This document advertises an upcoming meeting of the Sociology/Criminology Club and Alpha Kappa Delta and Alpha Phi Sigma honor societies on March 2nd. The meeting will feature a guest speaker from URecovery speaking about addiction. Upcoming events include activities exploring power, history and race in Miami, a CSI event, elections and an induction ceremony. URecovery is described as creating an environment for students in recovery to socialize and be of service to the university while embracing a normal college experience. It maintains that abstinence-based recovery is meaningful and all recovery pathways are welcomed. There are over 150 collegiate recovery programs nationally supported by recovery organizations.
About A Science-Based Multimedia Behavior Change ProgramEsther Maki
Esther lead a team of health education, research, media, and college women to develop a web, print, and phone behavior change program and ad campaign for Minnesota college women.
About A Science-Based Multimedia Behavior Change ProgramEsther Maki
Esther lead a team of health education, research, media, and college women to develop a web, print, and phone behavior change program and ad campaign for Minnesota college women.
Running head: RESEARCH PAPER PROPOSAL 1
Research paper proposal
Two cognitive domain articles:
The first cognitive domain article is Evaluating a Selective Prevention Programme for Binge
Drinking Among Young Adolescents: Study Protocol of a Randomized Controlled Trial.
● Study goals: substance abuse is danger for the teenager, but having a prevention
programme can reduce the danger from substance abuse.
● Subjects: substance abuse prevention programme for alcohol-related risks to
cognitive functions teenager.
● In the results, I found that teenages who are heavy abuse of alcohol seems have
the risk development of cognitive abilities; and teenagers who abuse alcohol will
develop higher damage cognitive functions than in adult.
● A possible campus resources to address the issue is wellness & health
promotion-Alcohol Consultations. In the campus Alcohol Consultations, it
provide the individual alcohol consultation to increase the cognition of alcohol
damage for human development.
The second cognitive domain article is Cognitive Predictors of Problem Drinking and AUDIT
Scores Among College Students.
● Study goals: within substance abuse, what’s the differences in cognitive processes.
● Subjects: substance abuse is relate to a range of differences in cognitive processes.
Running head: RESEARCH PAPER PROPOSAL 2
● In the results, I found that alcohol user develop attentional bias and impulsive decision
than the others who are not a alcohol drinker; And the heavy alcohol abuser are likely to
develop the cognitive disability over twice than the non alcohol abuser.
● Overall, in San Jose State University, a possible campus resources to address the issue is
Student Health Advisory Committee (SHAC). SHAC as an advisory body has provide
quality advisory services for student to address the health problems on different domains.
Two social domain articles:
The first social domain article is Prevention and Treatment of College Student Drug Dse: A
Review of the Literature.
● Study goal: to discover how the individual will get influence from the peer
interaction through the social.
● Subjects: social influences.
● In the results, I found that peer who abuse alcohol and drug will influence and
cause the higher rate of the people around them on abuse; And social norms
divided into two parts, which are descriptive norms and injunctive norms. These
two norms are shows the individual will get influence from the misperceive of
others action, thus affecting their own behavior.
● A possible campus resources to address the issue is Health and Wellness Related
Groups (Peer Health Educators).
The second social domain article is Peer Associations for Substance Use and Exercise in a
College Student Social Network.
Running h.
Causal Argument Essay
Qualitative Research Summary
Social Learning Theory
Teenage Alcohol Abuse Essay
Essay On Causal Argument
Jeremy Rifkin Enemies Of Promise
Confirmation Bias Essay
Causal Essay
708There is a wealth of literature highlighting the ne.docxevonnehoggarth79783
708
T
here is a wealth of literature highlighting the
negative physical (eg, type II diabetes, car-
diovascular problems) and psychosocial (eg,
depression, low self-worth) consequences of ado-
lescent obesity.1-3 However, less attention has been
given to the role adolescent weight status plays in
future health-risk behaviors, such as problematic
substance use. With adolescent overweight and
obesity rates remaining high (33.6% overweight,
18.4% obese 12-19 years),4 and substance use
more prevalent in young adulthood than any other
developmental period,5 identification of adolescent
weight status as a predictor of future problematic
substance use behavior is likely to have a signifi-
cant impact on research and clinical work aimed to
reduce multiple health risks in the transition from
adolescence to adulthood.
Adolescence is a crucial period for prevention ef-
forts aimed to reduce problematic substance use in
young adulthood. According to the National Survey
of Drug Use and Health,5 young adults have the
highest rates of current tobacco use (39.5% overall
including 33.5% cigarette use) and illicit drug use
(21.4%), with 19.0% using marijuana in the past
month. Binge drinking has been reported for 39.8%
and heavy alcohol use for 12.1% of 18- to 25-year-
olds. In the past 30 years, many epidemiological
longitudinal studies have identified several key
risk factors for problematic substance use, includ-
ing regular cigarette smoking, binge drinking, and
marijuana use, in adolescence and young adult-
hood. Temperament,6 behavioral disinhibition,7 ex-
ternalizing behaviors,8 poor parental monitoring,9
lack of parental support,10 negative peer interac-
tions,11 and affiliation with deviant peers12 have
been well-established as critical factors involved in
the development of problematic substance use.13-15
Considering the array of risk factors in adolescence
contributing to future problematic substance use,
it is likely that other health-risk conditions, such
as overweight or obesity status, are linked to prob-
lematic substance use behavior.
Little is currently known about the relationship
between adolescent weight status and future prob-
lematic substance use; however, use of an adoles-
cent developmental framework is likely to increase
our understanding of why this relationship may be
a significant one to address. One explanation may
be that a shared underlying factor like impulsivity
may explain co-occurring obesity and problematic
substance use. As children learn to self-regulate
behaviors, those who have difficulties with self-
control are more likely to over-consume energy-
dense food contributing to obesity risk16,17 and en-
gage in antisocial behaviors leading to substance
abuse and dependence.18,19 Although a shared
underlying factor explanation is plausible, under-
standing adolescent behavior without considering
the social context is incomplete.
