This document provides a series of transition activities for students intending to study Sociology A-Level. It contains 6 activities that should each take around 2 hours to complete. The activities provide insight into Sociology and are meant to develop skills and understanding that will be useful in years 12 and 13 of A-Level Sociology studies. The activities cover topics such as defining Sociology, understanding concepts like society and social change, exploring social problems, examining crime and deviance, and analyzing the education system. Students are encouraged to use various online resources and to speak to others as part of completing the activities.
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
The purpose of this assignment is to learn about social institutio.docxalexanderp24
The purpose of this assignment is to learn about social institutions and their importance in society by examining one social institution (social institution: EDUCATION). Each student will look at social institution (EDUCATION) and create a presentation that others students will look at. This assignment has multiple components and early due dates so make sure you start early.
Step 1: Research about EDUCATION- This is your social institution.
Step 2: Read the course module on social institutions below. This will give you an overview of what a social institution is and how it works in society.
Step 3: Read the assigned sources listed below. You will use these sources to create a brief presentation about your social institution.
Step 4: completing the project;
Each student will complete the following
1. A brief presentation about their social institution that answers some key questions (listed below) about that institution.
2. 2 to 3 discussion questions about their social institution that will be added to the end of their presentation.
3. 5 to 7 quiz questions about their social institution that will be included in this week's quiz.
More information about the presentation:
Your presentation will be a combination of material from your class modules below, your sources and critical thinking.
It should answer all of the following questions:
1. We defined a social institution as an organization that is formed to meet basic needs of society what basic needs does your social institution address
2. What are some of the basic rules or social norms that are used to maintain order in your social institution?
3. What are some of the major historical changes that have happened to your institution over time?
4. Analyze your social institution from each of the three theoretical viewpoints (Below: Sociology's Three Major Theoretical Perspectives).
5. What are some social issues or problems that society deals with that are related to your institution?
6. What are some solutions to those problems?
7. What are other important things you can tell us about your institution (This is the place to summarize and include the other things about your sources that don't really fit in these questions but are important)
8. What do you see happening in the future with your institution?
9. 2 to 3 discussion questions for other students to answer
Your presentation can be in any format. Most students prefer power point but you can use a document, prezi or any other format you would like. However keep in mind this is not an essay or a list of questions and answers. It should be creative and fun to look at.
Some hints and tips-
· Do use pictures and graphics
· Don't use animations- they can be distracting and not work consistently
· Keep answers short and simple- remember that you will be reading all of the other presentations. When putting yours together ask yourself would you want other students to be putting this much text on the presentation you have to read?
· If slides are t.
DirectionsThe exam consists of twelve short answer questions and.docxkimberly691
Directions
The exam consists of twelve short answer questions and one reflection question. Some questions ask for a definition of a concept while others ask for application and/or analysis.
Short Answer
1. Explain why media representation of social problems is an important issue. What is an example of a problematic representation?
2. Explain the difference between heterosexism and heteronormativity.
3. Identify one of the sociological perspectives of family in society today and then describe a social problem connected to that perspective.
4. Explain the concept of gender fluidity or gender as a spectrum. How did the film
Growing Up Trans
reproduce the idea of gender as a binary?
5. Describe the process of tracking in schools. How does this process reproduce inequality?
6. What is an example of the hidden curriculum in schools? What does the presence of a hidden curriculum illustrate about the purpose of education in society?
7. Define the concept of medicalization. How does this process relate to how we construct social problems?
8. What is one social problem that results from the big business of health care?
9. How are environmental concerns constructed as social problems? What social factors contribute to exposure to environmental risk?
10. Define and provide an example of environmental racism.
11. What are the three common mechanisms for social change? Provide an example for each.
12. What is required to understand resistance to social change and equity?
Reflection Question
1. What was the most interesting/significant topic in Social Issues to you? How has this impacted how you understand social problems?
.
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
The purpose of this assignment is to learn about social institutio.docxalexanderp24
The purpose of this assignment is to learn about social institutions and their importance in society by examining one social institution (social institution: EDUCATION). Each student will look at social institution (EDUCATION) and create a presentation that others students will look at. This assignment has multiple components and early due dates so make sure you start early.
