Social Problems as Collective Behavior
Author(s): Herbert Blumer
Source: Social Problems, Vol. 18, No. 3 (Winter, 1971), pp. 298-306
Published by: Oxford University Press on behalf of the Society for the Study of Social
Problems
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298 SOCIAL PROBLEMS
group Relations. New York: Har-
per and Row.
1969 Sociology: The Study of Human
Relations, Third Edition. New
York: Alfred A. Knopf.
Rose, A. M., and H. R. Stub
1955 "Summary of studies on the inci-
dence of mental disorders." In
Rose, 1955a: 87-116.
Rose, A. M., and L. Warshay
1957 "Adjustments of migrants to
cities." Social Forces 36(October):
72-76.
Stryker, S.
1968 "In memoriam: Arnold M. Rose
(1918-1968)." The American So-
ciologist 3(February): 60-61.
Westie, F. R.
1968 "The American Dilemma: An em-
pirical test." Pp. 127-141 in Ray-
mond W. Mack (ed.), Race, Class
and Power. New York: American
Book Co.
Young, K.
1944 "Review of 'An American Di-
lemma.'" American Sociological
Review 9(June): 326-330.
SOCIAL PROBLEMS AS COLLECTIVE BEHAVIOR
HERBERT BLUMER
University of California, Berkeley
Sociologists have erred in locating social problems in objective conditions. Instead,
social problems have their being in a process of collective definition. This process
determines whether social problems will arise, whether they become legitimated,
how they are shaped in discussion, how they come to be addressed in official policy,
and how they are reconstituted in putting planned action into effect. Sociological
theory and study must respect this process.
My thesis is that social problems
are fundamentally products of a pro-
cess of collective definition instead of
existing independently as a set of ob-
jective social arrangements with an in-
trinsic makeup. This thesis challenges
the premise underlying the typical soci-
ological study of social problems. The
thesis, if true, would call for a drastic
reorientation of sociological theory
and research in the case of social prob-
lems.
Let me begin with a brief account
of the typical way in which sociologists
approach the study and analysis of so-
cial problems. Th.
Building Bridges: Social inclusion problems as research and innovation issuesiBoP Asia
This document discusses linking social inclusion problems to research and innovation projects. It presents the experience of a program in Uruguay called "Research and Innovation Oriented to Social Inclusion". The program aims to establish relationships between social inclusion problems and research/innovation projects to address these problems. However, there are difficulties in achieving this, including properly defining social inclusion problems that are relevant to research. The document uses a "circuit" framework to analyze the process of moving from recognizing a social inclusion problem to developing an effective solution. It discusses the actors involved and potential "short-circuits" that can truncate the problem-solving process. The program has evolved over time based on lessons learned in order to better connect research to societal needs.
This document discusses the nature of social problems from a sociological perspective. It provides definitions of key concepts, including that sociology is the scientific study of human social relationships and groups. It outlines four criteria for something to be considered a social problem: 1) a real objective condition must exist, 2) people must subjectively perceive the condition as a problem, 3) it involves a gap between social ideals and realities, and 4) it must be seen as capable of collective solution. The sociological approach to analyzing social problems uses theory and research methods like case studies and surveys. Different theoretical perspectives like social disorganization and value conflict are also discussed.
Sociology is related to other social sciences like anthropology, political science, psychology, and economics.
While sociology and anthropology overlap in their study of human societies and culture, anthropology focuses more on small, traditional societies in the past while sociology examines modern, complex societies. Anthropology contributes concepts and findings to sociology's understanding of historical and cultural influences.
Sociology draws from other social sciences but maintains its distinct focus on social life, social interaction, and how society functions as a system. It analyzes various social phenomena and seeks to understand human behavior in a social context. Sociology both influences and is influenced by related disciplines as it works to explain the development and organization of human
sociology presentation.pptx on environmental science11aaditipandey
It is a sociology presentation of bachelor of technology second year environment science audit course........In t2 syllabus: Indirect method, FM demodulation (3 tech) , superheterodyne receiver, sampling ( instantaneous sampling and natural sampling , brief intro of Flat top sampling , reconstruction), TDM, uniform quantization, quantization error, basic idea of non uniform quantization, PCM, DPCM, DM............................................
Essay about Sociology
Sociological Concepts Essay
What is Sociology? Essays
Sociology In Sociology
Sociology as a Science Essay
Sociology Major Essay
Sociology In Sociology
Sociology In Sociology
Reflection In Sociology
ViewpointsSocial work and social problemsA contribution f.docxlillie234567
Viewpoints
Social work and social problems:
A contribution from systems theory
and constructionism
Michailakis D., Schirmer W. Social work and social problems:
A contribution from systems theory and constructionism
Social work builds its identity on social problems. The goal is
to generate knowledge about causes, consequences and solu-
tions. However, there is a lack of theory of social problems.
We suggest that research on social problems can benefit
by ‘bringing the observer in’: Loseke’s constructionist frame-
work and Luhmann’s systems theory. According to Loseke,
social problems appear differently when constructed by dif-
ferent observers. Constructions vary in terms of morality,
conditions, victims/villains and solutions. From Luhmann we
learn that modern society consists of a multitude of social
systems (e.g. politics, science, economy etc.), each operating
with their own communicative codes. Combining both
approaches, we hypothesise that any social system constructs
its own (version of) social problems. Illustrating with
the empirical case ‘suicide among mentally ill people’, we
examine how a phenomenon is constructed differently as a
social problem by four different social systems: the disability
movement, politics, medicine and social work.
Dimitris Michailakis1, Werner Schirmer1,2
1 TEFSA – Platform for Theory-driven Research in Social
Work, University of Linköping, Norrköping, Sweden
2 Center for Social Theory, Department of Sociology, Ghent
University, Ghent, Belgium
Key words: constructionism, Luhmann, social problems, social
work theory, systems theory, suicide
Werner Schirmer, TEFSA – Platform for Theory-driven
Research in Social Work, Department of Social and Welfare
Studies, University of Linköping, SE 60174 Norrköping,
Sweden
E-mail: [email protected]
Accepted for publication 8 January 2014
Introduction
The academic discipline social work builds its identity
on the study of social problems. The goal is to generate
knowledge about causes, consequences and potential
solutions for social problems. This knowledge is
expected to be useful to practitioners working with
clients affected by different adverse conditions. In
empirical social work research on poverty, discrimina-
tion, social exclusion, homelessness, juvenile delin-
quency, domestic violence and human trafficking, it is
usually taken for granted what the ‘social problem’ is.