H. Isabella Lanza, Research Associate and Chri.
Adolescent Substance Use: America’s #1 Public Health ProblemCenter on Addiction
These slides accompany the CASAColumbia report, Adolescent Substance Use: America's #1 Public Health Problem (http://www.casacolumbia.org/addiction-research/reports/adolescent-substance-use), which reveals that adolescence is the critical period for the initiation of substance use and its consequences. The CASA report finds 1 in 4 Americans who began using any addictive substance before age 18 are addicted, compared to 1 in 25 Americans who started using at age 21 or older.
Breakthrough Strategies in Prevention Education: The Intersection of Alcohol ...Maria Candelaria
Get an overview of the most current research exploring the nexus between alcohol use and sexual assault, and consideration of the impact on those who commit, experience, or witness harm. Our presenters will share practical approaches for strengthening your strategic prevention plan through spotlights on successful interventions.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
Running head: RESEARCH PAPER PROPOSAL 1
Research paper proposal
Two cognitive domain articles:
The first cognitive domain article is Evaluating a Selective Prevention Programme for Binge
Drinking Among Young Adolescents: Study Protocol of a Randomized Controlled Trial.
● Study goals: substance abuse is danger for the teenager, but having a prevention
programme can reduce the danger from substance abuse.
● Subjects: substance abuse prevention programme for alcohol-related risks to
cognitive functions teenager.
● In the results, I found that teenages who are heavy abuse of alcohol seems have
the risk development of cognitive abilities; and teenagers who abuse alcohol will
develop higher damage cognitive functions than in adult.
● A possible campus resources to address the issue is wellness & health
promotion-Alcohol Consultations. In the campus Alcohol Consultations, it
provide the individual alcohol consultation to increase the cognition of alcohol
damage for human development.
The second cognitive domain article is Cognitive Predictors of Problem Drinking and AUDIT
Scores Among College Students.
● Study goals: within substance abuse, what’s the differences in cognitive processes.
● Subjects: substance abuse is relate to a range of differences in cognitive processes.
Running head: RESEARCH PAPER PROPOSAL 2
● In the results, I found that alcohol user develop attentional bias and impulsive decision
than the others who are not a alcohol drinker; And the heavy alcohol abuser are likely to
develop the cognitive disability over twice than the non alcohol abuser.
● Overall, in San Jose State University, a possible campus resources to address the issue is
Student Health Advisory Committee (SHAC). SHAC as an advisory body has provide
quality advisory services for student to address the health problems on different domains.
Two social domain articles:
The first social domain article is Prevention and Treatment of College Student Drug Dse: A
Review of the Literature.
● Study goal: to discover how the individual will get influence from the peer
interaction through the social.
● Subjects: social influences.
● In the results, I found that peer who abuse alcohol and drug will influence and
cause the higher rate of the people around them on abuse; And social norms
divided into two parts, which are descriptive norms and injunctive norms. These
two norms are shows the individual will get influence from the misperceive of
others action, thus affecting their own behavior.
● A possible campus resources to address the issue is Health and Wellness Related
Groups (Peer Health Educators).
The second social domain article is Peer Associations for Substance Use and Exercise in a
College Student Social Network.
Running h.
Causal Argument Essay
Qualitative Research Summary
Social Learning Theory
Teenage Alcohol Abuse Essay
Essay On Causal Argument
Jeremy Rifkin Enemies Of Promise
Confirmation Bias Essay
Causal Essay
708There is a wealth of literature highlighting the ne.docxevonnehoggarth79783
708
T
here is a wealth of literature highlighting the
negative physical (eg, type II diabetes, car-
diovascular problems) and psychosocial (eg,
depression, low self-worth) consequences of ado-
lescent obesity.1-3 However, less attention has been
given to the role adolescent weight status plays in
future health-risk behaviors, such as problematic
substance use. With adolescent overweight and
obesity rates remaining high (33.6% overweight,
18.4% obese 12-19 years),4 and substance use
more prevalent in young adulthood than any other
developmental period,5 identification of adolescent
weight status as a predictor of future problematic
substance use behavior is likely to have a signifi-
cant impact on research and clinical work aimed to
reduce multiple health risks in the transition from
adolescence to adulthood.
Adolescence is a crucial period for prevention ef-
forts aimed to reduce problematic substance use in
young adulthood. According to the National Survey
of Drug Use and Health,5 young adults have the
highest rates of current tobacco use (39.5% overall
including 33.5% cigarette use) and illicit drug use
(21.4%), with 19.0% using marijuana in the past
month. Binge drinking has been reported for 39.8%
and heavy alcohol use for 12.1% of 18- to 25-year-
olds. In the past 30 years, many epidemiological
longitudinal studies have identified several key
risk factors for problematic substance use, includ-
ing regular cigarette smoking, binge drinking, and
marijuana use, in adolescence and young adult-
hood. Temperament,6 behavioral disinhibition,7 ex-
ternalizing behaviors,8 poor parental monitoring,9
lack of parental support,10 negative peer interac-
tions,11 and affiliation with deviant peers12 have
been well-established as critical factors involved in
the development of problematic substance use.13-15
Considering the array of risk factors in adolescence
contributing to future problematic substance use,
it is likely that other health-risk conditions, such
as overweight or obesity status, are linked to prob-
lematic substance use behavior.
Little is currently known about the relationship
between adolescent weight status and future prob-
lematic substance use; however, use of an adoles-
cent developmental framework is likely to increase
our understanding of why this relationship may be
a significant one to address. One explanation may
be that a shared underlying factor like impulsivity
may explain co-occurring obesity and problematic
substance use. As children learn to self-regulate
behaviors, those who have difficulties with self-
control are more likely to over-consume energy-
dense food contributing to obesity risk16,17 and en-
gage in antisocial behaviors leading to substance
abuse and dependence.18,19 Although a shared
underlying factor explanation is plausible, under-
standing adolescent behavior without considering
the social context is incomplete.
