In this discussion, we will take a social scientist’s lens to look a

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In this discussion, we will take a social scientist’s lens to look at poverty in the U.S. and the world. You will conduct research into poverty statistics in the U.S. and other countries. First, research the latest data on poverty by reviewing information at Income and Poverty in the United States: 2014 - census.gov (Links to an external site.)Links to an external site. . Also review the information from the World Bank, specifically World Bank Overview (Links to an external site.)Links to an external site. and World Bank, Countries (Links to an external site.)Links to an external site. . Locate the poverty statistics on one of the following countries from the World Bank Countries Poverty and Equity Data (Links to an external site.)Links to an external site. area: Afghanistan, Sierra Leone, Bangladesh, Jamaica, China, El Salvador. Next, drawing from this information as well as two additional academic resources from Excelsior Library (Links to an external site.)Links to an external site. , answer the following questions. Be sure to indicate the dates of the information you are discussing. Try to locate the most up-to-date statistics. What disparities did you note when first looking at the charts? What fact did you find that was most disturbing to you and why? What information is lacking when you review the statistics? Why might it be important in gaining a fuller picture of poverty? ...

Education

What fact did you find that was most disturbing to you and
why?
What information is lacking when you review the statistics?
Why might it be important in gaining a fuller picture of
poverty?

This document outlines the Week 1 assignment for an education course. Students are asked to write a 2-3 page analysis of youth programs in their community. They must include an infographic with community statistics, summarize key youth issues, and create a table of existing youth programs that lists the program name, mission, how it engages youth, and which developmental assets it focuses on. Students are also asked to brainstorm how they could get involved in one of these programs. The instructor provides guidance, emphasizing exploring community strengths and culture, identifying the 40 developmental assets, and reviewing resources to complete the assignment and discussions.

Discussion 1Website Sharing and FeedbackThis discussion provides.docx

felipaser7p

Discussion 1 Website Sharing and Feedback This discussion provides an opportunity for you to participate in reciprocal feedback regarding the website created in the Week Two Assignment. The feedback you give and receive will support enhancements to your website as you continue to develop it throughout the course leading up to the final evaluation in Week Six. Review the Week Three Instructor Guidance for further details about participating in this discussion. Initial Pos t: Create an initial post that includes a link to your website created for the Week Two Assignment and that addresses the following: Discuss your experience creating the website. Note any challenges you experienced and how you overcame them. Share something that you learned while constructing your own website and discuss what you have enjoyed or disliked most about the process of creating the website thus far. Reflecting on what your finished website will look like, describe your vision for the website’s design and content and how you can potentially use this as a personal resource or in your current or anticipated professional practice. Disucssion 2 Tale of Two Cities and Homelessness This discussion is an opportunity to compare and contrast policies and resources that support homeless children and families from two different cities, New York and Chicago. The information you analyze will either support a recommendation you make to either city or an idea for potential application of supports elsewhere. Additionally, the graphic will be included as part of your Week Six Final Project Prepare for this discussion by reviewing the required resources listed below for each city and by reviewing the Week Three Instructor Guidance. Chicago Resources: Review the All Chicago website, the Chicago Coalition for the Homeless website, and the newspaper articles from Hirst (2013) and Steinberg (2012) about homelessness in Chicago. New York Resources: Review the Covenant House website, the Safe Horizon (2014) homeless youth facts page , and the Saulny (2012) newspaper article about homeless youth in New York . Initial Post: Review the resources provided above. Create an initial post that includes the two parts described below. Visual: Use a visual graphic of your choice such as a Venn diagram or chart using PowerPoint, SmartArt features in Microsoft Word, or Thinking maps® to compare and contrast the following five factors pertaining to homelessness: Statistical data about the prevalence of youth homelessness in New York and Chicago. Statistical data regarding populations of homeless, including youth. Types/levels of supports available including, but not limited to, shelters, community and school-based supports, etc. The policies supporting homelessness in each state. At least one other interesting statistic or learned information of your choice about homelessness. Description: Along with the attachment of your graphic, describe in one to two paragraphs the information ab.