Step 1: Research about EDUCATION- This is your social institution.
Step 2: Read the course module on social institutions below. This will give you an overview of what a social institution is and how it works in society.
Step 3: Read the assigned sources listed below. You will use these sources to create a brief presentation about your social institution.
Step 4: completing the project;
Each student will complete the following
1. A brief presentation about their social institution that answers some key questions (listed below) about that institution.
2. 2 to 3 discussion questions about their social institution that will be added to the end of their presentation.
3. 5 to 7 quiz questions about their social institution that will be included in this week's quiz.
More information about the presentation:
Your presentation will be a combination of material from your class modules below, your sources and critical thinking.
It should answer all of the following questions:
1. We defined a social institution as an organization that is formed to meet basic needs of society what basic needs does your social institution address
2. What are some of the basic rules or social norms that are used to maintain order in your social institution?
3. What are some of the major historical changes that have happened to your institution over time?
4. Analyze your social institution from each of the three theoretical viewpoints (Below: Sociology's Three Major Theoretical Perspectives).
5. What are some social issues or problems that society deals with that are related to your institution?
6. What are some solutions to those problems?
7. What are other important things you can tell us about your institution (This is the place to summarize and include the other things about your sources that don't really fit in these questions but are important)
8. What do you see happening in the future with your institution?
9. 2 to 3 discussion questions for other students to answer
Your presentation can be in any format. Most students prefer power point but you can use a document, prezi or any other format you would like. However keep in mind this is not an essay or a list of questions and answers. It should be creative and fun to look at.
Some hints and tips-
· Do use pictures and graphics
· Don't use animations- they can be distracting and not work consistently
· Keep answers short and simple- remember that you will be reading all of the other presentations. When putting yours together ask yourself would you want other students to be putting this much text on the presentation you have to read?
· If slides are t.
DirectionsThe exam consists of twelve short answer questions and.docxkimberly691
Directions
The exam consists of twelve short answer questions and one reflection question. Some questions ask for a definition of a concept while others ask for application and/or analysis.
Short Answer
1. Explain why media representation of social problems is an important issue. What is an example of a problematic representation?
2. Explain the difference between heterosexism and heteronormativity.
3. Identify one of the sociological perspectives of family in society today and then describe a social problem connected to that perspective.
4. Explain the concept of gender fluidity or gender as a spectrum. How did the film
Growing Up Trans
reproduce the idea of gender as a binary?
5. Describe the process of tracking in schools. How does this process reproduce inequality?
6. What is an example of the hidden curriculum in schools? What does the presence of a hidden curriculum illustrate about the purpose of education in society?
7. Define the concept of medicalization. How does this process relate to how we construct social problems?
8. What is one social problem that results from the big business of health care?
9. How are environmental concerns constructed as social problems? What social factors contribute to exposure to environmental risk?
10. Define and provide an example of environmental racism.
11. What are the three common mechanisms for social change? Provide an example for each.
12. What is required to understand resistance to social change and equity?
Reflection Question
1. What was the most interesting/significant topic in Social Issues to you? How has this impacted how you understand social problems?
.
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
Develop a 6-8 page reflection on your life, applying the sociologi.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and med.
Project One Fall 2017Due date is October 25Scenario.docxbriancrawford30935
Project One Fall 2017
Due date is October 25
Scenario:
Create a business proposal for a small retail store (you can make up this store).
The new retail store is going to choose among the business proposals (other companies will be giving proposals also) as to which database would be appropriate to use for their new business.
The retail store is in the initial phase of operations and would like to start with a small database that contains information about their customers, their products, suppliers and sales. In your proposal, you have included examples of the tables, queries, forms and reports.
1. Before you write this proposal, List at least 5 questions you would have asked in order to design the database.
2. Design the tables in your database and explain how they are related. Assign primary and foreign keys where necessary. Explain the purpose of each table.