H. Isabella Lanza, Research Associate and Chri.
Adolescent Substance Use: America’s #1 Public Health ProblemCenter on Addiction
These slides accompany the CASAColumbia report, Adolescent Substance Use: America's #1 Public Health Problem (http://www.casacolumbia.org/addiction-research/reports/adolescent-substance-use), which reveals that adolescence is the critical period for the initiation of substance use and its consequences. The CASA report finds 1 in 4 Americans who began using any addictive substance before age 18 are addicted, compared to 1 in 25 Americans who started using at age 21 or older.
Breakthrough Strategies in Prevention Education: The Intersection of Alcohol ...Maria Candelaria
Get an overview of the most current research exploring the nexus between alcohol use and sexual assault, and consideration of the impact on those who commit, experience, or witness harm. Our presenters will share practical approaches for strengthening your strategic prevention plan through spotlights on successful interventions.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Join the SociologyCriminology Club along with Alpha Kappa Del.docx
1. Join the Sociology/Criminology Club along with
Alpha Kappa Delta, International Sociology Honor Society &
Alpha Phi Sigma, Criminology Honor Society
When: Thursday, March 2 at 5:00 pm
Where: LC 140
Pizza will be provided! RSVP: 305-284-6762 for
Facebook
Guest Speaker Lissa Franklin
from URecovery
…speaking about her club/program and her experience with
addiction
Upcoming Events & Activities:
3/21 Liberty Square: Power, History, and Race in Miami
3/28 CSI:UMIAMI
Elections
Research, Creativity, Innovation Forum
Study Break
Induction of Honor Society Members
U Recovery: A Collegiate Recovery Community at the
University of Miami, is an organization that creates an
environment in which recovering students can interact socially,
and be of maximum service to the University of Miami.
We provide the much-needed nurturing and affirming
environment for social and psychological change as students
recover from substance use disorders and process addictions,
enabling a student in recovery to embrace a normative
2. collegiate experience, and serve as a catalyst for a culture shift
on campus. We spearhead innovation by encouraging and
promoting recovery research, and we enhance the collegiate
learning experience by increasing retention, graduation, and
academic success for students in recovery. We are of service
through student leadership and active community involvement,
by being a voice for the implementation of a positive social
justice intervention in the University setting and outside
community as a whole. We maintain that the science of
abstinence-based approaches to recovery is meaningful and will
not be discounted, and all pathways to recovery are welcomed.
Finally, we can #recoveroutloud, because of #collegiaterecovery
!
Currently, there are over 150 active Collegiate Recovery
Programs across the United States, supported by the Association
of Recovery in Higher Education, and Transforming Youth
Recovery. For more general information, please visit:
www.collegiaterecovery.org and
www.transformingyouthrecovery.org
Portal Information
Description
U Recovery: A Collegiate Recovery Community at the
University of Miami, is an organization that creates an
environment in which recovering students can interact socially,
and be of maximum service to the University of Miami. We
provide the much-needed nurturing and affirming environment
for social and psychological change as students recover from
substance use disorders and process addictions, enabling a
student in recovery to embrace a normative collegiate
experience, and serve as a catalyst for a culture shift on campus.
We maintain that the science of abstinence-based approaches to
recovery is meaningful and will not be discounted, and all
pathways to recovery are welcomed. Finally, we can
#recoveroutloud, because of #collegiaterecovery !
Currently, there are over 150 active Collegiate Recovery
Programs across the United States, supported by the Association
3. of Recovery in Higher Education, and Transforming Youth
Recovery. For more general information, please
visit: www.collegiaterecovery.org and www.transformingyouthr
ecovery.org
Category
Special Interest
Website
http://www.collegiaterecovery.org
Full Organization Name
U Recovery: A Collegiate Recovery Community at the
University of Miami
Organization Guidelines and Objectives
The objectives of URecovery: A Collegiate Recovery
Community shall be to:
• Provide the much-needed nurturing and affirming environment
for social and psychological change as students recover from
substance use disorders and process addictions, as well as
mental health concerns, by offering weekly recovery seminars
serving as a supportive and anonymous gathering of students in
recovery/supporters of students in recovery.
• Enable a student in recovery to embrace a normative collegiate
experience and enhance the collegiate learning experience by
increasing retention, graduation, and academic success for
students in recovery, through continual support from the
Collegiate Recovery Community.
• Engage members in service through student leadership and
active community involvement by participating in campus wide
service initiatives, hosting community educational workshops,
and outreach to the local Miami community. Serving as a
catalyst for a culture shift on campus by being a voice for the
implementation of a positive social justice intervention in the
University setting and outside community as a whole.
• Spearhead innovation by encouraging and promoting recovery
research, through participation in current National initiatives.
• Maintain that the science of abstinence-based approaches to
recovery is meaningful and will not be discounted.
4. • Seek to provide a supportive environment for those students
who identify as being in recovery from any mental health
concerns, and act as a liaison for all students in support of
recovery, regardless of personal experience.
The Sociology of American Drug Use
Chapter 6:
Demographic Correlates of Drug Use
Part II
2
Age Correlates of Drug Use: Adolescents
Adolescents:
Most illicit drug use reported by high school students is
marijuana (alcohol is highest reported drug)
Use of illicit drugs other than marijuana is more sporadic
Increase in use in 1990s, then decline in 2000s
Greatest concern over 8th grade use
Esp. for those continuing into adulthood and “possible gateway”
effects
Faupel et al states that even rise in 1990s much less than use in
1970s
3
5. Age Correlates of Drug Use: College Students
College years time of heaviest experimental and recreational
drug use
Illicit drug use on college campuses pales in comparison to
alcohol consumption, much of it problematic
4
5
These graphics represent factors in the environment that
perpetuate high-risk and illegal alcohol use.
Ads promote high-risk alcohol use.