Week 3 Discussion 2 Tale of Two Cities and homelessnessThis

nicolleszkyj

Week 3 Discussion 2 Tale of Two Cities and homelessness This discussion is an opportunity to compare and contrast policies and resources that support homeless children and families from two different cities, New York and Chicago. The information you analyze will either support a recommendation you make to either city or an idea for potential application of supports elsewhere. Additionally, the graphic will be included as part of your Week Six Final Project Prepare for this discussion by reviewing the required resources listed below for each city and by reviewing the Week Three Instructor Guidance. · Chicago Resources: Review the All Chicago (Links to an external site.) website, the Chicago Coalition for the Homeless (Links to an external site.)website, and the newspaper articles from Hirst (2013) (Links to an external site.) and Steinberg (2012) (Links to an external site.) about homelessness in Chicago. · New York Resources: Review the Covenant House (Links to an external site.) website, the Safe Horizon (2014) homeless youth facts page (Links to an external site.), and the Saulny (2012) newspaper article about homeless youth in New York (Links to an external site.). Initial Post: Review the resources provided above. Create an initial post that includes the two parts described below. Visual: Use a visual graphic of your choice such as a Venn diagram or chart using PowerPoint, SmartArt features in Microsoft Word, or Thinking maps® to compare and contrast the following five factors pertaining to homelessness: a. Statistical data about the prevalence of youth homelessness in New York and Chicago. b. Statistical data regarding populations of homeless, including youth. c. Types/levels of supports available including, but not limited to, shelters, community and school-based supports, etc. d. The policies supporting homelessness in each state. e. At least one other interesting statistic or learned information of your choice about homelessness. Description: Along with the attachment of your graphic, describe in one to two paragraphs the information about homelessness in New York and Chicago that interested or surprised you. Discuss how the information enhanced what you already knew about homelessness. Additionally, describe your viewpoint about the programs, policies, supports, or resources explored in terms of their overall effectiveness or potential for effectiveness. Finally, either suggest one recommendation for the cities of New York and Chicago about how they can serve groups and individuals, including homeless youth, or discuss how one policy or resource you discovered could potentially benefit another city such as one you reside in or that is familiar to you. Guided Response: Respond to a minimum of two peers. In your responses, discuss how the information in your peer’s visual comparison varies from your own. Did your conclusions about the policies in these states vary? If yes, discuss what might account for those variations. Respond ...

Politically Correct: Teaching Effectively with Government Documents and Other...

Georgia Libraries Conference (formerly Ga COMO).

This document discusses using government documents and free online sources to teach health care management courses. It provides examples of LibGuides created for undergraduate and graduate courses that direct students to data sources for assignments on topics like market analysis, health indicators, and demographic statistics. Examples of data sources highlighted include the GeorgiaInfo almanac, Medicare tools, and the Online Analytical Statistical Information System (OASIS) for public health data in Georgia. The document also discusses exercises for teaching students to critically evaluate and find relevant information in government documents.

Discussion 1What It Means to Be At-Risk and Why It MattersIt is .docx

felipaser7p

This document provides guidance and required resources for students in an online course to complete two discussion assignments in the first week. The first discussion asks students to analyze descriptions of at-risk groups from several websites in order to develop their own working definition. They are also asked to explain the value of understanding at-risk groups for their work. The second discussion requires students to examine the Poverty USA website and summarize the impact of poverty on children and families. Students are directed to evaluate the organization and features of online resources to help them design their own website, which they will create later in the course. The document lists required and recommended additional resources on related topics to support the students' work.