· Design at least four tables for the business (ex: customer, supplier)
· Add at least 6 rows of information (ex: 6 customers to the customer table)
3. Design one query that the business owners may be interested in.
4. Design one form that you think would be valuable for the business owner to have.
5. Design one report that would be valuable for the business owner to have.
6. In the Business Proposal you should include the follow:
· Problem Statement (In this case, state the purpose)
· Problem
Solution
(this is where you can describe your tables, how they are related, how they are useful and the purpose of the tables, query, report and form.
· Pricing (Be creative, remember this is a new company with not much capital)
· Why should they choose you over a competitor?
You will submit both the database and the report in blackboard it will be listed under assignments.
The Project is due at the start of class on the due date. Each day late there will be a 5 point deduction per day.
PSY-100 Required Readings
Topic
Resource Readings
Topic 2:
Social Learning Theory: How Close Is Too Close
Read "Characteristics of an Emotionally Healthy Person" from the Mobility Forum: The Journal of the Air Mobility Command's Magazine (2002), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8634490&site=ehost-live&scope=site
Read "Intelligence, Emotional" from Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2006), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/wileyse/intelligence_emotional/0
Read: Harmon-Jones, E., & van Honk, J. (2012). Introduction to a Special Issue on the Neuroscience of Motivation and Emotion. Motivation And Emotion, 36(1), 1-3.
doi:10.1007/s11031-012-9281-x https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-06287-001&site=ehost-live&scope=site
Read Do You See What I See? Learning to Detect Micro Expressio.
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
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
.
Discussion 1Prior to engaging in this discussion, read Chapters .docxfelipaser7p
Discussion 1
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
Discussion 2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which indiv.
Develop a 6-8 page reflection on your life, applying the sociolo.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and media in one's ow.
Sociological Concepts Essay
What is Sociology? Essays
Sociology Essay
Sociology Major Essay
Sociology In Sociology
Reflection In Sociology
Sociological Theories Essay
SOC 213 Final Project Part I Guidelines and Rubric Ov.docxwhitneyleman54422
SOC 213 Final Project Part I Guidelines and Rubric
Overview
The first part (Part I) of the final project for this course is preparing for the letter of intent.
The field of sociology presents a unique perspective to viewing the world’s social problems. Social problems tend to be viewed solely as individual constructs and
responsibilities, but sociologists take a deeper dive into the complex set of variables driving the development of these problems using various theoretical
perspectives. As these problems surface in individual lives, the workplace, and communities, a sociological perspective is valuable for providing a framework for
deeper investigation of variables and limiting personal biases when analyzing problems.
In this project, you will play the part of a sociologist who has been requested by your national community to craft a letter of intent to the potential funder, the
Department of Health and Human Services. The project will be divided into two parts. In the first part, you will prepare to write the letter of intent by conducting
research on the social problem and thinking about how to limit your personal biases when later analyzing the social issue. In the second part of the project, the
letter of intent, you will analyze the problem from a sociological perspective, outlining the influential variables and the local and global impacts of the problem,
and finally suggest a potential solution.
This project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. The Part I milestones will be submitted in Modules Two and Three. The final submission for Part I is due in Module Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze contemporary social problems on local and global scales by applying key theoretical perspectives
Analyze social variables and determinants for their influence in the development of contemporary social problems on a local and global scale
Suggest potential solutions that are aligned with best practices for addressing the negative impacts of social issues
Illustrate how the use of sociological theory limits personal and societal biases in analyzing social problems
Part I
Before you can write the letter of intent, you must first identify social variables influencing the problem and previously attempted solutions. Also, before you can
analyze the problem, you must first think about your biases and how you can limit these biases using sociological theory when analyzing the social issue.
Specifically, the following critical elements must be addressed:
I. Introduction: Explain the contemporary social problem that you selected, and explain why you chose this specific social problem.
II. Research: In order to further understand the social problem, you will conduct some research on its influences, impacts,.
SOC 213 Final Project Guidelines and RubricOverviewThe final.docxMARRY7
SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns.
For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism.
Because theories are simp ...