Students can easily obtain and use fake IDs.
Ads promote cheap drink specials.
Students socialize and bond over alcohol.
Normative messages equate students with drinking and
drunkenness.
Students have easy access to alcohol.
Age Correlates of Drug Use: College Students
6. College years time of heaviest experimental and recreational
drug use
Illicit drug use on college campuses pales in comparison to
alcohol consumption, much of it problematic
Most studies report between 20 and 25 percent of college
students with drinking problems
Binge drinking
Defined by the number of drinks in a single drinking session
College students who engage in threshold binge drinking are
engaging in “normative behavior”
Secondary binge effect:
Violence against an intimate partner following drinking
About 75% of men and 55% of the women involved in date
rapes had been drinking or using other drugs right before the
attack
6
Age Correlates of Drug Use: Baby Boomers
“Baby boomers”: generation born after World War II (1946 -
1964)
Smoking marijuana in the 1960's and early 1970's was an act of
defiance that involved great risk of heavy sanction by the
criminal justice system
Data from the National Survey on Drug Use and Health revealed
that 47.4% of adults between the ages of 40 and 64 have used
marijuana.
The baby boomers in their sample experienced “phases” of use
ranging from: controlled users to marginal users
Baby boomers are more likely to be involved in meaningful
jobs, family relationships, etc.,
Greater concern over controlling drug use than younger people
7. who are less involved in conventional role obligations
7
Age Correlates of Drug Use: Elderly
Illicit drug use among the elderly is extremely rare
Alcohol and tobacco use common
Use of prescription medications is much more common
The aging process impacts the consequences of drug use for the
elderly
Many unaware of abuse, or take various medications with
synergistic effects
8
Percent of Age Categories Using Drugs in the Last 30 Days
6.3 Percent of Age Categories Using Drugs in Last 30 Days,
2010.
Social Class Correlates of Drug Use
Research on the relationship between social class and drug use
is both limited and ambiguous:
“Serious” illegal drug use has generally been associated with
the “lower class”
Marijuana, hallucinogens, cocaine and some inhalants
associated with the middle class
Not considered “serious” drugs… why not????
Studies showing a positive relationship between income and
drug use are contrary to other studies that find that people on
8. welfare are much more likely to be drug users
10
More important:
understanding of the conditions under which social class
variables affect or are effected by various types of substance
use
Set and setting
under some conditions (e.g., toasting or celebrating) substance
use may actually enhance an individual’s standing
under other conditions (addiction or loss of control) such use
may be highly stigmatizing
The Sociology of American Drug Use
Chapter 6:
Demographic Correlates of Drug Use
1
Demographics
Demographic correlates refer to population categories which
have some relationship to drug use
Drug use is not evenly distributed throughout the population
Used to see if there are certain segments of the population that
are more vulnerable to drug use and abuse than others
Demographic variation in drug use goes beyond type and
9. frequency of drug use
2
Past Month Use of Selected Illicit Drugs among Youths Aged 12
to 17: 2002-2013
National Survey on Drug Use and Health: SAMSA
Results from the 2012
National Survey on Drug Use and Health:
Summary of National Findings
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
Substance Abuse and Mental Health Services Administration
Center for Behavioral Health Statistics and Quality
http://archive.samhsa.gov/data/NSDUH/2013SummNatFindDetT
ables/NationalFindings/NSDUHresults2013.htm#fig2.7
3
Past Month Marijuana Use among Youths Aged 12 to 17, by
Gender: 2002-2013
In 2011, the rate of current illicit drug use was higher among
males aged 12 to 17 than females aged 12 to 17 (10.8 vs. 9.3
percent), which represents a change from 2010, when current
illicit drug use did not differ significantly between males and
females (10.4 and 9.8 percent). Males aged 12 to 17 also were
more likely than females to be current marijuana users (9.0 vs.
10. 6.7 percent).
http://archive.samhsa.gov/data/NSDUH/2013SummNatFindDetT
ables/NationalFindings/NSDUHresults2013.htm#fig2.11
4
Sex and Gender Correlates of Drug Use
Sex- “physiological features” of being male of female
Sex correlates of drug use for women:
pregnancy, menstruation, menopause have hormonal impact that
may predispose women to use
Gender - “social dynamics” of being male or female
Gender correlates of drug use and affects due to society's
expectations of men and women
Women – more affected by being unable to maintain their home
or care for their children
society generally looks much more disapprovingly than it does
upon men who are unable to do the same thing
Men - more affected by not being able to hold down a job
Rehabilitated male drug addicts more readily accepted by
society, women seen as “damaged goods”
5
Other sex/gender demographic trends:
Men more likely to use drugs recreationally
Men more likely to turn women on to drugs
Women more dependent upon men to keep them supplied with
drug, to help them prepare the drug, etc.