The social problem is treated as a deplorable circum-
stance about which something must be done (Holstein
& Miller, 1993a). It is therefore considered to be a
deviation from a desirable condition (how society ought
to be), how exposed groups suffer from these condi-
tions (Gould & Baldwin, 2004; Healy, 2001; Korpi,
Nelson, & Stenberg, 2007; Payne, 2005b; Trevithick,
2007) and what social work practitioners need to take
into consideration when dealing with those bearing the
symptoms of such conditions.
What this kind of research has in common is that it
addresses ‘what’ questions (What is .
Do My Assignment | Pay Someone to Do My Assignment For Me#essaywriting
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Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
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On behalf of:
American Sociological Association
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C. WRIGHT MILLS presented a sociological
imagination that was activist at the core. In
this paper we argue that to fully realize the
promise of sociology students should come to
an understanding of the sociological imagina-
tion that includes a sense of social responsi-
bility. We argue that the most successful
teaching of social responsibility is intentional,
and that it is best achieved when students are
placed in situations that provide “real world”
experiences with others. We place social re-
sponsibility and active learning in the context
of theorists who laid the groundwork for our
discipline and provide examples of the ways
in which students are able to gain a sense of
social responsibility through active learning.
While many introductory sociology courses
include Mills’s idea and/or writings, the ac-
tive learning and social responsibility that
Mills envisioned does not always take place.
Contemporary introductory sociology text-
books and readers commonly begin with an
abridged version of Mills’s (1959) introduc-
tory chapter in The Sociological Imagination,
“The Promise.” This early introduction to
our discipline suggests that students who
properly develop their sociological imagina-
tions will be able to distinguish between: (a)
bad circumstances others experience which
are the result of poor choices, and (b) those
that result from structural forces beyond the
control of the individual. In this context,
Mills (1959) wrote:
Perhaps the most fruitful distinction with which
the sociological imagination works is between
“the personal troubles of milieu” and “the p ...
Building Bridges: Social inclusion problems as research and innovation issuesiBoP Asia
This document discusses linking social inclusion problems to research and innovation projects. It presents the experience of a program in Uruguay called "Research and Innovation Oriented to Social Inclusion". The program aims to establish relationships between social inclusion problems and research/innovation projects to address these problems. However, there are difficulties in achieving this, including properly defining social inclusion problems that are relevant to research. The document uses a "circuit" framework to analyze the process of moving from recognizing a social inclusion problem to developing an effective solution. It discusses the actors involved and potential "short-circuits" that can truncate the problem-solving process. The program has evolved over time based on lessons learned in order to better connect research to societal needs.
This document discusses the nature of social problems from a sociological perspective. It provides definitions of key concepts, including that sociology is the scientific study of human social relationships and groups. It outlines four criteria for something to be considered a social problem: 1) a real objective condition must exist, 2) people must subjectively perceive the condition as a problem, 3) it involves a gap between social ideals and realities, and 4) it must be seen as capable of collective solution. The sociological approach to analyzing social problems uses theory and research methods like case studies and surveys. Different theoretical perspectives like social disorganization and value conflict are also discussed.
Sociology is related to other social sciences like anthropology, political science, psychology, and economics.
While sociology and anthropology overlap in their study of human societies and culture, anthropology focuses more on small, traditional societies in the past while sociology examines modern, complex societies. Anthropology contributes concepts and findings to sociology's understanding of historical and cultural influences.
Sociology draws from other social sciences but maintains its distinct focus on social life, social interaction, and how society functions as a system. It analyzes various social phenomena and seeks to understand human behavior in a social context. Sociology both influences and is influenced by related disciplines as it works to explain the development and organization of human
sociology presentation.pptx on environmental science11aaditipandey
It is a sociology presentation of bachelor of technology second year environment science audit course........In t2 syllabus: Indirect method, FM demodulation (3 tech) , superheterodyne receiver, sampling ( instantaneous sampling and natural sampling , brief intro of Flat top sampling , reconstruction), TDM, uniform quantization, quantization error, basic idea of non uniform quantization, PCM, DPCM, DM............................................
Essay about Sociology
Sociological Concepts Essay
What is Sociology? Essays
Sociology In Sociology
Sociology as a Science Essay
Sociology Major Essay
Sociology In Sociology
Sociology In Sociology
Reflection In Sociology
ViewpointsSocial work and social problemsA contribution f.docxlillie234567
Viewpoints
Social work and social problems:
A contribution from systems theory
and constructionism
Michailakis D., Schirmer W. Social work and social problems:
A contribution from systems theory and constructionism
Social work builds its identity on social problems. The goal is
to generate knowledge about causes, consequences and solu-
tions. However, there is a lack of theory of social problems.
We suggest that research on social problems can benefit
by ‘bringing the observer in’: Loseke’s constructionist frame-
work and Luhmann’s systems theory. According to Loseke,
social problems appear differently when constructed by dif-
ferent observers. Constructions vary in terms of morality,
conditions, victims/villains and solutions. From Luhmann we
learn that modern society consists of a multitude of social
systems (e.g. politics, science, economy etc.), each operating
with their own communicative codes. Combining both
approaches, we hypothesise that any social system constructs
its own (version of) social problems. Illustrating with
the empirical case ‘suicide among mentally ill people’, we
examine how a phenomenon is constructed differently as a
social problem by four different social systems: the disability
movement, politics, medicine and social work.
Dimitris Michailakis1, Werner Schirmer1,2
1 TEFSA – Platform for Theory-driven Research in Social
Work, University of Linköping, Norrköping, Sweden
2 Center for Social Theory, Department of Sociology, Ghent
University, Ghent, Belgium
Key words: constructionism, Luhmann, social problems, social
work theory, systems theory, suicide
Werner Schirmer, TEFSA – Platform for Theory-driven
Research in Social Work, Department of Social and Welfare
Studies, University of Linköping, SE 60174 Norrköping,
Sweden
E-mail: [email protected]
Accepted for publication 8 January 2014
Introduction
The academic discipline social work builds its identity
on the study of social problems. The goal is to generate
knowledge about causes, consequences and potential
solutions for social problems. This knowledge is
expected to be useful to practitioners working with
clients affected by different adverse conditions. In
empirical social work research on poverty, discrimina-
tion, social exclusion, homelessness, juvenile delin-
quency, domestic violence and human trafficking, it is
usually taken for granted what the ‘social problem’ is.