Type Individual ProjectUnit Racial & Criminal Profiling

doylymaura

Type: Individual Project Unit: Racial & Criminal Profiling Due Date: Sun, 9/4/16 Deliverable Length: 4-5 pages Part I The Uniform Crime Reports page on the FBI government Web site provides links for their annual Crime in the United States publications. Before you are able to view one of these reports, you are given the following disclaimer: Caution Against Ranking Each year when Crime in the United States is published, some entities use reported figures to compile rankings of cities and counties. These rough rankings provide no insight into the numerous variables that mold crime in a particular town, city, county, state, or region. Consequently, they lead to simplistic and/or incomplete analyses that often create misleading perceptions adversely affecting communities and their residents. Valid assessments are possible only with careful study and analysis of the range of unique conditions affecting each local law enforcement jurisdiction. The data user is, therefore, cautioned against comparing statistical data of individual reporting units from cities, metropolitan areas, states, or colleges or universities solely on the basis of their population coverage or student enrollment. 1. Why do you think this cautionary notice is given before users are directed to the FBI's Crime in the United States publication? Expand on your viewpoint and find credible sources to support your rationale. If you would like to visit the Web site, go to http://www.fbi.gov/ucr/ucr.htm#cius. Part II Go to http://www.fbi.gov/ucr/ucr.htm#cius, again. Scroll down to the section entitled, Hate Crime Statistics , and click on " Hate Crime Data Collection Guidelines and Training Manual. " Using this training guide, complete the following: Define and describe the following terms: Prejudice Stereotype Discrimination Racism Sexism In-group Out-group Conformity Institutional supports Social categorization 1. Point out the distinction between institutional prejudice and personal prejudice. 2. Explain ways in which stereotypes can influence memory for and perceptions of events. 3. What are common stereotypes of the specific minority groups explained in the training guide? How may one differentiate those stereotypes from accurate descriptions of the minority groups? 4. Identify the principal psychological motivations underlying prejudice. Part III Based on the information you obtained in Parts I and II, do you think there could be racial or ethnic discrimination in arrests? Does cultural diversity have an impact on law enforcement practice? Provide evidence to support your answer accompanied by proper citation in APA format . ...

Website Evaluation

Monroe Community College

This document provides guidance on evaluating websites for research purposes. It outlines five criteria to consider: authority, accuracy, objectivity, currency, and coverage. Authority refers to the credentials of the author/sponsor. Accuracy checks for factual errors or inconsistencies. Objectivity considers the balance/bias of perspectives presented. Currency evaluates how recently the site was updated. Coverage assesses the depth/breadth of information provided. Students are advised to apply these criteria to critically analyze a website's value before using it for research. Considering the criteria together provides a holistic evaluation of a website's reliability and usefulness.

Website Evaluation Tutorial

Monroe Community College

This document provides guidance on evaluating websites for research purposes. It outlines five criteria to consider: authority, accuracy, objectivity, currency, and coverage. Authority refers to the credentials of the author/sponsor. Accuracy checks for factual errors or inconsistencies. Objectivity considers the balance/bias of perspectives presented. Currency means how recently information/links were updated. Coverage assesses the depth/breadth of information provided. Students are advised to apply these criteria to critically analyze a website's value before using it for research. Librarians can also assist with difficult-to-evaluate sites.

Please answer any 2 of the following questions based on the read.docx

saundersabelard

Please answer any 2 of the following questions based on the readings and presentations this week. 1) The parenting stress hypothesis is a paradigm that looks at the psychological aspects of poverty and its effects on children’s life chances. Discuss this paradigm and apply it to Marlin’s situation of growing up in poverty. Apart from parenting, what other factors should we consider to best understand Marlin's case? 2) Consider and discuss in detail, the benefits and the detriments of welfare programs in our country. Substantiate your analyses with 2-3 examples and/or data from academic resources. DO NOT offer personal opinions and/or content from non-academic sources such as WikiLeaks unless the info therein can be corroborated via some form of research studies. 3) Why is there such unequal distribution of wealth and income inequality in the United States in comparison to other developed nations of the world? Explain in detail. 4) Watch some prime-time television and take notes on representations of the poor. Look for patterns in race, gender, family structures, etc... In addition, pay attention to the way TV frames the causes of poverty. Are these causes personal, cultural, economic, or circumstantial? Are the poor presented as deserving of their circumstances or victims of situations beyond their control? Summarize your findings with examples and describe what you have observed. .