Women coming from troubled domestic backgrounds more
likely to use drugs
“other-drug-using” women more likely to abuse alcohol, more
readily develop liver dysfunction from alcohol than do men
Women who suffer eating disorders more likely to use and
11. abuse drugs:
alcohol, and marijuana, stimulants, tobacco, laxatives, and other
drugs intentionally used to enhance weight loss
Doctors more willing to prescribe medications to women with
emotional/physical complaints than men, result:
generations of women addicted to prescription drugs
6
Hispanic Drug Use Dynamics:
Three dominant Hispanic populations in the United States are
those from Mexico, Puerto Rico and Cuba
Cultural traits of Hispanic Culture encouraging drug use among
Hispanic males (Moore)
implications for treatment and recovery from drug addiction
MACHISMO: varies from aggressive supermasculine to
responsible adult manliness; directly linked to cultural feature
of alcohol use
Men are expected to drink; men who refuse often have their
sexuality questioned
PERSONALISMO: ability to sustain long-lasting loyalties
between friends and family
CARNALISMO: special "blood brother" bond that ties all
Chicanos (Hispanics of Mexican descent) together
2 & 3 may explain higher rates of gang membership among
Chicano addicts
Racial and Ethnic Correlates of Drug Use
12. 7
Acculturation – (Akens et al)
Substance abuse increases the more highly acculturated…
Acculturation – replacing traditional cultural beliefs with
dominant culture
Acculturation stress leads to increased use and abuse
all substances, including alcohol
8
African-American Drug Use Dynamics:
Ethnic category to which illicit drug use–particularly heroin and
(crack) cocaine use–has been more closely identified
More likely due to official reports than actual incidence
Social class: important factor in African American drug use
Social class significant in determining ‘level’ of substance use
among black men:
poor African-American men more than five times more likely to
use drugs and/or alcohol than poor white men
Relationship (negative) between educational attainment and
drug abuse
9
Native American Drug Use Dynamics:
Native Americans rank higher than any other ethnic minority
with regard to the percentage of their population reporting
13. “heavy” use of alcohol over the past 30 days
American Indian Policy Review Commission identified
disruptive historical circumstances as cause
However, as high as the percentage of alcohol dependence is
compared to other subcultures, still only 7% of population
Also higher rates of cigarettes, marijuana, cocaine, and most
other illicit drug dependence than other ethnic groups
10
Asian-American Drug Use:
Asian-Americans have the lowest prevalence rates of all ethnic
categories reported
except for hallucinogens - differences among ethnic categories
are virtually non-existent
Growing research suggesting genetic predisposition to an
aversion to alcohol
What social issues may be influencing relationship?
Parents disapproval strong factor on lower drug use of Asian
American youth
11
David Sheff’s Website: http://www.davidsheff.com/contact.html
BEAUTIFUL BOY FORUM: TAKE A STAND ON ADDICTION
In addition to a forum for us to share our stories, I’ve initiated
this forum for us to explore the problem of addiction in America
14. and to discuss new ways forward. In the afterword to the
paperback edition of Beautiful Boy, I propose one option: the
declaration of a war on addiction modeled on the war on cancer.
Given the enormity of the suffering, its astounding that we – the
collective we – are doing almost everything wrong in our fight
against addiction. Four thousand Americans have died in five
years in Iraq, whereas more than twenty thousand die each year
of drug overdoses alone, and the number continues to rise. In
many regions of the country, overdoses have or will soon
surpass automobile accidents as the leading cause of non-
natural death. Add the other casualties of drug use -- crime,
accidents, suicide, drug- and alcohol-caused illnesses, lost
productivity -- and you begin to fathom the enormity of the
problem.
After hearing countless stories from people who have been
betrayed by America’s mental-health care system, I began to
explore alternatives. This is a place to discuss them. I’ve
determined that if we tackle addiction for what it is – as a
healthealth crisis -- we could reverse the course we’re on. We
could dramatically lower emergency room visits and decrease
prison populations. We’d eventually free up billions of dollars
to treat other illnesses, dramatically improving health care
across the board. We’d save lives. We’d help families stay
together and repair broken neighborhoods. We’d alleviate
immeasurable suffering.
—David Sheff
https://www.youtube.com/watch?v=ZdiDutNYZ80
15. We All Fall Down
Living with Addiction by Nic Sheff
In his bestselling memoir Tweak, Nic Sheff took readers on an
emotionally gripping roller-coaster ride through his days as a
crystal meth and heroin addict. Now in this powerful follow-up
aut his continued efforts to stay clean, Nic writes candidly
about eye-opening stays at rehab centers, devastating relapses,
and hard-won realizations about what it means to be a young
person living with addiction.
https://www.youtube.com/watch?v=UXDwXkJFu_4
2017 Update…
Hometown: San Francisco, California
Nic Sheff, sober, has written a variety of articles on websites
like Salon and The Fix that aim to give advice and healing to
people who are struggling or know somebody who is struggling
with addiction and other mental health issues.
Books: We Fall Down: Living with Addiction, Schizo: A Novel,
and Tweak: Growing Up on Methamphetamines.
TV: Recovery Road, The Killing, and 13 Reasons Why:
http://www.vanityfair.com/hollywood/2017/04/13-reasons-why-
suicide-controversy-nic-sheff-writer
16. 5
The Sociology of American Drug Use
Chapter 5 Part III:
Theoretical Explanations for Drug Use and Addiction
1
Social Structure – Strain Theory
Based on Durkheim’s Concept of Anomie
1938 Merton modified and expanded Durkheim’s concept of
anomie to explain deviant behavior
Merton’s strain theory was a reaction to trait theories
Deviance is a normal response to conditions that limit the
opportunities for individuals to obtain the economic success for
which we are all supposed to strive
Merton’s Anomie occurs when cultural goals cannot be achieved
using socially acceptable means
Deviance is a function of strain caused by the conflict between
the goals people have and the means they can use to legally
obtain them
Strain is met with adaptations of
Innovation, Retreatism, or Rebellion
2
17. Merton’s Adaptations to StrainMode of
AdaptationAdhere to
Cultural GoalsAdhere to
Legitimate
MeansConformityYesYesRitualismNoYesInnovationYesNoRetre
atismNoNoRebellionSubstitute Substitute
Retreatism - Drug abuse/addiction as an adaptation to strain
where one rejects goals and means for a life of drugs
3
Read 292-293!
Differential Opportunity Theory (Cloward and Ohlin,1960)-
Another of the classical Strain Theories…
Cloward and Ohlin hold that retreatism follows failed attempts
at crime –
Double failure
AdaptationLegitimate OpportunitiesIllegitimate
OpportunitiesGive up the goal of American Dream?Criminal
Subculture NoYes
(property crime)NoConflict SubcultureNoYes
(violence)NoRetreatist Subculture
No
Yes (drug use)Yes
“double failures”
4
18. Critique of Classic Strain Theories
Drug use and other forms of deviance are not limited to lower
classes
Assume value consensus and don’t take into account goals other
than monetary success/middle class status
Do not specify clearly why only some strained individuals turn
to delinquency
Weak empirical support
esp. for traditional measures of classic strain such as the gap
between educational aspirations and expectations)
Do not consider strain other than social class
5
Agnew’s General Strain Theory
Agnew identifies sources of strain that are not class or
economically based, but based at the social-psychological level
Drugs are a way of dealing with all types of strain, such as?