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
Develop a 6-8 page reflection on your life, applying the sociologi.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and med.
Project One Fall 2017Due date is October 25Scenario.docxbriancrawford30935
Project One Fall 2017
Due date is October 25
Scenario:
Create a business proposal for a small retail store (you can make up this store).
The new retail store is going to choose among the business proposals (other companies will be giving proposals also) as to which database would be appropriate to use for their new business.
The retail store is in the initial phase of operations and would like to start with a small database that contains information about their customers, their products, suppliers and sales. In your proposal, you have included examples of the tables, queries, forms and reports.
1. Before you write this proposal, List at least 5 questions you would have asked in order to design the database.
2. Design the tables in your database and explain how they are related. Assign primary and foreign keys where necessary. Explain the purpose of each table.
· Design at least four tables for the business (ex: customer, supplier)
· Add at least 6 rows of information (ex: 6 customers to the customer table)
3. Design one query that the business owners may be interested in.
4. Design one form that you think would be valuable for the business owner to have.
5. Design one report that would be valuable for the business owner to have.
6. In the Business Proposal you should include the follow:
· Problem Statement (In this case, state the purpose)
· Problem
Solution
(this is where you can describe your tables, how they are related, how they are useful and the purpose of the tables, query, report and form.
· Pricing (Be creative, remember this is a new company with not much capital)
· Why should they choose you over a competitor?
You will submit both the database and the report in blackboard it will be listed under assignments.
The Project is due at the start of class on the due date. Each day late there will be a 5 point deduction per day.
PSY-100 Required Readings
Topic
Resource Readings
Topic 2:
Social Learning Theory: How Close Is Too Close
Read "Characteristics of an Emotionally Healthy Person" from the Mobility Forum: The Journal of the Air Mobility Command's Magazine (2002), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8634490&site=ehost-live&scope=site
Read "Intelligence, Emotional" from Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2006), located in the GCU eLibrary. https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/wileyse/intelligence_emotional/0
Read: Harmon-Jones, E., & van Honk, J. (2012). Introduction to a Special Issue on the Neuroscience of Motivation and Emotion. Motivation And Emotion, 36(1), 1-3.
doi:10.1007/s11031-012-9281-x https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-06287-001&site=ehost-live&scope=site
Read Do You See What I See? Learning to Detect Micro Expressio.
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
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
.
Discussion 1Prior to engaging in this discussion, read Chapters .docxfelipaser7p
Discussion 1
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
Discussion 2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which indiv.
Develop a 6-8 page reflection on your life, applying the sociolo.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and media in one's ow.
Sociological Concepts Essay
What is Sociology? Essays
Sociology Essay
Sociology Major Essay
Sociology In Sociology
Reflection In Sociology
Sociological Theories Essay
SOC 213 Final Project Part I Guidelines and Rubric Ov.docxwhitneyleman54422
SOC 213 Final Project Part I Guidelines and Rubric
Overview
The first part (Part I) of the final project for this course is preparing for the letter of intent.
The field of sociology presents a unique perspective to viewing the world’s social problems. Social problems tend to be viewed solely as individual constructs and
responsibilities, but sociologists take a deeper dive into the complex set of variables driving the development of these problems using various theoretical
perspectives. As these problems surface in individual lives, the workplace, and communities, a sociological perspective is valuable for providing a framework for
deeper investigation of variables and limiting personal biases when analyzing problems.
In this project, you will play the part of a sociologist who has been requested by your national community to craft a letter of intent to the potential funder, the
Department of Health and Human Services. The project will be divided into two parts. In the first part, you will prepare to write the letter of intent by conducting
research on the social problem and thinking about how to limit your personal biases when later analyzing the social issue. In the second part of the project, the
letter of intent, you will analyze the problem from a sociological perspective, outlining the influential variables and the local and global impacts of the problem,
and finally suggest a potential solution.