FRESNO, CALIFORNIA is the communityFOLLOW ALL DIRECTIONS- OR

SusanaFurman449

FRESNO, CALIFORNIA is the community FOLLOW ALL DIRECTIONS- OR WILL BE DISPUTED APA, 2000 words, 3 scholarly sources Instructions- Read Carefully Defining the Community Your community should be within a specifically designated geographic location. One must clearly delineate the following dimensions before starting the process of community assessment: • Describe the population that is being assessed? • What is/are the race(s) of this population within the community? • Are there boundaries of this group? If so, what are they? • Does this community exist within a certain city or county? • Are there general characteristics that separate this group from others? • Education levels, birth/death rates, age of deaths, insured/uninsured? • Where is this group located geographically…? Urban/rural? • Why is a community assessment being performed? What purpose will it serve? • How will information for the community assessment be collected? Assessment After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted. The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community. Data Gathering (collecting information that already exists) Demographics of the Community • When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made. • If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population. • The following resources provide a broad overview of the demographics of a city, county, or state: • American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data: http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml • State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data: https://www.census.gov/quickfacts/fact/table/US/PST045216 • Obtain information about a specific city or county on these useful websites: www.epodunk.com and www.city-data.com Information from Government Agencies • Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020: http://www.healthypeople.gov/ • National Center for Health S ...

Annotated Literature Review and Supporting DataThe topic for thi.docx

durantheseldine

Annotated Literature Review and Supporting Data The topic for this assignment is on Employment as a Social Issue on Immigrants Note: This assignment asks you to locate, read, and summarize ten sources. This takes time. Do not wait until the last minute to complete this assignment! Using the form below, search for sources that provide data and information on the social problem ON EMPLOYMENT AS A SOCIAL ISSUE ON IMMIGRANTS.This will require you to use various sources that are relevant to the problem’s origin and evolution, as well as possible recommendations to address or solve the problem. Not all social problems can be solved, but some can be improved to achieve more positive outcomes. You will need to identify and state which of these—solution or improved outcomes—is a possibility for the social problem you have selected to explore. Specific types of sources are important to the social sciences. The journal Social Problems is a good source for your review. Sources that are important in social science research are those presenting empirically based qualitative and quantitative data (information). Sources for Qualitative Data—(verbal, observational) · Ethnographies (research conducted by social scientists using observation and personal interview) · News accounts by nonpartisan, print, television, radio, and Internet-based journalists. Acceptable media sources include national “flagship” newspapers such as the New York Times, Washington Post,USA Today,as well as electronic media such as National Public Radio (NPR), and Public Broadcast Networks (PBS). The hard news of local newspapers can also be cited. · It is important to note that some of these media outlets often have a political leaning that may color how news stories are reported. It is important to be mindful not only of what is being said, but of what is NOT being said. Opinion and editorials in all newspapers should be avoided because they can be based on opinion rather than empiricism (objective research). Sources for Quantitative Data—(numbers, percentages, statistics) Reports by analytical organizations provide analysis of quantitative data from surveys and administrative records relevant to a variety of social problems. Some examples: · The Pew Research Center (survey research on social issues, political issues, economic/financial issues) · The American Economic Institute (analysis of economic and consumer issues) · Child Trends Foundation (child and family welfare in the United States) · The Annie E. Casey Foundation (child and family welfare in the United States) · The Administration for Children and Families (US Dept. of Health and Human Services) · The Bureau of Labor Statistics (US employment and unemployment) · The Bureau of Justice Statistics and the Office of Justice and Juvenile Delinquency Prevention (adult offending and arrests, juvenile offending, prison populations) · The Sentencing Project (US criminal sentences/death penalty) · The Urban Institute (social and economi.

Getting statistical

ktwoodard81

The name of my resource is called, American Factfinder (factfinder.census.gov). American Factfinder is a free, easy and open access reference guide to use. American Factfinder is a "How Many Facts Online?" reference guide based on statistical information on cities, states, towns, counties,etc. The audience is for grade levels 8th through 12th who are just learning how to research and evaluate online resources for school projects based on statistical research. Adults can use this reference guide as well.