The social problem is treated as a deplorable circum-
stance about which something must be done (Holstein
& Miller, 1993a). It is therefore considered to be a
deviation from a desirable condition (how society ought
to be), how exposed groups suffer from these condi-
tions (Gould & Baldwin, 2004; Healy, 2001; Korpi,
Nelson, & Stenberg, 2007; Payne, 2005b; Trevithick,
2007) and what social work practitioners need to take
into consideration when dealing with those bearing the
symptoms of such conditions.
What this kind of research has in common is that it
addresses ‘what’ questions (What is .
Do My Assignment | Pay Someone to Do My Assignment For Me#essaywriting
Struggling with your academic workload? Entrust your academic success to professionals who can "do my assignment" with expertise and precision. Our dedicated team ensures timely completion of tasks, adhering to high standards. Experience stress-free academics – let us handle your assignments while you focus on what matters most.
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
http://tso.sagepub.com/cgi/alertsEmail Alerts:
http://tso.sagepub.com/subscriptionsSubscriptions:
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C. WRIGHT MILLS presented a sociological
imagination that was activist at the core. In
this paper we argue that to fully realize the
promise of sociology students should come to
an understanding of the sociological imagina-
tion that includes a sense of social responsi-
bility. We argue that the most successful
teaching of social responsibility is intentional,
and that it is best achieved when students are
placed in situations that provide “real world”
experiences with others. We place social re-
sponsibility and active learning in the context
of theorists who laid the groundwork for our
discipline and provide examples of the ways
in which students are able to gain a sense of
social responsibility through active learning.
While many introductory sociology courses
include Mills’s idea and/or writings, the ac-
tive learning and social responsibility that
Mills envisioned does not always take place.
Contemporary introductory sociology text-
books and readers commonly begin with an
abridged version of Mills’s (1959) introduc-
tory chapter in The Sociological Imagination,
“The Promise.” This early introduction to
our discipline suggests that students who
properly develop their sociological imagina-
tions will be able to distinguish between: (a)
bad circumstances others experience which
are the result of poor choices, and (b) those
that result from structural forces beyond the
control of the individual. In this context,
Mills (1959) wrote:
Perhaps the most fruitful distinction with which
the sociological imagination works is between
“the personal troubles of milieu” and “the p ...
This document provides an overview of different theoretical frameworks for analyzing social problems. It discusses sociological paradigms like structural functionalism, conflict theory, and symbolic interactionism. It also covers feminist theory, queer theory, social constructionism, and critical constructionism. Additionally, it outlines normative approaches like human rights frameworks, basic needs approaches, and the human development and capability approach. The document discusses analyzing social problems at different levels from the individual to global scale. It also contrasts micro and macro perspectives. Overall, the document introduces a variety of lenses for examining social problems from a sociological and normative standpoint.
This document discusses Beatrice Potter Webb's views on sociological research methods and the causes of poverty. Webb believed sociologists should use an inductive approach, gathering data close to the social situation to understand it without biases. Her research on poverty led her away from thinking individual deficits caused it, and toward seeing social structures and capitalist competition as primary determinants. She argued sociologists should provide rigorous data to inform policies aimed at gradual, evolutionary social change through collective decision making rather than pure competition.
Sociological Concepts Essay
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A study of culture, belief and social structureMarcel Duma
This document provides an introduction to the author's framework for analyzing culture, belief and social structure using "idea maps". The author argues that idea maps allow one to compress complex social phenomena into a visual representation of related ideas. Idea maps show the relationships between different concepts, groups, institutions, etc. through identifying the sets of ideas associated with each. The author provides several examples of idea maps analyzing historical groups in China and aspects of the project of interdisciplinary social science. The goal of idea maps is to help communicate and shed light on complex social issues by representing relationships between ideas.
1. Sociology is defined as the scientific study of society and human behavior.
2. Auguste Comte developed the idea and coined the term "sociology".
3. Serafin M. Macaraig was the first Filipino to acquire a doctorate in Sociology.
4. He published a book titled "An Introduction to Sociology" in 1938.
5. Father Valentin Marin introduced sociology in the Philippines with the opening of a criminology program at the Pontifical University of Santo Tomas in the 1950s.
This document summarizes key points from a lecture on sociology and sociological thinking. It defines sociology as the scientific study of human social life, groups, and societies. It discusses C. Wright Mills' concept of sociological imagination as understanding how individual experiences relate to wider social contexts. The document also outlines the role of theory in sociological research and provides examples of applying sociological perspectives to everyday objects like coffee. Finally, it discusses how sociology can be useful for business disciplines by helping understand people and anticipate needs.
Human Rights policy & and lawAssignment 1Review the a chapteNarcisaBrandenburg70
Human Rights policy & and law
Assignment 1
Review the a chapter assigned from our core text book, Social Policy Theory and Practice.
Create a PowerPoint and record via Adobe Connect a max 15 minimum during your lecture a presentation detailing the key points from each chapter for your peers, including your own summary and thoughts.
Upload a brief synopsis and your presentation of 1000 words to the module page.
Assigned Chapter:
Chapter 9: Principles and values
Methodology:
What is the chapter about?
Who is the chapter addressing?
Concerns of this chapter.
My conceptions
Success of the Argument
References
Chapter 2: Welfare in Society
Paul Spicker
Lorna Towey
s00143218
Contents
The Social Context of Welfare
The Person in Society
Social Networks
Inclusion and Exclusion
Society and Social Policy
The Social Context of Welfare
It is impossible to understand the effects of welfare policies in isolation from the rest of society.
Welfare is a social concept and to understand the social context of welfare is to grow ones understanding of social policy.
All concepts in society are contested – there isn’t one definition and therefore everything is open to interpretation.
Welfare
Social Policy
Society
The Person in Society
The Human Being – The biological body is debated as separate, but Spicker suggest is embedded in its own social context with example of the need for food, the need for the body for work & contested social topics such as disability and sexuality.
Individuals – Can be understood as people who seek separation from others/state, Spicker suggest people are not generally separated from others. Individualised thinking is important in the fight against the oppression of groups of people.
The Person – Not always a single person, generally defined by social relationships, the social roles and connections a person has. A nonperson is somebody cut off from relationships and roles.
People are social creatures and make up society. To improve the welfare of people in society it is important to understand the people themselves.
Social Networks
Family – Important in society for development & social relationships. The family in social policy generally address families with children. The family is often viewed as private from the state & only requiring intervention in times of problems.
Community - can be defined as persons with shared geography, culture, social networks or interests. Social policy has began to centre on themes of community building. Community has a direct link to the social elements of society as it made up by people.