Divorce
Loss of loved one
Loss of job
Poor school performance
Poor work performance, etc…
Agnew also acknowledges that some people may be more
vulnerable to strain than others
Incorporating trait theory!
6
Social Structure – Cultural Deviance Theories
Cultural traditions promote deviance (primarily criminal
19. activity)
Shaw and McKay - Believed deviance to be the result of
‘transitional neighborhoods’ and ‘social disorganization’
Communities are socially disorganized, leading to:
Lack of Informal Social Control
Cultural Transmission of Values
Linked transitional slum areas to the inclination to commit
crime
Transitional neighborhoods are incapable of inducing residents
to defend against criminal groups
Concentric zone mapping identified the inner-city transitional
zones as having the heaviest concentration of crime.
Slum children choose to join gangs when values are in conflict
with existing middle-class norms
Crime rates correspond to neighborhood structure according to
Shaw and McKay
7
The Original Social Disorganization Model
Poverty
Residential Mobility
Ethnic Heterogeneity
Social
Disorganization
Crime
Criminal
20. Subculture
Structural
Characteristics:
Lack of Informal Social Control
Combines the effects of social disorganization and strain to
explain criminality
Lower classes create an independent subculture with its own set
of rules and values
Subcultural norms clash with conventional values
8
Social Structure – Cultural Deviance Theories
O’Donnell – drug subcultures formed after passage of Harrison
Narcotics Act in 1914, criminalizing possession and distribution
of narcotics
brought common set of problems for users…
maintaining access to drugs without getting caught!
Johnson – Marijuana subculture with shared:
Values
Conduct norms
Lifestyle
Rituals
Criminalization actually encourages drug use and illegal
behaviors necessary to obtain drugs
9
Integrated Structural Theory – Winick
21. Combines Cultural Deviance Theory and Strain Theory:
Cultural Deviance:
Increase in access to drugs rooted in subculture of use
Disengagement from normative attitudes on drugs (create new
beliefs and values)
Strain Theory
“Role strain” and “role deprivation”
Felt by anyone with an unmanageable or unstructured lifestyle
10
Social Reaction – Labeling Theory and Drug Use
Social construction of drug use
Deviance has been defined through moral entrepreneurship
Social consequences and implications of this labeling process
(Becker)
Devalued social identity [stigma]
Master Status
Move from primary deviance-> secondary deviance (Lemert)
Routine and systematic drug use by labeled drug user
Seeking out “like others”
Downward spiral…
11
22. Social Reaction – Conflict Theory and Drug Use
Explanations are ‘macro’ level- focused on larger structural
forces than labeling theory accounts for
Suggests that recreational-abusive use is more common in lower
SES, and when found in upper SES, less reaction, less punitive
responses
Elliot Currie (1985, 1993)-
Urban heroin use
Product of economic and political conditions
Drug dependency affects marginalized groups
Lack of opportunity – almost a normal response
Argues that an effective drug policy must ATTACK AND
CHANGE current economic and political conditions
12
The Sociology of American Drug Use
Chapter 5 Part II:
Theoretical Explanations for Drug Use and Addiction
1
Back to Psychological Risk Factors/Traits
“Disease Model”/Addictive Personality
Recently heavily associated with other psychological disorders
Anxiety and Depression
What are some of the policy implications of the various
23. psychological explanations (psychoanalytic, personality, and
behavioral) of drug abuse and addiction?
Can you apply any of the psychological perspectives to David’s
portrayal of his son’s progression to methamphetamine
addiction?
2
Sociological Theories
General sociological theories of drug use and abuse are most
often derived from social theories concerning crime and
delinquency
Social process theories
Social structural theories
Societal reaction theories
All focus on the social environment of the user
3
Sociological Theories of Drug Use and Addiction
Theories assume that no one is ‘born’ to be drug user
Text distinguishes the sociological theories into 3 groups
focusing on the social environment of the user:
Social process theories
Focus on social norms, expectations, forces influence an
individual’s behavior
Theories: Social Learning and Social Control
Social structure theories
Focus on certain segments of society that are more involved in
24. drug use and/or crime than others
Theories: Strain and Cultural Deviance
Societal reaction theories
Focus on social construction of deviance and differential
treatment
Theories: Labeling and Conflict
4
Social Process – Social Learning Theories
Through socialization, individual acquires skills, values,
motives
Sutherland’s Differential Association
Most significant in this process of learning are the values,
beliefs and norms of a person’s closest intimates
Specific direction of motives is learned from definitions of the
deviance as favorable or unfavorable
An excess in definitions favorable to deviance over unfavorable
results in deviance
Differential associations vary in frequency, duration, priority,
and intensity
5
Ronald Akers (1969)-- Differential Reinforcement
Builds on operant conditioning, but Akers claims more
important to understand the nature of reinforcements provided
by others
drug-using behavior is reinforced socially more than
physiologically
depends on the differential associations that one has
If associating primarily and intensely with drug-using friends,
25. drug using behavior will be highly reinforced
If one's friends are primarily non-drug users, drug use will not
be reinforced
Akers' theory represents a combining of operant conditioning
theory with Sutherland's differential association theory
Learning to Use and Anticipate Reactions to Drugs
Becker (1963, 1967) on learning to enjoy marijuana, Faupel
(1991), becoming a heroin user
6
Social Process – Social Control Theory:
Hirschi
Reverses question to be asked about all forms of deviance
Does NOT ask WHY PEOPLE ARE DEVIANT, instead, social
control theory asks: WHY DO PEOPLE CONFORM?
What holds people back from using drugs?