Week 1 Discussion 1 Strength Oriented ActionThis week’s readings.docx

jessiehampson

Week 1 Discussion 1 Strength Oriented Action This week’s readings focus on the importance of the ‘culture shift’ that needs to take place in our communities in order to begin an asset building initiative. Using your critical thinking skills, respond to the following questions: · What do the terms ‘strength message’ and ‘strength-oriented action’ mean? · What evidence do you see of this concept played out in your local school or organizational setting? · What about in your community? · What do you see as the predominant role of adults in your community? Are they more focused on strength or risk and deficits? Do they provide relationships and programs, or just programs? Include two or three specific actions that you consistently practice, or could immediately incorporate into your daily routine, to support a “strength-oriented action” culture. If you get stuck, you may want to refer to the “Ask Yourself These Questions First” on Tip Sheet #1 located in the required reading for the week. Instructor Guidance Week 1 Welcome to week 1 of EDU 635. In this week we begin our learning about communities and the youth that live and play in those communities. We will be looking at the communities and the culture of those communities, and looking at data about our communities to try to build a synopsis of what’s going on there. With all that, we are hoping to identify what role youth programs play in our community, and the roles that adults play in providing those programs. In your introductions for the week, you will of course be telling us a little bit about yourself. I encourage you to use one of the digital tools listed as options. Later this week and in the future, you will be required to use certain digital tools to help present your messages. So, take the time now to experiment with the tools if you have not used them before. Be sure that you respond to at least three of your classmates’ introductions The first discussion for this week is labeled “strength oriented action.” When we think about strengths, of course there is physical strength. But that’s not what we’re talking about here. In this discussion, you will be exploring the concept of a “strength message.” In particular, you will want to identify the strengths you see in your own community and in the adults that are providing programs of some sort to the youth of your community. You will also explore the concept of your community’s culture. There is a handy tip sheet listed in the required reading for the week. That will be really helpful for you. In the second discussion for this week, we’re talking about assets or building blocks for the healthy development of young people in your community. It is really important that you read the required resources for this week to identify those 40 developmental assets. There are also some other resources listed to find information about your particular community, if you don’t already have that. In the discussion posts you should create a table tha ...

Community ProfileIntroduction to Social Work – SOCW 2361Altern.docx

donnajames55

Community Profile Introduction to Social Work – SOCW 2361 Alternative Final Service Learning Assignment Spring 2017 Due Date: 11:59 PM Thursday, April 27, 2017 via Blackboard upload into the Final Service Learning Assignment Point value: 100 points This City Profile requires you to (1) gather data from reliable sources, (2) analyze the significance of what the data means (3) write a paper. The objectives of this assignment are to: · Identify factual data about your community at the city level; · Analyze that data as to its implications and impact; · Evaluate the strengths and weaknesses in your community and · Determine the extent to which the community empowers residents and responds to their requests and concerns. TASKS: #1: OBSERVATIONS Prior to beginning the data gathering, walk around several blocks in your community. Using your powers of observation what do you see? Are there identifiable issues such as potholes in the street, non-functioning street lights, broken or no sidewalks, fences in disrepair, litter, etc.? What is the appearance of the schools? What is the visible condition of housing both residential and multi-family, businesses and their parking lots? Write/type a list. Next, spend some time thinking about what you perceive as issues, problems or concerns in your neighborhood and the community as a whole. Prepare a list of those issues to include in your paper. Thinking about the list of “problems” you have created, whose responsibility is it to address or correct the issues? (Some level of government or governmental body, religious institutions, neighbors, non-profit agencies, etc.) Include these thoughts in your paper – it may be many more than one has some level of responsibility in your view. #2: DATA GATHERING The focus of this paper is the city where you currently reside. You will gather data for your city. The list of questions that follows will guide your data collection. You will be researching specific aspects of your community. Resources to assist data gathering: Access SE Library Lib Guide via this link- http://libguides.tccd.edu/communityassessment http://www.city-data.com/ http://www.greatschools.org/ http://www.texastribune.org/ http://www.texasprojectfirst.org/ The list is not an exhaustive list; you will need to search for additional sources using the Internet. Economic/Financial Well-Being In your city, find data that answers each of these questions: 1. What is unemployment rate of your area? Are there jobs available? 1. What kinds of benefits, if any, do employers offer? If so, which employers and what benefits? 1. Do the jobs pay a living wage? 1. Via observation, describe the condition of housing throughout the city. 1. Is there adequate, affordable housing to accommodate the population? 1. What resources are available in your community to .