This project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. The Part I milestones will be submitted in Modules Two and Three. The final submission for Part I is due in Module Five.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze contemporary social problems on local and global scales by applying key theoretical perspectives
Analyze social variables and determinants for their influence in the development of contemporary social problems on a local and global scale
Suggest potential solutions that are aligned with best practices for addressing the negative impacts of social issues
Illustrate how the use of sociological theory limits personal and societal biases in analyzing social problems
Part I
Before you can write the letter of intent, you must first identify social variables influencing the problem and previously attempted solutions. Also, before you can
analyze the problem, you must first think about your biases and how you can limit these biases using sociological theory when analyzing the social issue.
Specifically, the following critical elements must be addressed:
I. Introduction: Explain the contemporary social problem that you selected, and explain why you chose this specific social problem.
II. Research: In order to further understand the social problem, you will conduct some research on its influences, impacts,.
SOC 213 Final Project Guidelines and RubricOverviewThe final.docxMARRY7
SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns.
For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism.
Because theories are simp ...
Similar to Sociology-Phase-2-Transition (1).pdf (20)
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
1. A series of transition activities
for year-11 students intending
to study Sociology A-Level
2. Introduction
This document contains 6 separate activities, each of which should take around 2
hours. Together, they provide an insight into Sociology, and should contribute to
the development of skills and understanding that will be useful for years 12 and 13.
Work through them, keeping any notes and print-outs together in a folder. Take
that folder to your first Sociology lessons in year-12
You could complete this on a computer and then print it off, or print it first and
then do the activities in pen
3. Recommended sources
To complete the activities, you may find some of these recommended sources
useful:
www.sociology.uk.net (see ‘student activities’ for content that’s relevant to the
textbook used in class)
www.sociology.org.uk/rload.htm (includes a load of class notes and PowerPoints
on a range of Sociological topics)
www.s-cool.co.uk/a-level/sociology (a popular site, that might be worth checking
out)
www.tutor2u.net/sociology/blog/videos (video slips and blog comments on a
wide range of topics and news stories relevant to Sociology)
https://thesociologyguy.com/revision-notes/ (many colourful revision notes,
but not on all topics)
www.youtube.com/watch?v=68eFC1_nIwA (good video on education)
www.thesociologyteacher.com/a-level-sociology (materials mostly aimed at
Sociology teachers, but they cover a good a range of topics)
www.thesociologyteacher.com/education-sociology-revision (same as above, but
specifically on education)
www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192
(information on the course studied at Countesthorpe Leysland, by the exam board
we use to examine our students)
www.bbc.co.uk/news (often has news stories relevant to Sociology)
www.theguardian.com/uk (the UK newspaper probably most relevant to
Sociology)
www.independent.co.uk (another UK newspaper that often contains stories
relevant to Sociology)
4. Activity 1: What is Sociology?
Activity 1.1: Using at least two different sources, write your own definition of what
‘Sociology’ is
What is Sociology?
Activity 1.2: Consider each of these statements about studying Sociology below,
and comment on whether you think each of them are true or false (e.g. explain
why you chose true or false, and why others might disagree with you).
Statement about studying
Sociology
T or F My thoughts on the statement, and why I
chose true or false
1. Sociology is an easy subject
2. Sociology is mostly ‘common
sense’
3. It’s assessed entirely by exams
4. The course is relevant to all
careers
5. You’re expected to contribute
your own ideas
6. You don’t have to write essays
7. Studying sociology makes you a
nicer person
8. Some employers and
universities don’t accept
Sociology
9. Sociology is just a matter of
opinion
10. You can succeed in sociology
by simply learning your notes
5. Activity 1.3: People talk about the ‘society’ we live in, and how ‘society’ has changed.
Some say that ‘society’ influences us, while others say individuals influence ‘society’.
It’s argued that the UK is now a multicultural society. But what is ‘society’? Using
several of the recommended sources from page 2, write down a definition of ‘society’.
What is a society?
Activity 1.4: You’ve probably seen
programmes in which people like Bear
Grylls place people on deserted islands
and then watches how they cope, or films
in which planes crash land in an isolated
mountain range or desert – and the
people struggle to cope.