Hirschi’s answer:
SOCIAL CONTROL
- in the extent to which people develop a bond to society
One will be less likely to risk loss of job, status, reputation,
friends and family, and thus avoid deviance and conform
The more society is able to foster greater social bonds and a
greater stake in conformity, the less deviance there will be
7
Elements of the Bond
Attachment: an individual’s relationship to others
if one does not care about the expectations of others he or she is
free to deviate
Commitment: Investment of time, energy, self
26. Risking the loss of such investments by deviance and facing
punishments would prevent one from engaging in deviance
Involvement: Involvement in conventional activities
Limits time, energy and opportunity to engage in deviant
activity; “idle hands are the devil’s workshop”
Belief: set of values
assumes existence of a common value system within a society or
group
the greater a person’s acceptance of the moral authority for a set
of norms, the less likely they are to violate them
8
Integrated Perspective: Social Control & Learning
Subcultural Recruitment and Socialization
Goode and Johnson: Combine social control and social learning
theories to address characteristics of drug users
Social control theory:
Nonusers’ peer associations and networks have conventional
values, more control, less freedom to engage in deviant
behavior
VS.
Drug users’ associations - common world view and lifestyle –
LESS SOCIAL CONTROL
Less religious, sexually permissive, politically liberal, less
control, freedom to engage in deviant behavior
Learning theory:
Socialization occurs once an individual is recruited into a drug-
using network of “associates”
9
27. The Sociology of American Drug Use
Chapter 5 Part I:
Theoretical Explanations for Drug Use and Addiction
1
Theoretical Explanations
Set of tools to understand the purpose and significance of social
behavior
Theory allows researchers to analyze relationships using the
scientific method
Various theories, all useful in explaining behavior
Some better suited to explain initiation, patterns of use (and
non-use), or addiction
Core theoretical explanations for drug use and addiction in text:
Nature theories
Biological theories
Psychological theories
Sociological theories
2
Theories of drug use/abuse rooted ‘within the individual’
Nature Theories
Trait Theories
Biological Theories
Psychological Theories
Theories of drug use/abuse rooted ‘beyond the individual’
Sociological
28. 3
Nature Theories
Drug use/addiction - an intrinsic character of human nature
“universal human characteristics”
an expression of the universal drive to achieve altered states of
consciousness
Andrew Weil physician/proponent of alternative medicine
Desire to alter consciousness is innate and “analogous to hunger
or the sexual drive”
“…Every known culture has indigenously grown intoxicants and
established rituals for usage”
“Must not assume it is bad”
….rather, should try to minimize risk in using
4
Biological Theories
Addiction stems from particular biological predispositions
Early biological theories viewed addiction in terms of ‘disease,’
and believed that it was ‘communicable’
Modern biological explanations focus on biological
predisposing factors that can be broadly classified as either
neurochemical or genetic in nature
29. 5
Neurochemical Explanations
Neurochemical explanations vary with the type of drug in
question and identifies neurotransmission as the biological
source of addiction
6
Biogenetic Explanations
Text describes four types of epidemiological studies assessing
genetic linkage to alcohol: animals, family pattern, twins, and
adoptees
Studies on animals (mostly rats) have shown that it is possible
to breed strains that have a preference for alcohol over water
Family pattern studies- documented the relationship between
familial linkage and alcoholism (but nature vs nurture?)
genetic vulnerability (not inevitability)
Twin studies- work to separate genetic
influences from environmental ones
Adoption studies- strongest evidence for a genetic link to
alcoholism – rate of metabolism – still more to the picture?
7
VULNERABILITY to What?
30. Starting Drug Use?
Liking Drugs More?
Continuing Drug Use?
Becoming Addicted?
Specific to A Particular Drug?
8
Psychological Theories
Psychological theories, as with biological, focus on the
individual user
Concerned with the nature and quality of individual experiences
which might make one susceptible to drug use, abuse, or
addiction
Focus on characteristics of the individual which somehow
differentiate him or her from non-users
Three broad types of psychological explanations:
psychoanalytic, personality, and behavioral theories
9
Psychoanalytic Explanations
Based on work of Sigmund Freud
31. Link cause of drug abuse or addiction to abnormal personality
development or adjustment
Drug abuse and addiction is viewed as a sickness or pathology,
resulting from this unhealthy development
often traced to childhood trauma
Abusing drugs is a way to deal with pathological experiences
Psychoanalysts attempt to help clients work through traumas to
alleviate need for drugs
10
Personality Theories
Belief that drug abusers have unique personalities
Early studies: addicts have psychopathic or sociopathic
personalities (anti-social personality disorders)
DSM IV Manual Devotes almost 100 pages to describing
addiction and dependence disorders
“Addictive personality” includes:
Sensation seeking
The seeking of novel experiences and sensations
Impulsivity
An inability to delay gratification
Decision-making without consideration of potential negative
consequences
Low self esteem
Little evidence of a conclusive “addictive personality”
11
Behavioral Theories
Founded in Pavlov’s dog’s conditioned responses
32. Operant conditioning-
individuals likely to engage in behaviors that are positively
rewarded and avoid those that produce negative consequences
12
Behavioral Theories
McAuliffe: reinforcing effects of opiates
Euphoria, cessation of withdrawal effects, analgesic
Crowley research
Distinguished between primary and secondary reinforcement
Primary – directly pleasurable
Secondary – pleasurable because of associations
Association of smoking dried banana peels in drug within
subculture
Lindesmith:
Cognitive-behavioral sociologist - addiction not caused by
euphoric effects of drugs (not all experiencing euphoria become
addicted!
Addicts who do not link the physical distress of withdrawal
with the drug do not become addicted…
Cognitive recognition is necessary to become an addict
Behavioral theories are similar to some of the sociological
theories
13
What are some of the policy implications of the various
psychological explanations of drug abuse and addiction?
Can you apply any of the psychological theories to David’s
33. portrayal of his son’s progression to methamphetamine
addiction?
psychoanalytic, personality, and behavioral?
