks, language, and law
Scope for the field
the entities explored in social ontology largely overlap with
those that
social scientists work on
a good deal of the work in social ontology takes place within
the social
sciences
Social ontology (3)
Social ontology - questions about the nature of the social world
one set of questions pertains to the constituents, or building
blocks, of social things in general
for instance, some theories argue that social entities are built
out of the
psychological states of individual people
while others argue that they are built out of actions
and yet others that they are built out of practices
still other theories deny a distinction between the social and the
non-social
Social ontology (4)
Different set of questions pertains to how social categories are
constructed or set up
are social categories and kinds produced by our attitudes?
by our language?
are they produced by causal patterns?
is there just one way social categories are set up, or are there
many varieties of social construction?
The term ‘social ontology’
has only come into wide currency in recent years, but the
nature of the social has been a topic of inquiry since ancient
Greece
the field can be understood as a branch of metaphysics, the
35. general inquiry into the nature of entities
Social ontology (5)
Key themes and innovations in the history of social ontology
ancient and early modern debates on the sources of social
entities
ancient inquiries into the nature of social phenomena introduced
questions that remain active today
which features of the world are products of humans or society,
and which are products of nature?
what does it mean to say that something is a social creation?
the contrast between nature (phusis) and custom, law, habit, or
convention (nomos)
a central concern of Sophism, a school of Greek philosophy in
the fifth century BCE
sources of justice, law, and language: are these rooted in phusis
or in nomos?
Social ontology (6)
ancient philosophers explored the mix between natural and
human contributions in the construction of familiar features of
the world
didn’t theorize much about exactly what people do in order to
create the social world
instead they wrote of agreements, compacts, conventions,
habits, laws, customs without paying particular notice to
separating these from one another
in the early modern period, theories of these sources broadened
considerably as did the variety of social phenomena being
investigated
Social ontology (7)
36. Approaches developed in the 17th and 18th centuries include
social entities as
products of covenants (Hobbes, in Leviathan 1651)
products of convention
products of God and Nature
products of the individual mind (Locke)
Problem of demarcating social ontology
which things are social?
how are they distinguished from those that are not social?
Social ontology (8)
one option for interpreting the ‘non-social entities’ is that they
include only the objects of physics, chemistry, biology, and
other “hard sciences”
according to some theorists, even these are socially constructed
and therefore fall on the social side of the division (Pickering
1984, Woolgar 1988)
Constituents of the Social World
many positions on these matters descend from the debates
between individualism versus holism that took place in the early
part of the twentieth century (cf. O’Neill 1973, Udehn 2001,
Zahle & Collin 2014a).
individualism - the somewhat vague thesis that the social is
built exclusively out of individual people
holism - the even vaguer thesis that social entities are “sui
generis”, or ontologically fundamental in some sense
Social ontology (9)
Practices and ‘embodied agency’
theories of practice developed in anthropology in the 1970s and
1980s
attention to actions, routines, and the engagement of people
with the world
37. a range of theories are now classified under the broad rubric of
‘theories of practice’ (Bourdieu 1977, Giddens 1984)
theorists as diverse as Foucault, Garfinkel, Butler, Latour,
Taylor, Ortner, and Schatzki count among the practice theorists
Social ontology (10)
What are ‘social groups’?
debate in the literature concerns the kind of entities that ‘social
groups’ are - collections, classes, sets, fusions, structures, or
some other kind of entity
may seem natural to think of a group as a set of people in the
mathematical sense
groups can persist through changes in membership, while sets
are generally understood as having their members essentially
Social ontology (11)
different approaches to groups make different commitments
with regard to the entities that should be included among the
social groups
e.g., committees, teams, corporations, universities, nations,
races, genders, red-haired people.
some theorists also propose that social groups must have certain
distinctive characteristics, such as the members being in certain
cognitive states or being subject to certain norms
Group minds, collective intentionality, and ‘group agency’
can groups take actions? Can they have intentions or beliefs?
Can they bear responsibility? If so, how are these to be
understood?
through much of the 20th century ascriptions of intentions and
actions to groups were widely regarded as either erroneous or
else merely ‘summative’
that is, for a group to have an intention or take an action is
merely for all the members of the group to have that intention
or take that action (see Tollefsen 2015)
38. Social ontology (12)
Race, gender, and disability
much recent interest in social ontology has been sparked by new
approaches to race, gender, disability, and related social
categories
historically, erroneous ontological claims have contributed to
and been used to justify social oppression
claims about the genetic nature of race, for instance, are
historically tied to claims about intellectual, character, and
cultural differences between racial groups
likewise, claims about the nature of gender differences are
historically tied to claims about how women ought to behave
Social ontology (13)
Controversy over race categories, gender categories, and other
categories
pertains both to their construction and their essential properties
the term ‘essentialism’, as applied to categories such as race
and gender, has a different meaning than it does in mainstream
metaphysics.
