Social InterestA key component of Adlers theory is what he call.docx

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Social Interest A key component of Adler's theory is what he calls "social interest." He maintains that social interest is an important criterion for a healthy personality. Adler also talks about inferiority and compensation in his theory of personality. On the basis of your understanding on "social interest," discuss the following: Write about a public figure from popular culture, such as politics, movies, or television. Explain how social interest is or was a factor in his or her personality development. Explain how factors such as inferiority and compensation are displayed in your subject's personality. Support your responses with examples. Cite any sources in APA format. .

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SOCIAL JUSTICE AND SOCIOLOGY: AGENDAS FOR THE TWENTY-FIRST CENTURY JOE R, FEAGIN University of Florida The world's peoples face daunting challenges in the twenty-first century. While apologists herald the globaliza- tion of capitalism, many people on our planet experience recurring economic exploitation, immiseration, and environmental crises linked to capitalism's spread. Across the globe social movements continue to raise the issues of social justice and democracy. Given the new century's serious challenges, sociologists need to rediscover their roots in a sociology committed to social justice, to cultivate and extend the long- standing "countersystem" approach to research, to encourage greater self-reflection in sociological analysis, and to re-emphasize the importance ofthe teaching of sociology. Finally, more sociologists should examine the big social questions of this century, including the issues of economic exploitation, social oppression, and the looming environmental crises. And, clearly, more sociologists should engage in the study of alternative social futures, including those of more just and egalitarian societies. Sociologists need to think deeply and imaginatively about sustainable social futures and to aid in building better human societies. WE STAND today at the beginning ofa challenging new century. Like ASA Presidents before me, I am conscious of the honor and the responsibility that this address carries with it, and I feel a special obligation to speak about the role of sociology and sociologists in the twenty-first century. As we look forward, let me quote W. E. B. Du Bois, a pathbreaking U.S. sociologist. In his last autobiographical statement, Du Bois (1968) wrote: Direct correspondence to Joe R. Feagin, De- partment of Sociology, Box 117330, University of Florida, Gainesville, FL 32611, (feagin® ufl.edu). I would like to thank the numerous col- leagues who made helpful comments on various drafts of this presidential address. Among these were Hernan Vera, Sidney Willhelm, Bernice McNair Barnett, Gideon Sjoherg, Anne Rawls, Mary Jo Deegan, Michael R. Hill, Patricia Lengermann, Jill Niebrugge-Brantley, Tony Orum, William A. Smith, Ben Agger, Karen Pyke, and Leslie Houts. [TJoday the contradictions of American civi- lization are tremendous. Freedom of political discussion is difficult; elections are not free and fair. . . . The greatest power in the land is not thought or ethics, but wealth. . . . Present profit is valued higher than future need. . . . I know the United States. It is my country and the land of my fathers. It is still a land of magnificent possibilities. It is still the home of noble souls and generous people. But it is selling its birthright. It is betraying its mighty destiny. (Pp. 418-19) Today the social contradictions of Ameri- can and global civilizations are still im- mense. Many prominent voices tell us that it is the best of times; other voices insist that it is the worst of t.

SOCIAL JUSTICE AND SOCIOLOGYAGENDAS FOR THETWENTY-FIR.docx

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Social Justice Analysis of a Current Issue The effects of the O.docx

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SOCIAL ISSUES DISCUSSION You are required to identify any current social issue and discuss its impact on children, families, schools, and communities. You should include a discussion of public policies related to this issue. If no public policies exist, suggest a couple that you think are needed. Also specify the potential influence of this topic on the child’s development and identity formation. Keep in mind that social issues are dynamic: they arise, change, gain or lose priority as the tone of the times changes. The issues you choose need to be current. They can be local (specific to a community such as loss of a library or gang problems), or national (i.e. childhood obesity, lack of art, enrichment, physical education, etc. in public school curriculum, separation of church and state issues). You may choose any topic that interests you if it is current, and you are able to respond to each of the prompts listed below in the instructions. What you will turn in: A 5-6-page minimum (no maximum and this does not include the cover page nor the reference page) summary of the topic explaining: What the topic is as well as the incidence of the topic, why it is a noteworthy social issue, how it impacts children, families, and communities. Explain how children’s development may be affected by this issue; include all affected developmental domains. Are there any current policies that address this issue? Explain and suggest others. What are some possible solutions to address this issue? (your educated opinion of 2+ solutions and why) Please format this in APA style and include a reference page with any sources you used to gather your information. You must cite at least four sources, plus your textbook (5 total). You must include page numbers for each citation. Your sources do not need to be empirical research studies, although they may be if you choose. Chapter 4: Data and Databases from Information Systems for Business and Beyond is available under a Creative Commons Attribution 3.0 Unported license. © 2014, David T. Bourgeois. The content is made possible by funding from The Saylor Foundation's Open Textbook Challenge. http://www.saylor.org/site/textbooks/Information%20Systems%20for%20Business%20and%20Beyond.pdf http://creativecommons.org/licenses/by/3.0/legalcode Chapter 4: Data and Databases David T. Bourgeois Learning Objectives Upon successful completion of this chapter, you will be able to: • describe the differences between data, information, and knowledge; • define the term database and identify the steps to creating one; • describe the role of a database management system; • describe the characteristics of a data warehouse; and • define data mining and describe its role in an organization. Introduction You have already been introduced to the first two components of information systems: hardware and software. However, those two components by themselves do not make a computer useful. Imagine if you turned o.