How to handle government related questions.

Kyle Guzik

This document contains 12 questions asking the reader to find answers from US government sources on the internet. It provides detailed responses to 6 of the questions, citing the specific government websites used and discussing the information found. The responses indicate information on demographics, Medicare plans, a national portrait gallery, historical newspapers, legislative information, country profiles, occupational outlook, state education data, Native American tribes, internet protection requirements, and how to file a Freedom of Information Act request.

Finding Community Data

NicoleBranch

This document provides guidance on finding and analyzing community data for sociology placements. It discusses potential sources of community data like government agencies, non-profits, and academic institutions. It emphasizes the importance of considering data availability, timeframe, geography, and the credibility of the source. Examples are provided of critiquing data sources and methodology. The document includes a quiz and an exercise where students select a school to research and find relevant data on that school and its surrounding neighborhood from sources like the American Community Survey and California Department of Education.

Ashford 5 - Week 4 - Learning ActivityPolitical Parties, Interest.docx

lauricesatu

Ashford 5: - Week 4 - Learning Activity Political Parties, Interest Groups, and Elections The various political actors involved in the processes, activities, and policies of the U.S. government each have evolving goals and objectives. In addition, these actors have produced differential effects, both positive and negative, on the processes, activities, and policies of the federal government. In this last weekly worksheet, you will assess the positive and negative impacts of political parties, interest groups, or federal elections on the national government. In addition, you will recommend one option to enhance the positive impact and one to diminish the negative impact. This final effort will conclude the process of critically analyzing key features of our national government and prepare you for completion of your Final Paper in Week Five. To complete the assignment, save the Week Four Learning Activity Worksheet to your computer, fill it out, and submit it. Develop a detailed outline of your fourth main point using the Week Four Learning Activity Worksheet. Political Parties, Interest Groups, and Elections: Provide a paragraph that briefly describes the one positive impact and one negative impact of one of the following: political parties, interest groups, or federal elections. Provide a paragraph that recommends one option to accentuate the positive impact and one to lessen the negative impact. Thesis Statement: Provide a statement for the Final Paper that identifies the main argument and purpose of the paper. Scholarly Support: (For assistance with your research, the Ashford University’s Library provides tutorials and recorded webinars on a variety of topics. To access these helpful resources look for the links located under the [email protected] search box on the library home page. For help with writing, please review the APA Style Aid , and Ashford Writing Center’s Sample Annotated Bibliography for additional help.) Provide two credible sources in APA format to support your main points. Briefly discuss how these sources support your main points. Briefly evaluate your sources for bias, validity, and reliability. Week Four Learning Activity Worksheet Develop a detailed outline of your fourth main point. (For assistance with your writing skills, refer to the Ashford Writing Center .) 1. Political Parties, Interest Groups, and Elections: Provide a paragraph that briefly describes the one positive impact and one negative impact of one of the following: political parties, interest groups, or elections. (Use the space below to complete this section.) Provide a paragraph that recommends one option to accentuate the positive impact and one to lessen the negative impact. (Use the space below to complete this section.) 2. Thesis statement: Provide a thesis statement for the final paper that identifies the main argument and purpose of the paper. (Use the space below to complete this section.) Scholarly Support: (For assistance with.