Workplace - heavy historic presence in social action. There are examples of industries that take responsibilities for their employees occupational welfare. The state is more so seen as the keyholder of welfare and attention has turned to those who do not participate as a worker.
Nation - Negative for social policy and seen as a constraint and often dis ...
Human rights policy & and law assignment 1review the a chaptesherni1
This document provides an overview of a chapter from a social policy textbook that discusses the social context of welfare. It begins with an introduction to key concepts like the social nature of welfare and how individuals are embedded in social relationships and networks that make up society. It then explores topics like social inclusion and exclusion, and how understanding society is crucial for developing effective social policy and welfare. The document concludes by summarizing that people exist in social relationships and networks that collectively form society, and that welfare policy aims to improve people's lives in society but can only do so by comprehending society's composition.
This document discusses social problems from several perspectives. It begins by defining a social problem as having four key elements: a pressure group concerned about a social condition, a challenge to social values and norms, and a need for collective action to address it. Racism and discrimination are provided as examples of social problems. The document also discusses how social problems related to the LGBT community include discrimination and a lack of social justice. Finally, it analyzes urbanization in Africa as a social problem, noting the social conditions, pressure groups, values and norms, and lack of expected development outcomes.
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Three grand sociological theoriesWhich of the three grand so.docxjuliennehar
This document provides an overview of structural functionalism, one of the three main theoretical perspectives in sociology for analyzing the relationship between individuals and society. Structural functionalism, as developed by Talcott Parsons, views society as composed of institutions called subsystems that function to meet society's needs and maintain stability. These subsystems include the economy, education, family, government, and religion. The document also outlines Parsons' hierarchy of four interacting systems - biological organism, personality, social system, and cultural system - to explain human behavior and interaction from individual to societal levels.
Structural functionalism views crime as serving functions for society, such as creating social change. Conflict theory sees crime as a result of economic and social inequality between classes. Symbolic interactionism focuses on how criminal identities and behaviors develop through social interactions and the meanings attached to criminal acts. Together these perspectives provide a multifaceted understanding of the complex social forces that influence crime rates.
What is sociology Sociology refers to the study of the MikeEly930
What is sociology?
Sociology refers to the study of the human social relationships or connection as well as
institutions. Besides, one can also define it as the scientific study of the community including the
patterns of social relationships, social interaction as well as culture. Therefore, it is an exciting
field of study which focuses on analyzing and explaining vita aspects in our lives, our societies
as well as the entire universe. Personally, I believe that sociology usually research or investigates
the social causes together with the effects of the various phenomenon such as the romantic love,
racial jointly with the gender identity, family conflict, deviant conduct, aging as well as the
religious faith among others.
Explain the difference between sociology and psychology?
Many people including students considering a major in the fields of social sciences question
what the primary differences are between psychology and sociology since they look so similar.
In some manners, these two fields of study go hand in hand to expose the scientific reality
concerning the humans. Besides, they both have the general goal of assisting individuals to better
understand the complex dynamics of the mental procedures, emotions, conducts as well as the
social relationships. However, there are important unique attributes which make the two fields of
study to be different from one another. For instance, psychology seeks to examine the individual
conducts or behaviors as well its causes while the sociology focuses on studying the group
dynamics as well as behaviors (Ozeren et al., 2007). .
What is sociological perspective?
The sociological perspective is frequently used by sociologists to analyze the social phenomena
at various levels and from different angles. The sociological perspectives define the three basic
categories in which individuals might go about to select how to approach a particular topic and
the methods people might use include the structural functionalism, conflict theory as well as the
symbolic interactionist perspectives. These social perspectives are critical in assisting individuals
to connect their issues with the public problems as well as their history. Moreover, the
sociological perspectives will also attempt to come up with the effects of particular social trends
and also provide a structure for knowing the social world in which we live in.
What is sociological imagination?
The sociological imagination refers to the practice of having the capacity to think ourselves away
from the common routines of our daily lives to view them with fresh and critical eyes. It is also a
vivid knowledge and awareness of the relationship which exists between experience and the
broader community. The sociological imagination is the capability to view things socially and
how they relate and influence one another. Therefore, the sociological imagination by Mills
gives a framewo ...
sociology is a science of society, which according to Peter BERGER is a consciousness. Which tries to make sense in the senseless situation. Simple a subject which is the voice of voiceless.
This document provides an overview of an introductory sociology course, including what sociology is, why people take sociology courses, and key concepts like the sociological perspective and sociological imagination. The instructor encourages students to make observations about classroom interactions and discusses using sociological perspectives to understand issues like the Virginia Tech shooting. Major theoretical paradigms in sociology like structural functionalism, social conflict theory, and symbolic interactionism are also briefly introduced.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
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Human Rights policy & and lawAssignment 1Review the a chapteNarcisaBrandenburg70
Human Rights policy & and law
Assignment 1
Review the a chapter assigned from our core text book, Social Policy Theory and Practice.
Create a PowerPoint and record via Adobe Connect a max 15 minimum during your lecture a presentation detailing the key points from each chapter for your peers, including your own summary and thoughts.
Upload a brief synopsis and your presentation of 1000 words to the module page.
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Chapter 9: Principles and values
Methodology:
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Who is the chapter addressing?
Concerns of this chapter.
My conceptions
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References
Chapter 2: Welfare in Society
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s00143218
Contents
The Social Context of Welfare
The Person in Society
Social Networks
Inclusion and Exclusion
Society and Social Policy
The Social Context of Welfare
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Welfare
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Society
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gives a framewo ...
sociology is a science of society, which according to Peter BERGER is a consciousness. Which tries to make sense in the senseless situation. Simple a subject which is the voice of voiceless.
This document provides an overview of an introductory sociology course, including what sociology is, why people take sociology courses, and key concepts like the sociological perspective and sociological imagination. The instructor encourages students to make observations about classroom interactions and discusses using sociological perspectives to understand issues like the Virginia Tech shooting. Major theoretical paradigms in sociology like structural functionalism, social conflict theory, and symbolic interactionism are also briefly introduced.