SOCIAL ISSUES DISCUSSION You are required to identify any curr.docx

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Social issue - BullyingIdentify and summarize the contemporary s.docx

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Social Interaction Assignment Purpose: To research a social setting and observe social interaction. Instructions: Visit an area where you can discretely observe social interaction (i.e., a cafeteria, a restaurant, the mall, a social event, etc.) and complete the summary and analysis below. Before conducting your observation, review the following concepts from your text: Review the symbolic interaction approach (pages 20-22) Chapter 5: Socialization Chapter 6: Social Interaction in Everyday Life The Activity: Spend some time (minimum of 15 minutes) quietly observing what is going on and briefly summarize what different persons in the setting were doing. Summary and Analysis: Once you have completed your observation and made notes, analyze the patterns of social interaction that you observed and respond to the following: 1) Describe the context for your observation. This includes the location, setting, type of people observed, time of day, day of week length of observation, etc. You may also include any other details you deem relevant. 2) What examples of socialization did you notice? This may include the process of socialization in progress (i.e. a parent encouraging their child to use good table manners) or evidence of the effects of socialization (i.e. waiting politely in a long line). 3) Give at least three examples of each of the following that you observed during your interaction: ascribed status, achieved status, and roles. 4) Describe at least five examples of social exchange that you noticed and discuss the potential impact (helpful, disruptive, etc.) on the individuals involved. 5) What examples of “gendered” interaction did you notice regarding the ways in which women and men are socialized regarding demeanor, uses of space, starting, touching, smiling, and language. Explain whether or not this was consistent with what you learned in chapter 6 (pages 165-166 and 170). Mechanics: Assignments must be a minimum of one page, single spaced, typed, standard 8.5x11 page, 1” margins, Times New Roman or Arial 10-12 point font, and include your name/course/assignment title/date. .

Social Interaction AssignmentPurpose To research a social.docx

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Social Institutions are a part of our everyday life. What is a socia.docx

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Social Institutions Paper#2 topic is one of those below .docx

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Social Injustice Instructions: Please complete the following steps for your discussion post. After you have completed the Unit 6 material and have considered the many different roles and effects of popular culture, consider the following questions: What has been pop culture’s role in promoting social justice? Give specific examples. Share one unique example (that has not been mentioned in the unit or by classmates) or how pop culture has promoted social justice, awareness of an issue, or has had a role in influencing public opinion to promote equality, justice, acceptance or tolerance. In your opinion, do people with a large pop culture following have an ethical responsibility to promote positive messages in their work? Please be sure to validate your opinions and ideas with citations and references in APA format. .

Social InjusticeInstructionsPlease complete the following s.docx

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Social injustice in educationincluded in my PowerPoint was 1.docx

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Social Injustice, Jack Johnson, pro boxer how did racism influen.docx

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Social influence is not always negative. In some instances, it may.docx

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Social Inclusion (ISSN: 2183–2803) 2018, Volume 6, Issue 1, Pages 29–39 DOI: 10.17645/si.v6i1.1193 Article Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities Andrea Broderick Department of International and European Law, Maastricht University, 6211 LH Maastricht, The Netherlands; E-Mail: [email protected] Submitted: 29 September 2017 | Accepted: 27 December 2017 | Published: 26 March 2018 Abstract The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level. Keywords capability approach; CRPD; disability; education; equality; inclusive education; United Nations Issue This article is part of the issue “Disability Equality: In Theory and Practice”, edited by Mark Priestley (University of Leeds, UK) and Lisa Waddington (Maastricht University, The Netherlands). © 2018 by the author; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu- tion 4.0 International License (CC BY). 1. Introduction The question ‘equality of what?’ is often posed during debates on political philosophy and interdisciplinary debates on distributive justice. It concerns a decision as to the elements which governmental policies and institu- tional structures should aim to equalise. The same question was posed by economist-philosopher Amartya Sen, who first introduced his theory of ‘basic capability equality’ in his Tanner Lectures (Sen, 1979, p. 218): I believe what is at issue is the interpretation of needs in the form of basic capabilities. This interpretation of needs and interests is often implicit in the demand for equality. This type of equality I shall call “basic capability equality”. The capability approach encompasses a ‘partial theory of social justice’ (Nussbaum, 2009, p. 232) and a norma- tive framework for the asse.

Social Inclusion (ISSN 2183–2803)2018, Volume 6, Issue 1, P.docx

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Social Inequality Answer the following questions: 1a. Compare and contrast the functionalist view of social stratification and the conflict theory's view of social stratification. b. How does social stratification influence the daily interactions of individuals? c. How do systems of class, based on factors such as prestige, power, income, and wealth, influence your own daily routines, as well as your beliefs and attitudes? d. Illustrate your ideas with examples from everyday life as well as include a recent news piece on stratification or inequality. e. Include a brief description and link for your news story (a full citation is not required). This essay meets the following course objectives: Apply a sociological perspective to the social world Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life. Describe global stratification. Explain social class in the United States. 350-400 words excluding references and a minimum of 3 references .