4-5 pagesPart IThe Uniform Crime Reports page on the.docx

GrazynaBroyles24

4-5 pages Part I The Uniform Crime Reports page on the FBI government Web site provides links for their annual Crime in the United States publications. Before you are able to view one of these reports, you are given the following disclaimer: Caution Against Ranking Each year when Crime in the United States is published, some entities use reported figures to compile rankings of cities and counties. These rough rankings provide no insight into the numerous variables that mold crime in a particular town, city, county, state, or region. Consequently, they lead to simplistic and/or incomplete analyses that often create misleading perceptions adversely affecting communities and their residents. Valid assessments are possible only with careful study and analysis of the range of unique conditions affecting each local law enforcement jurisdiction. The data user is, therefore, cautioned against comparing statistical data of individual reporting units from cities, metropolitan areas, states, or colleges or universities solely on the basis of their population coverage or student enrollment. Why do you think this cautionary notice is given before users are directed to the FBI's Crime in the United States publication? Expand on your viewpoint and find credible sources to support your rationale. If you would like to visit the Web site, go to http://www.fbi.gov/ucr/ucr.htm#cius. Part II Go to http://www.fbi.gov/ucr/ucr.htm#cius, again. Scroll down to the section entitled, Hate Crime Statistics , and click on " Hate Crime Data Collection Guidelines and Training Manual. " Using this training guide, complete the following: Define and describe the following terms: Prejudice Stereotype Discrimination Racism Sexism In-group Out-group Conformity Institutional supports Social categorization Point out the distinction between institutional prejudice and personal prejudice. Explain ways in which stereotypes can influence memory for and perceptions of events. What are common stereotypes of the specific minority groups explained in the training guide? How may one differentiate those stereotypes from accurate descriptions of the minority groups? Identify the principal psychological motivations underlying prejudice. Part III Based on the information you obtained in Parts I and II, do you think there could be racial or ethnic discrimination in arrests? Does cultural diversity have an impact on law enforcement practice? Provide evidence to support your answer accompanied by proper citation in APA format . .

4-5 pagesPart IThe Uniform Crime Reports page on the FBI gov.docx

GrazynaBroyles24

4 Page APA Style Paper- Must get Me An A+Part IThe Uniform Crime.docx

ssuser47f0be

4 Page APA Style Paper- Must get Me An A+ Part I The Uniform Crime Reports page on the FBI government Web site provides links for their annual Crime in the United States publications. Before you are able to view one of these reports, you are given the following disclaimer: Caution Against Ranking Each year when Crime in the United States is published, some entities use reported figures to compile rankings of cities and counties. These rough rankings provide no insight into the numerous variables that mold crime in a particular town, city, county, state, or region. Consequently, they lead to simplistic and/or incomplete analyses that often create misleading perceptions adversely affecting communities and their residents. Valid assessments are possible only with careful study and analysis of the range of unique conditions affecting each local law enforcement jurisdiction. The data user is, therefore, cautioned against comparing statistical data of individual reporting units from cities, metropolitan areas, states, or colleges or universities solely on the basis of their population coverage or student enrollment. Why do you think this cautionary notice is given before users are directed to the FBI's Crime in the United States publication? Expand on your viewpoint and find credible sources to support your rationale. If you would like to visit the Web site, go to http://www.fbi.gov/ucr/ucr.htm#cius. Part II Go to http://www.fbi.gov/ucr/ucr.htm#cius, again. Scroll down to the section entitled, Hate Crime Statistics , and click on " Training Guide for Hate Crime Data Collection. " Using this training guide, complete the following: Define and describe the following terms: Prejudice Stereotype Discrimination Racism Sexism In-group Out-group Conformity Institutional supports Social categorization Point out the distinction between institutional prejudice and personal prejudice. Explain ways in which stereotypes can influence memory for and perceptions of events. What are common stereotypes of the specific minority groups explained in the training guide? How may one differentiate those stereotypes from accurate descriptions of the minority groups? Identify the principal psychological motivations underlying prejudice. Part III Based on the information you obtained in Parts I and II, do you think there could be racial or ethnic discrimination in arrests? Does cultural diversity have an impact on law enforcement practice? Provide evidence to support your answer accompanied by proper citation in APA format . .

Write a Java program (non-GUI preferred) to demonstrate the use of.docx

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