14
Sociological Theories
General sociological theories of drug use and abuse are most
often derived from social theories concerning crime and
delinquency
Social process theories
Social structural theories
Societal reaction theories
All focus on the social environment of the user
15
Sociological Theories of Drug Use and Addiction
Theories assume that no one is ‘born’ to be drug user
Text distinguishes the sociological theories into 3 groups
focusing on the social environment of the user:
Social process theories
Focus on social norms, expectations, forces influence an
individual’s behavior
Theories: Social Learning and Social Control
Social structure theories
Focus on certain segments of society that are more involved in
drug use and/or crime than others
Theories: Strain and Cultural Deviance
Societal reaction theories
34. Focus on social construction of deviance and differential
treatment
Theories: Labeling and Conflict
16
Social Process – Social Learning Theories
Through socialization, individual acquires skills, values,
motives
Sutherland’s Differential Association
Most significant in this process of learning are the values,
beliefs and norms of a person’s closest intimates
Specific direction of motives is learned from definitions of the
deviance as favorable or unfavorable
An excess in definitions favorable to deviance over unfavorable
results in deviance
Differential associations vary in frequency, duration, priority,
and intensity
17
Ronald Akers (1969)-- Differential Reinforcement
Builds on operant conditioning, but Akers claims more
important to understand the nature of reinforcements provided
by others
drug-using behavior is reinforced socially more than
physiologically
depends on the differential associations that one has
If associating primarily and intensely with drug-using friends,
drug using behavior will be highly reinforced.
If one's friends are primarily non-drug users, drug use will not
be reinforced.
35. Akers' theory represents a combining of operant conditioning
theory with Sutherland's differential association theory.
Learning to Use and Anticipate Reactions to Drugs
Becker (1963, 1967) on learning to enjoy marijuana, Faupel
(1991), becoming a heroin user
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Social Process – Social Control Theory:
Hirschi
Reverses question to be asked about all forms of deviance
Does NOT ask WHY PEOPLE ARE DEVIANT, instead, social
control theory asks: WHY DO PEOPLE CONFORM?
What holds people back from using drugs?
Hirschi’s answer:
SOCIAL CONTROL
- in the extent to which people develop a bond to society
One will be less likely to risk loss of job, status, reputation,
friends and family, and thus avoid deviance and conform
The more society is able to foster greater social bonds and a
greater stake in conformity, the less deviance there will be
19
Elements of the Bond
Attachment: an individual’s relationship to others
if one does not care about the expectations of others he or she is
free to deviate
Commitment: Investment of time, energy, self
Risking the loss of such investments by deviance and facing
punishments would prevent one from engaging in deviance
Involvement: Involvement in conventional activities
36. Limits time, energy and opportunity to engage in deviant
activity; “idle hands are the devil’s workshop”
Belief: set of values
assumes existence of a common value system within a society or
group
the greater a person’s acceptance of the moral authority for a set
of norms, the less likely they are to violate them
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Integrated Perspective: Social Control & Learning
Subcultural Recruitment and Socialization
Goode and Johnson: Combine social control and social learning
theories to address characteristics of drug users
Social control theory:
Nonusers’ peer associations and networks have conventional
values, more control, less freedom to engage in deviant
behavior
VS.
Drug users’ associations - common world view and lifestyle –
LESS SOCIAL CONTROL
Less religious, sexually permissive, politically liberal, less
control, freedom to engage in deviant behavior
Learning theory:
Socialization occurs once an individual is recruited into a drug-
using network of “associates”
21
Social Structure – Strain Theory
Merton (1938) Socially defined goals vs. institutionalized
means
37. Strain results in deviance
argued drug user- retreatist [heroin and alcohol]
Differential opportunity theory (Cloward and Ohlin,1960)-
retreatism follows failed attempts at crime – double failure
Empirical evidence does not strongly support theory –
Doesn’t apply to addicts supporting habit with crime
Early Strain Theories Elitist…
Merton refers to strain as due to not being able to achieve
goals through socially acceptable means retreat into drug use,
like an escape…
Is failure to achieve defined goals due to lack of resources the
only source of strain?
22
Agnew’s General Strain Theory
Agnew identifies sources of strain that are not class or
economically based, but based at the social-psychological level
Drugs are a way of dealing with all types of strain, such as?
Divorce
Loss of loved one
Loss of job
Poor school performance
Poor work performance, etc…
Agnew also acknowledges that some people may be more
vulnerable to strain than others
Incorporating trait theory!
23
Social Structure – Cultural Deviance Theories
Cultural traditions may promote criminal activity
38. Shaw and McKay - Believed delinquency to be the result of
‘transitional neighborhoods’
O’Donnell – drug subcultures formed after passage of Harrison
Narcotics Act in 1914, criminalizing possession and distribution
of narcotics
brought common set of problems for users…
maintaining access to drugs without getting caught!
Johnson – Marijuana subculture with shared:
Values
Conduct norms
Lifestyle
Rituals
Criminalization actually encourages drug use and illegal
behaviors necessary to obtain drugs
24
Social Reaction – Labeling Theory and Drug Use
Social construction of drug use
Deviance has been defined through moral entrepreneurship
Social consequences and implications of this labeling process
(Becker)
Devalued social identity [stigma]
Master Status
Move from primary deviance-> secondary deviance
Routine and systematic drug use by labeled drug user
39. 25
Social Reaction – Conflict Theory and Drug Use
Explanations are ‘macro’ level- focused on larger structural
forces than labeling theory accounts for
Suggests that recreational-abusive use is more common in lower
SES, and when found in upper SES, less reaction, less punitive
responses
Elliot Currie (1985, 1993)-
Urban heroin use
Product of economic and political conditions
Drug dependency affects marginalized groups
Lack of opportunity – almost a normal response
Argues that an effective drug policy must ATTACK AND
CHANGE current economic and political conditions
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