Similar to Social Problems as Collective BehaviorAuthor(s) Herber.docx (18)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
This document summarizes Jean Anyon's observations of 5 elementary schools that served different socioeconomic classes. In working-class schools, classroom activities focused on rote memorization and following procedures without explanation of underlying concepts. Work involved copying steps and notes from the board. In contrast, more affluent schools emphasized conceptual learning, creativity, and preparing students for professional careers through activities like experiments and projects. Anyon concluded schools were preparing students for different roles in the economy and society based on their social class.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
Quantum cryptography eliminates eavesdropping by using the principles of quantum mechanics, where any interception of encrypted information can be detected. However, quantum cryptography has limitations in the distance over which it can be effectively implemented and requires specialized equipment. Developments in both theoretical and applied cryptography will be influenced by advances in computing power, communication technologies, user needs for security and privacy, and socioeconomic or geopolitical factors.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Article: https://pecb.com/article
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Social Problems as Collective BehaviorAuthor(s) Herber.docx
1. Social Problems as Collective Behavior
Author(s): Herbert Blumer
Source: Social Problems, Vol. 18, No. 3 (Winter, 1971), pp.
298-306
Published by: Oxford University Press on behalf of the Society
for the Study of Social
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298 SOCIAL PROBLEMS
group Relations. New York: Har-
per and Row.
1969 Sociology: The Study of Human
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Rose, A. M., and H. R. Stub
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Young, K.
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lemma.'" American Sociological
Review 9(June): 326-330.
SOCIAL PROBLEMS AS COLLECTIVE BEHAVIOR
HERBERT BLUMER
University of California, Berkeley
Sociologists have erred in locating social problems in objective
conditions. Instead,
social problems have their being in a process of collective
definition. This process
determines whether social problems will arise, whether they
become legitimated,
how they are shaped in discussion, how they come to be
addressed in official policy,
and how they are reconstituted in putting planned action into
effect. Sociological
theory and study must respect this process.
My thesis is that social problems
are fundamentally products of a pro-
cess of collective definition instead of
existing independently as a set of ob-
jective social arrangements with an in-
trinsic makeup. This thesis challenges
4. the premise underlying the typical soci-
ological study of social problems. The
thesis, if true, would call for a drastic
reorientation of sociological theory
and research in the case of social prob-
lems.
Let me begin with a brief account
of the typical way in which sociologists
approach the study and analysis of so-
cial problems. The approach presumes
that a social problem exists as an ob-
jective condition or arrangement in the
texture of a society. The objective condi-
tion or arrangement is seen as having an
intrinsically harmful or malignant na-
ture standing in contrast to a normal or
socially healthful society. In sociolog-
ical jargon it is a state of dysfunction,
pathology, disorganization, or devi-
ance. The task of the sociologist is to
identify the harmful condition or ar-
rangement and to resolve it into its
essential elements or parts. This analy-
sis of the objective makeup of the
social problem is usually accompanied
by an identification of the conditions
which cause the problem and by pro-
posals as to how the problem might be
handled. In having analyzed the ob-
jective nature of the social problem,
identified its causes, and pointed out
how the problem could be handled or
solved the sociologist believes that he
has accomplished his scientific mission.
5. The knowledge and information which
he has gathered can, on the one hand,
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Collective Behavior 299
be added to the store of scholarly
knowledge and, on the other hand, be
placed at the disposal of policy makers
and the general citizenry.
This typical sociological approach
seems on its face to be logical, reason-
able, and justifiable. Yet, in my judg-
ment, it reflects a gross misunderstand-
ing of the nature of social problems
and, accordingly, is very ineffectual in
providing for their control. To give
an initial indication of the deficiency
of the approach, let me indicate briefly
the falsity or unproven character of
several of its key assumptions or claims.
First, current sociological theory and
knowledge, in themselves, just do not
enable the detection or identification of
social problems. Instead, sociologists
discern social problems only after they
are recognized as social problems by
and in a society. Sociological recogni-
6. tion follows in the wake of societal
recognition, veering with the winds of
the public identification of social prob-
lems. Illustrations are legion-I cite
only a few of recent memory. Poverty
was a conspicuous social problem for
sociologists a half-century ago, only to
practically disappear from the socio-
logical scene in the 1940's and early
1950's, and then to reappear in our
current time. Racial injustice and.ex-
ploitation in our society were far
greater in the 1920's and 1930's than
they are today; yet the sociological
concern they evoked was little until
the chain of happenings following the
Supreme Court decision on school de-
segregation and the riot in Watts. En-
vironmental pollution and ecological
destruction are social problems of very
late vintage for sociologists although
their presence and manifestation date
back over many decades. The problem
of the inequality of women's status,
emerging so vigorously on our current
scene, was of peripheral sociological
concern a few years back. Without
drawing on other illustrations, I merely
assert that in identifying social prob-
lems sociologists have consistently taken
their cue from what happens to be in
the focus of public concern. This con-
clusion is supported further by the
indifference of sociologists and the
7. public, alike, to many questionable and
harmful dimensions of modern life.
Such injurious dimensions may be cas-
ually noted but despite their gravity
are given the status of social problems
by sociologists. A few instances that
come to mind are: the vast over-
organization that is developing in mod-
ern society, the unearned increment in
land values which Henry George cam-
paigned against three-quarters of a
century ago, the injurious social effects
of our national highway system, the
pernicious social consequences of an
ideology of "growth," the unsavory
side of established business codes; and
may I add for my State of California,
a state water plan with hidden social
consequences of a repelling character.
I think that the empirical record is
clear that the designation of social
problems by sociologists is derived
from the public designation of social
problems.
Let me add that, contrary to the
pretensions of sociologists, sociological
theory, by itself, has been conspicu-
ously impotent to detect or identify
social problems. This can be seen in
the case of the three most prestigeful
sociological concepts currently used to
explain the emergence of social prob-
lems, namely, the concepts of "devi-
8. ance," "dysfunction," and "structural
strain." These concepts are useless as
means of identifying social problems.
For one thing, none of them has a set
of benchmarks that enable the scholar
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300 SOCIAL PROBLEMS
to identify in the empirical world the
so-called instances of deviance, dys-
function, or structural strain. Lacking
such clear identifying characteristics,
the scholar cannot take up each and
every social condition or arrangement
in society and establish that it is or is
not an instance of deviance, dysfunc-
tion, or structural strain. But this defi-
ciency, however serious, is of lesser
importance in the matter I am con-
sidering. Of far greater significance is
the inability of the scholar to explain
why some of the instances of deviance,
dysfunction, or structural strain noted
by him fail to achieve the status of
social problems whereas other instances
do reach this status. There are all kinds
of deviance that do not gain recogni-
tion as social problems; we are never
9. told how or when deviance becomes a
social problem. Similarly, there are
many alleged dysfunctions or structural
strains that never come to be seen as
social problems; we are not told how
and when so-called dysfunctions or
structural strains become social prob-
lems. Obviously, deviance, dysfunction,
and structural strain on one side and
social problems on the other side are
not equivalent.