as applied to race, for instance, ‘essentialism’ is often
understood as synonymous with ‘biological essentialism’ - the
view that races have simple, natural, and heritable biological
properties, such that every member of a racial group has that
biological property
this should not be confused with a metaphysical claim that
might be made by a social constructivist proposing a ‘social
essence’ of race
for instance, a claim that membership in a racial group
essentially involves identifying with other people for reasons of
solidarity, or that it involves being descended from a
historically and geographically situated population
such a theorist would flatly deny ‘essentialism’ in the old sense,
39. while still analyzing the (socially set up) essential properties of
race (for a critique of essentialism, see Phillips 2010; see also
entry on race)
Social ontology (14)
questions pertaining to the metaphysics of sex and gender
resemble those pertaining to race
historically, descriptive and normative categories were
conflated in simplistic biological theories
an important difference between sex/gender and race, however,
concerns the distinction between sex and gender (Beauvoir
1949, West & Zimmerman 1987)
many theorists propose that sexes are biological categories and
that genders are categories of social norms and behaviors that
are traditionally attached to sexes
other theorists argue that it is incorrect to regard sex as
biological (Fausto-Sterling 2000, Butler 2004)
thus in the case of sex/gender, there are arguably multiple
socially constructed categories that interact with one another
some theorists reject the distinction between sex and gender
(see entry on feminist perspectives on sex and gender)
Social ontology (15)
Question of racial and gender categories
whether these are descriptively adequate categories in the first
place
many of the political phenomena associated with differential
treatment of groups and oppression cut across lines of race,
gender, and class
some theorists of intersectionality argue that it is misleading to
regard standard gender and racial groups as if they were unified
(see Crenshaw 1991, McCall 2005, Jones 2014)
40. Social ontology (16)
a central problem in the ontology of race, gender, and other
categories is that how social scientists categorize not only has
ethical implications, but is affected by ethically-laden facts
some theorists challenge the idea of a purely descriptive
analysis of such groups; others propose that there can be
descriptive analyses, but that such analyses are a stepping stone
to ethically preferable categories
Haslanger (2000, 2012) argues for the ‘ameliorative’ analysis of
racial and gender categories
part of the role of social ontology is to analyze the concepts and
categories that are ‘operative’ in a social system
an equally important aim is to explore how we might otherwise
construct social categories with the aim of social improvement
Barnes (2016) argues for an ameliorative account of disability
Part II
Social epistemology (1)
Epistemology—the study of ‘knowledge’ and ‘true justified
belief’
until relatively recently was heavily ‘individualistic’ in focus
the emphasis was on evaluating doxastic attitudes (beliefs and
disbeliefs) of individuals in abstraction from their social
environment
social epistemology seeks to redress this imbalance by
investigating the epistemic effects of social interacti ons and
social systems
Key points
an introduction a brief review of the history of the field
discussion of central topics in social epistemology including
testimony, peer disagreement, and judgment aggregation
recent approaches using formal methods to address core topics
in social epistemology, as well as wider questions about the
functioning of epistemic communities like those in science
41. questions related to social epistemology and the functioning of
democratic societies
Social epistemology (2)
The phrase ‘social epistemology’
in contrast with what might be dubbed ‘individual’
epistemology
epistemology - concerned with how people should go about the
business of trying to determine what is true, or what are the
facts of the matter on selected topics
in the case of individual epistemology, the person or agent in
question who seeks the truth is a single individual who
undertakes the task all by himself/herself, without consulting
others
by contrast ‘social epistemology’ is an enterprise concerned
with how people can best pursue the truth (whichever truth is in
question) with the help of, or in the face of, others
also concerned with truth acquisition by groups, or collective
agents
Social epistemology (3)
Western epistemology
standard epistemology takes the form of individual
epistemology in which the object of study is how epistemic
agents, using their personal cognitive devices, can soundly
investigate assorted questions
René Descartes (1637)
represents the most influential tradition in (Western)
epistemology
contended that the most promising way to pursue truth is by
one’s own reasoning
the question was how, exactly, truth was to be found by suitable
42. individualistic maneuvers, starting from one’s own introspected
mental contents
John Locke (1690)
insisted that knowledge be acquired through intellectual self-
reliance
as he put it, ‘other men’s opinions floating in one’s brain’ do
not constitute genuine knowledge
Social epistemology (4)
Social epistemology
in contrast with the individualistic orientations of Descartes and
Locke,
social epistemology proceeds on the idea that information can
often be acquired
from others
to be sure, this step cannot be taken unless the primary
investigator has already determined that there are such people
a determination that presumably requires the use of individual
resources (hearing, seeing, language, etc.)