Social InequalityAnswer the following questions1a. .docx

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Social Inequality Essay Your assignment is to write an argumentative essay in which you take opposition on inequality. This can be one of the specific issues from the Real World text, or you can write on a topic that affects the world today. Your paper should follow the guidelines below: I. Introduction- give background or perhaps an illustrative example to show the significance of the subject or the nature of the social problem. Consider stating the conclusion of your argument here as the theses of your essay. II. Opposing argument- give a brief statement of the opposing view(s) to present that you have considered the opposing views. III. Presentation of argument- Throughout the body of your essay you should build your case with evident and meaningful content that is creditable. IV. Conclusion- Once your evidence has been presented and/or your position is defended, provide grounds for your position and conclusion. Format: Your essay should be written using ASA format to include references and citations. Your paper should be 3-4 pages and incorporate at least 2 different scholarly resources. .

Social Inequality EssayYour assignment is to write an argument.docx

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Social History of Sports in the U.S. This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at [email protected] or [email protected] NOTE: Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the Course Documents , where the assigned readings are, and Discussion Board , where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course. Course Goals: This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization. Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry. By the end of the course, you will be able to: 1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture. 2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.

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Social Forces, Gangs, and Crime - Part 1 The focus of this assignment is on social process theory: the socialized to crime perspective on criminality. Social learning, social control, and social reaction (labeling) theories view crime as a function of people's interactions with various organizations, institutions, and processes in society. The socialization process is very influential in human development. According to this theory, all people regardless of race, class, or gender have the potential to become delinquents and/or criminals. Complete the following: Select a gang or group within a large urban area or city. Explore the burdens of social class, poverty, racism, poor schools, and dysfunctional families, and the possible impact of these social forces on criminality in such a setting. Explain how these negative social forces might be counteracted by positive peer relations, a supportive family, educational success, and structured religious beliefs using social and criminal justice initiatives. Explore the overall relationship between social class and crime. Most residents of the inner-city refrain from criminal activity, and those who do commit crimes, age out over time. Why? Review the Social Forces, Gangs, and Crime – Part 1 Scoring Guide to understand the grading criteria for this assignment. Other Requirements Your paper should meet the following requirements: Written communication: Written communication should be clear, organized, and free of errors; it should also follow professional standards. APA format: Resources and citations must be formatted according to current APA style and formatting guidelines. Number of references: At least five academic sources, of which at least two should not be course materials. Length of paper: 4–6 double-spaced pages, including the cover page and reference page. Font and font size: Times or Times New Roman, 12 point. .

Social Forces, Gangs, and Crime - Part 1The focus of this assign.docx

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Social Factors and Health Outcomes Week 2 explored the interaction between the “bio” and “psycho” aspects of an illness. The third component of the biopsychosocial model is the focus of this week. Social factors such as socioeconomic status, educational attainment, social interactions and support, and health literacy independently influence the development and progression of illness and health outcomes. Other social determinants of health or illness are race, ethnicity, occupation, geographic location, and religion. These factors influence health through direct psychobiological processes or lifestyle modifications (Martikainen, Bartley, & Lahelma, 2002). To prepare for this Discussion: Review this week’s resources. Consider social factors known to influence health outcomes. Select two factors of interest to you. Consider both macro and micro aspects of medical social work Post an explanation of how TWO social factor influence health outcomes. Describe medical social work interventions that target these factors to improve health outcomes, and explain why you selected these interventions. Explain the tasks a social worker might need to complete in order to reach the desired outcomes. Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style. .

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"Social Engineering" Social engineering requires that a hacker manipulate users to prey on their human weakness/ignorance and willingness to interact. What, in your opinion, are the inherent dangers to you as an IT security professional and a private person? Describe your plans for keeping your family and your professional lives secure. Are there any online tools that can assist with protecting “private” information? .

Social EngineeringSocial engineering requires that a hacker .docx

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Social Engineering PSA(Public service announcement) 1. Create a 2-minute video about social engineering. It can be any aspect of social engineering. Your goal is to use Cialdini's six principles of influence. 2. Create a storyboard of your video. It should contain pictures showing how your video will flow. 3. Short (at least 500 words) paper explaining how your video uses the six principles of influence .

Social Engineering PSA(Public service announcement)1. Create a .docx

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Social engineering is the art of manipulating people so they give up confidential information. The types of information these criminals are seeking can vary, but when individuals are targeted the criminals are usually trying to trick you into giving them your passwords or bank information, or access your computer to secretly install malicious software - that will give them access to your passwords and bank information as well as giving them control over your computer. Explain a scenario where you or someone you know may have unknowingly given too much personal information to a stranger. How could this situation been avoided? Reference Article Link: https://www.webroot.com/us/en/resources/tips-articles/what-is-social-engineering 300 words .

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