If conventional sociological theory is
so decisively incapable of detecting
social problems and if sociologists
make this detection by following and
using the public recognition of social
problems, it would seem logical that
students of social problems ought to
study the process by which a society
comes to recognize its social problems.
Sociologists have conspicuously failed
to do this.
A second deficiency of the conven-
tional sociological approach is the as-
sumption that a social problem exists
basically in the form of an identifiable
objective condition in a society. Soci-
ologists treat a social problem as if its
being consisted of a series of objective
items, such as rates of incidence, the
10. kind of people involved in the prob-
lem, their number, their types, their
social characteristics, and the relation
of their condition to various selected
societal factors. Is it assumed that the
reduction of a social problem into such
objective elements catches the problem
in its central character and constitutes
its scientific analysis. In my judgment
this assumption is erroneous. As I will
show much clearer later, a social prob-
lem exists primarily in terms of how it
is defined and conceived in a society
instead of being an objective condition
with a definitive objective makeup. The
societal definition, and not the objec-
tive makeup of a given social condi-
tion, determines whether the condition
exists as a social problem. The societal
definition gives the social problem its
nature, lays out how it is to be ap-
proached, and shapes what is done
about it. Alongside these decisive in-
fluences, the so-called objective exis-
tence or makeup of the social problem
is very secondary indeed. A sociologist
may note what he believes to be a
malignant condition in a society, but
the society may ignore completely its
presence, in which event the condition
will not exist as a social problem for
that society regardless of its asserted
objective being. Or, the objective break-
11. down made by a sociologist of a
societally recognized social problem
may differ widely from how the prob-
lem is seen and approached in the
society. The objective analysis made by
him may have no influence on what is:
done with the problem and conse-
quently have no realistic relation to
the problem. These few observations
suggest a clear need to study the
process by which a society comes to
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Collective Behavior 301
see, to define, and to handle their
social problems. Students of social
problems notoriously ignore this proc-
ess; and it scarcely enters into socio-
logical theory.
There is a third highly question-
able assumption underlying the typical
orientation of sociologists in the study
of social problems. It is that the find-
ings resulting from their study of the
objective makeup of a social problem
provide society with the solid and effec-
tive means for remedial treatment of
that problem. All that society has to
12. do, or should do, is to take heed of the
findings and to respect the lines of
treatment to which the findings point.
This assumption is largely nonsense. It
ignores or misrepresents how a society
acts in the case of its social problems.
A social problem is always a focal
point for the operation of divergent
and conflicting interests, intentions,
and objectives. It is the interplay of
these interests and objectives that con-
stitutes the way in which a society deals
with any one of its social problems.
The sociological account of the objec-
tive makeup of the problem stands far
outside of such interplay-indeed, may
be inconsequential to it. This distant
removal of the sociological study from
the real process through which a
society acts towards its social problem
is a major explanation of the ineffec-
tiveness of sociological studies of social
problems.
The three central deficiencies that
I have mentioned are only a sketch of a
needed full fledged criticism of the
typical sociological treatment of social
problems. But they serve as a clue and
hence as an introduction to the de-
velopment of my thesis that social
problems lie in and are products of a
process of collective definition. The
process of collective definition is re-
13. sponsible for the emergence of social
problems, for the way in which they
are seen, for the way in which they
are approached and considered, for
the kind of official remedial plan that
is laid out, and for the transformation
of the remedial plan in its application.
In short, the process of collective
definition determines the career and
fate of social problems, from the initial
point of their appearance to whatever
may be the terminal point in their
course. They have their being funda-
mentally in this process of collective
definition, instead of in some alleged
objective area of social malignancy.
The failure to recognize and respect
this fact constitutes, in my opinion, the
fundamental weakness in the socio-
logical study of social problems and in
sociological knowledge of social prob-
lems. Let me proceed to develop my
thesis.
To lodge the emergence, the career,
and the fate of social problems in a
process of collective definition calls for
an analysis of the course of this process.
I find that the process passes through
five stages. I shall label these: (1) the
emergence of a social problem, (2) the
legitimation of the problem, (3) the
mobilization of action with regard to
14. the problem, (4) the formation of an
official plan of action, and (5) the
transformation of the official plan in
its empirical implementation. I propose
to discuss briefly each of these five
stages.
The Emergence of Social Problems
Social problems are not the result of
an intrinsic malfunctioning of a society
but are the result of a process of
definition in which a given condition
is picked out and identified as a social
problem. A social problem does not
exist for a society unless it is recog-
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302 SOCIAL PROBLEMS
nized by that society to exist. In not
being aware of a social problem, a
society does not perceive it, address it,
discuss it, or do anything about it. The
problem is just not there. It is neces-
sary, consequently, to consider the
question of how social problems arise.
Despite its crucial importance this
question has been essentially ignored
by sociologists.
It is a gross mistake to assume that
15. any kind of malignant or harmful
social condition or arrangement in a
society becomes automatically a social
problem for that society. The pages of
history are replete with instances of
dire social conditions unnoticed and
unattended in the societies in which
they occurred. Intelligent observers,
using the standards of one society, may
perceive abiding harmful conditions in
another society that just do not appear
as problems to the membership of the
latter society. Further, individuals with
keen perceptions of their own society,
or who as a result of distressing ex-
perience may perceive given social con-
ditions in their society as harmful, may
be impotent in awakening any concern
with the conditions. Also, given social
conditions may be ignored at one time
yet, without change in their makeup,
become matters of grave concern at
another time. All of these kinds of
instances are so drearily repetitive as
not to require documentation. The
most casual observation and reflection
shows clearly that the recognition by a
society of its social problems is a highly
selective process, with many harmful so-
cial conditions and arrangements not
even making a bid for attention and
with others falling by the wayside in
16. what is frequently a fierce competitive
struggle. Many push for societal recog-
nition but only a few come out of the
end of the funnel.
I would think that students of social
problems would almost automatically
see the need to study this process by
which given social conditions or ar-
rangements come to be recognized as
social problems. But by and large,
sociologists do not either see the need
or detour around it. Sociological plati-
tudes, such as that the perception of
social problems depend on ideologies
or on traditional beliefs, tell us practi-
cally nothing about what a society picks
out as its social problems and how it
comes to pick them out. We have
scarcely any studies, and pitifully
limited knowledge, of such relevant
matters as the following: the role of
agitation in getting recognition for a
problem; the role of violence in gain-
ing such recognition; the play of in-
terest groups who seek to shut off
recognition of a problem; the role of
other interest groups who foresee ma-
terial gains by elevating a given condi-
tion to a problem (as in the case of
police with the current problem of
crime and drugs); the role of political
figures in fomenting concern with cer-
tain problems and putting the damper
on concern with other conditions; the
17. role of powerful organizations and
corporations doing the same thing; the
impotency of powerless groups to gain
attention for what they believe to be
problems; the role of the mass media
in selecting social problems; and the
influence of adventitious happenings
that shock public sensitivities. We have
here a vast field which beckons study
and which needs to be studied if we
are to understand the simple but basic
matter of how social problems emerge.