social epistemology should thus not be understood as a wholly
distinct and
independent form of epistemology but one that rests on
individual epistemology
Social epistemology (5)
Shaping the field of social epistemology
the middle part of the 20th century
sociologists and deconstructionists set out to debunk orthodox
epistemology
challenging the very possibility of truth, rationality, factuality,
and/or other presumed desiderata of mainstream epistemology
members of the ‘strong program’ in the sociology of science
challenged the notions of objective truth and factuality
argued that so-called ‘facts’ are not discovered or revealed by
43. science but instead ‘constructed’, ‘constituted’, or ‘fabricated’
‘There is no object beyond discourse. The organization of
discourse is the object’. (Latour and Steve Woolgar 1986)
Social epistemology (6)
Richard Rorty
rejects the traditional conception of knowledge as ‘accuracy of
representation’ and seeks to replace it with a notion of ‘social
justification of belief’
argued that there is no such thing as a classical ‘objective truth’
- merely the practice of ‘keeping the conversation going’ (Rorty
19790
other forms of deconstruction inspired by social factors but less
extreme in embracing anti-objectivist conclusions about science
Thomas Kuhn (1962,1970) held that purely objective
considerations could never settle disputes between competing
theories; hence scientific beliefs must be influenced by social
factors
Social epistemology (7)
Michel Foucault developed a radically political view of
knowledge and science, arguing that practices of so-called
knowledge-seeking are driven by quests for power and social
domination (1969,1977)
Moral social epistemology
expanding the notion of social epistemology by incorporating
moral or ethical elements
‘epistemic injustice’ - arises when somebody is wronged in their
capacity as a knower (Miranda Fricker 2007)
when a person or a social group is unfairly deprived of
knowledge because of their lack of adequate access to education
or other epistemic resources
44. Social epistemology (8)
Caveats re ‘creation of knowledge’
debates about these topics persist under the heading of ‘the
science wars’
within the mainstreams of both science and philosophy the
foregoing views are generally rejected as implausibly radical
this does not mean that no lessons can be learned about the
status of social factors in science and philosophy
offer important insight into the role of cultural beliefs and
biases in the creation of knowledge
Part III
Research methodology (1)
Visualizing research - schematic conceptualization
defining the concepts of research and methodology
a model of research
different types of research activities
the steps involved in research
devising a research question
Research methodology (2)
Basic elements of research
observation and data collection
descriptive research
facts (tangible and perceptible and intangible and
imperceptible)
conceptualization and classification
causal theory
models & hypotheses
operationalization & experimentation
hypothesis testing
applied theory/applied theoretical research
45. the applied 'trial-and-error' approach
theoretical refinement
Keywords
social ontology
individual epistemology
social epistemology
individualism vs holism
essentialism
social constructivism
postmodernism
moral social epistemology
Supplementary sources
Ontology, Epistemology, Methodology and Methods in Research
Simplified!
2015 11:59
https://www.youtube.com/watch?v=hCOsY5rkRs8
The End of Social Science as We Know it | Brian Epstein |
TEDxStanford
2015 16:42
https://www.youtube.com/watch?v=FLbEKpL-5Z0&t=84s
RESEARCH PROPOSAL_GUIDE
Minor Research Assignment I
SOSC 1000 6.0 Introduction to Social Science
Jan Krouzil PhD
May 13, 2021
Length: cover page + 2 pages of text
46. Due date: May 27
Grade value: 5%
__________________________________________
STANDARD COVER PAGE_TEMPLATE
Course: SOSC 1000 6.0
Name: ………………………………………………
Student number: …………
Tutorial Leader’s Name: …………………….
Tutorial Number: ……
Date of submission: ……
Number of the selected social phenomenon: ..........
Primary disciplinary perspective: ……….
Professional role: …………
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Social phenomena to select from:
1. knowledge (production, dissemination, consumption)
2. international migration and/or diaspora
3. social and/or cultural capital
4. loneliness and/or suicidal ideation
5. COVID-19_related social effects
6. fake news and/or ‘post-truth’
7. circular economy
8. social science discourse
---------------------------------------------------------------------------
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ADDITIONAL SPECIFICATIONS
1. Select a social phenomenon and write a Minor Research
Assignment 1_Proposal (MRA1_P) explaining (a) why you have
selected this particular social phenomenon and (b) why you
think it merits further research on your part as a social science
‘concern’(cca 250 words, double spaced).
2. Provide a list of at least five social science terms and/or
concepts drawn from the course material that you expect to
utilize in the course of your research.
3. Select a primary disciplinary perspective (i.e., sociology,
47. economics, psychology, etc.) from which you intend to deal
with the social phenomenon and one type of a professional role
as social science researcher you want to assume for the purpose
of this assignment (i.e., analyst, participant observer,
advocate/activist).
4. Follow the format of this template.
5. Submit an electronic copy of the MRA1_Proposal on the
course Moodle website under ‘Assignments’ by May 27, 11:59
p.m. Late submissions will incur a 2%-point deduction
per day.
NOTE ABOUT YOURSELF (NAY)
Compared to regular and direct in-person class contact, learning
remotely can be alienating.
To alleviate to some extent this sense of ‘social isolation’ and
to re-personalize your learning experience in this course, you
are encouraged to write a brief note (up to a page) to your tutor
about yourself.
In composing the note you may include your extracurricular
commitments and responsibilities, interests or hobbies, grade
expectations, the corona virus-related restrictions experienced
in your everyday life, in-person vs online learning preferences,
or any matter you are comfortable conveying.
The note will be treated as strictly confidential and is non-
gradable.
2