And I repeat that if they don't emerge,
they don't even begin a life.
Legitimation of Social Problems
Societal recognition gives birth to a
social problem. But if the social prob-
lem is to move along on its course and
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Collective Behavior 303
not die aborning, it must acquire social
legitimacy. It may seem strange to
speak of social problems having to be-
come legitimated. Yet after gaining
initial recognition, a social problem
must acquire social endorsement if it
18. is to be taken seriously and move
forward in its career. It must acquire a
necessary degree of respectability which
entitles it to consideration in the recog-
nized arenas of public discussion. In
our society such arenas are the press,
other media of communication, the
church, the school, civic organizations,
legislative chambers, and the assembly
places of officialdom. If a social prob-
lem does not carry the credential of
respectability necessary for entrance
into these arenas, it is doomed. Do not
think because a given social condition
or arrangement is recognized as grave
by some people in a society-by people
who indeed attract attention to it by
their agitation-that this means that
the problem will break through into
the arena of public consideration. To
the contrary, the asserted problem may
be regarded as insignificant, as not
worthy of consideration, as in the
accepted order of things and thus not
to be tampered with, as distasteful to
codes of propriety, or as merely the
shouting of questionable or subversive
elements in a society. Any of these
conditions can block a recognized prob-
lem from gaining legitimacy. If the
social problem fails to get legitimacy it
flounders and languishes outside of the
arena of public action.
I want to stress that among the wide
variety of social conditions or arrange-
19. ments that are recognized as harmful
by differing sets of people, there are
relatively few that achieve legitimacy.
Here again we are confronted with a
selective process in which, so to speak,
many budding social problems are
choked off, others are ignored, others
are avoided, others have to fight their
way to a respectable status, and others
are rushed along to legitimacy by a
strong and influential backing. We
know very little of this selective process
through which social problems have to
pass in order to reach the stage of
legitimacy. Certainly such passage is
not due merely to the intrinsic gravity
of the social problem. Nor is it due to
merely the prior state of public in-
terest or knowledge; nor to the so-
called ideologies of the public. The
selective process is far more compli-
cated than is suggested by these simple,
commonplace ideas. Obviously, many
of the factors which operate to affect
the recognition of social problems con-
tinue to play a part in the legitimation
of social problems. But it seems evident
that there are other contributing fac-
tors through which the elusive quality
of social respectability comes to be
attached to social problems. We just
do not have much knowledge about
this process, since it is scarcely studied.
It is certainly a cardinal matter that
should be engaging the concern of
20. students of social problems.
Mobilization of Action
If a social problem manages to pass
through the stages of societal recogni-
tion and of social legitimation, it enters
a new stage in its career. The problem
now becomes the object of discussion,
of controversy, of differing depictions,
and of diverse claims. Those who seek
changes in the area of the problem
clash with those who endeavor to
protect vested interests in the area.
Exaggerated claims and distorted de-
pictions, subserving vested interests,
become commonplace. Outsiders, less
involved, bring their sentiments and
images to bear on their framing of the
problem. Discussion, advocacy, evalua-
tion, falsification, diversionary tactics,
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304 SOCIAL PROBLEMS
and advancing of proposals take place
in the media of communication, in
casual meetings, organized meetings,
legislative chambers, and committee
21. hearings. All of this constitutes a mo-
bilization of the society for action on
the social problem. It seems scarcely
necessary to point out that the fate of
the social problem depends greatly on
what happens in this process of mo-
bilization. How the problem comes to
be defined, how it is bent in response
to awakened sentiment, how it is de-
picted to protect vested interests, and
how it reflects the play of strategic
position and power-all are appropri-
ate questions that suggest the impor-
tance of the process of mobilization
for action.
Again, as far as I can see, students
of social problems by-pass concern with
and consideration of this stage of the
collective defining process. Our best
knowledge of this stage has come from
students of public opinion. Yet their
contribution is fragmentary and woe-
fully inadequate, primarily because of
a lack of detailed empirical analysis of
the process. The students of the public
opinion process tell us little about how
given social problems come to survive
in their confrontations and how they
are redefined in order to achieve such
survival. Similarly, they tell us next to
nothing about how other social prob-
lems languish, perish or just fade away
in this stage. That students of social
problems should overlook this crucial
22. stage in the fate of social problems
seems to me to be extraordinarily short-
sighted.
Formation of An Official
Plan of Action
This stage in the career of social prob-
lems represents the decision of a
society as to how it will act with regard
to the given problem. It consists of the
hammering together of an official plan
of action, such as takes place in legis-
lative committees, legislative chambers,
and executive boards. The official plan
is almost always a product of bargain-
ing, in which diverse views and in-
terests are accommodated. Compro-
mises, concessions, tradeoffs, deference
to influence, response to power, and
judgments of what may be workable--
all play a part in the final formulation.
This is a defining and redefining
process in a concentrated form-the
forming, the re-working and the re-
casting of a collective picture of the
social problem, so that what emerges
may be a far cry from how the prob-
lem was viewed in the earlier stage of
its career. The official plan that is
enacted constitutes, in itself, the official
definition of the problem; it represents
how the society through its official
apparatus perceives the problem and
23. intends to act toward the problem.
These observations are commonplace.
Yet, they point to the operation of a
defining process that has telling signifi-
cance for the fate of the problem.
Surely, effective and relevant study of
social problems should embrace what
happens to the problem in the process
of agreeing on official action.
Implementation of the Official Plan
To assume that an official plan and
its implementation in practice are the
same is to fly in the face of facts. In-
variably to some degree, frequently to
a large degree, the plan as put into
practice is modified, twisted and re-
shaped, and takes on unforeseen accre-
tions. This is to be expected. The im-
plementation of the plan ushers in a
new process of collective definition. It
sets the stage for the formation of new
lines of action on the part of those
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Collective Behavior 305
involved in the social problem and
those touched by the plan. The people
who are in danger of losing advantages
24. strive to restrict the plan or bend its
operation to new directions. Those
who stand to benefit from the plan
may seek to exploit new opportunities.
Or both groups may work out new
accommodative arrangements unfore-
seen in the plan. The administration
and the operating personnel are prone
to substitute their policies for the
official policy underlying the plan. Fre-
quently, various kinds of subterranean
adjustments are developed which leave
intact central areas of the social prob-
lem or transform other of its areas in
ways that were never officially in-
tended. The kind of accommodations,
blockages, unanticipated accretions, and
unintended transformations of which
I am speaking can be seen abundantly
in the case of many past attempts to
put official plans into actual practice.
Such consequences were conspicuous in
the implementation of the prohibition
amendment. They are notorious in the
case of the regulatory agencies in our
country. They are to be seen in the
case of most new law enforcement pro-
grams designed to combat the problem
of crime. I scarcely know of any facet
of the general area of social problems
that is more important, less under-
stood, and less studied than that of the
unforeseen and unintended restructur-
25. ing of the area of a social problem that
arises from the implementation of an
official plan of treatment. I am unable
to understand why students of social
problems, in both their studies and
their formulation of theory, can afford
to ignore this crucial step in the life-
being of social problems.
I hope that my discussion of the five
discernible stages in the full career of
social problems brings out the need for
developing a new perspective and ap-
proach in the sociolgical study of social
problems. It seems to me to be in-
dubitably necessary to place social
problems in the context of a process
of collective definition. It is this process
which determines whether social prob-
lems are recognized to exist, whether
they qualify for consideration, how
they are to be considered, what is to
be done about them, and how they are
reconstituted in the efforts undertaken
to control them. Social problems have
their being, their career, and their fate
in this process. To ignore this process
can yield only fragmentary knowledge
and a fictitious picture of social prob-
lems.
My discussion should not be con-
strued as denying value to the conven-
tional way in which sociologists ap-
26. proach the topic of social problems.
Knowledge of the objective makeup
of social problems (which is their aim)
should be sought as a corrective for
ignorance or misinformation concern-
ing this objective makeup. Yet, such
knowledge is grossly inadequate with
regard either to the handling of social
problems or to the development of
sociological theory. In the handling of
social problems, knowledge of the ob-
jective makeup of the social problem
area is of significance only to the extent
that the knowledge enters into the
process of collective definition which
determines the fate of social problems.
In this process the knowledge may be
ignored, distorted, or smothered by
other considerations. For me, it is self-
evident that sociologists who wish their
studies of social problems to bring
about improved conditions had better
study and understand the process of
collective definition through which
changes are made. On the side of
sociological theory, knowledge of the
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306 SOCIAL PROBLEMS
objective makeup of social problems is
27. essentially useless. It is useless because,
as I have sought to show, social prob-
lems do not lie in the objective areas to
which they point but in the process of
being seen and defined in the society.
All the empirical evidence that I can
find points indubitably to this conclu-
sion. I would welcome any evidence to
the contrary. Sociologists who seek to
develop theory of social problems on
the premise that social problems are
lodged in some kind of objective social
structure are misreading their world.
To attribute social problems to pre-
sumed structural strains, upsets in the
equilibrium of the social system, dys-
functions, breakdown of social norms,
clash of social values, or deviation
from social conformity, is to un-
wittingly transfer to a suppositious
social structure what belongs to the
process of collective definition. As I
have said earlier, no one of these con-
cepts is capable of explaining why
some of the empirical instances covered
by the concept become social problems
and others do not. This explanation
must be sought in the process of collec-
tive definition. If sociological theory is
to be grounded in knowledge of the
empirical world of social problems, it
must heed and respect the nature of
that empirical world.
STABLE WORKERS, BLACK AND WHITE*
28. JOSEPH A. KAHL
Cornell University
JOHN M. GOERING
Washington University
A study of stable working and middle-class men, both black
and white, shows
two comparative tendencies: 1) the two races are similar on job
aspirations and
satisfactions, both races indicating economic ambition, a sense
of personal security
in employment, adequate advancement on the job and in
consumption, and high
hopes for children; 2) the two races differ in political
perspectives, with the
blacks indicating a sense of partial marginality to the system
reflecting discrimina-
tion, and a determination to protest. Putting the two tendencies
together, it is
concluded that stable jobs among blacks are associated with
high levels of personal
satisfaction but not with political conservatism, since
awareness of group depriva-
tion and desire to protest are independent of personal
achievement and are not
frustrated responses to blocked ambition.
There has been much interest in re-
cent years in sociological studies of
American Negroes. Most of this inter-
est, however, has been directed at the
Munoz, Herman Noah, William Pollard,
29. Robert Sheak, Glaucio A. Dillon Soares,
and Michael Wright; Lee Rainwater served
as consultant. We were supported by a
grant from the Ford Foundation to The
Interamerican Group for Comparative So-
ciology, administered by the Social Science
Institute, Washington University, St. Louis;
by N. S. F. grant G22296 to that Univer-
sity's Computer Center; and by the Center
for International Studies and the Office of
Computer Services, Cornell University.
* This article reports a small segment
of a cooperative research endeavor. In the
design, field work, and analysis stages our
co-workers were: Mrs. Martha Batt, John L.
Brown, Charles K. Cummings, Eduardo
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Contentsp. 298p. 299p. 300p. 301p. 302p. 303p. 304p. 305p.
306Issue Table of ContentsSocial Problems, Vol. 18, No. 3
(Winter, 1971) pp. 285-428Front Matter [pp. 285-286]The
Sociology of Arnold M. Rose [pp. 287-298]Social Problems as
Collective Behavior [pp. 298-306]Stable Workers, Black and
White [pp. 306-318]Absentee Ownership and Management in
the Black Ghetto: Social and Economic Consequences [pp. 319-
339]Voluntary Associations and the Social Integration of the
Poor [pp. 339-357]Alternative Conceptions of Poverty and Their
Implications for Income Maintenance [pp. 358-373]Dimensions
of Community Response to the Crime Problem [pp. 373-
385]Modes of Adjustment of Married Homosexuals [pp. 385-
393]Women Dentists: Career and Family [pp. 393-404]Who
Will Listen to the Other Side? Primary and Secondary Group
Support and Selective Exposure [pp. 404-
30. 415]CommunicationsOn Job Placement and Dissent in the
University [pp. 416-418]Reply to Dotson [pp. 418-420]On "Do
Delinquents Drift?" [pp. 420-422]Reply to Spector [pp. 422-
424]Publications Received [pp. 425-427]Back Matter [pp. 428-
428]