Now imagine you’re on an aeroplane and
it does an emergency landing on an
uninhabited island in the middle of the
Pacific Ocean. There are no ‘relationships’, no ‘customs’ and no ‘systems’ on the island
when you arrive. Have a conversation with people in your household or smartphone
conversations with friends, and fill the following boxes with answers to the following
question:
What does an island need for it to be considered ‘a society’?
Some form of hospital
6. Activity 1.5: Sociology is an academic discipline that looks at how people live, behave
and work together in groups. It also looks at how societies work – and the roles (or
‘functions’) that their different parts play. Select a few of the boxes in activity 1.4, and
explain the function they perform for individuals and for society (e.g. if you’re stuck,
think about what would happen if they did NOT exist). The first one is done for you.
Features or parts of
society
The function they serve for individuals and for society
Hospitals Treat illness to cure people and prevent the patient deteriorating and suffering
long-term consequences or death. In some cases, they also prevent the spread
of the illness to others. Hospitals also provide people with jobs.
Activity 1.6: You no doubt understand that British society is different now to what it
was 100 years ago. Sociologists are interested in what they call ‘social change’, which
refers to: ‘changes in social attitudes, in social action, in social processes and in the
structure of society’. Comment on each of these categories, such as what it might
mean and/or an example. Speak to relatives who are older than you if necessary:
Form of ‘social change’ Comment and/or example
Changes in social
attitudes
Changes in social
action
Changes on social
processes
Changes in the
structure of society
7. Activity 1.7: Sociology A-Level consists of four compulsory topics, which are:
Sociology of Education; Sociological research methods; Sociological theory; Crime &
Deviance. It also consists of two other topics, and at Countesthorpe Leysland, these
are: Families & Households and Global development. Speak to older members of
your household, and write down some ways in which attitudes, social action and/or
processes relating to education and crime have changed over recent decades.
Topic Ways in which we’ve seen ‘social change’
Education
Crime
Activity 1.8: Now select six of the following aspects of society, and comment on some
of the related changes we’ve seen in recent decades: marriage & divorce; religion;
fashion; gender roles; having children; technology; leisure; sexuality; media; language;
politics & voting; travel & transport; attitudes to mixed-ethnic relationships.
Aspect of society Ways in which we’ve seen change
8. Activity 1.9: Sociology explores ‘social change’ and attempts to formulate
explanations for it. Sociology tries to explain why such changes occur. Return to your
work for 1.8, and use the table below to provide a possible explanation for why at
least three of them have happened.
Example of social
change
Possible explanation for such changes
Use this space for any further notes
9. Activity 2: Coronavirus lockdown and other social problems
Activity 2.1: Sociology is interested in ‘social problems’, which are aspects of society
that are undesirable and have a negative impact on a large number of people in
society. If a teacher finds classroom behaviour stressful, then this is his/her ‘personal
problem’. However, if a large number of teachers decided (over a number of years)
that student behaviour was so poor that they all left the profession, then this could
become a ‘social problem’ – as a shortage of teachers would impact on many students
and would be a problem for wider society. In the boxes below, add a few aspects of
society that provide evidence that society is not perfect, and which might be
described as ‘social problems’:
A shortage of physics
teachers
Activity 2.2: Sociology attempts to provide
explanations for why things happen in society. They
attempt to explain the existence of ‘social
problems’, and challenge the ‘common-sense
explanations’ which are often provided by the
mainstream media. For example, a tabloid
newspaper might explain the UK’s high rate of
teenage pregnancy by suggesting British girls don’t
understand contraception; or that a teacher
shortage is caused purely by poor student
behaviour. Provide a ‘common-sense explanation’
for each of the following aspects of society:
Social problems Common-sense explanations
Homelessness
White boys
underperforming in
exams
10. People claiming
unemployment benefits
Young people taking
drugs
Activity 2.3: Sociology investigates ‘social problems’ to try to explain them effectively.
They conduct social research, using questionnaires, observational techniques,
interviews, official government statistics and other methods to find a ‘valid’
explanation for social action, social attitudes and social processes – including those
which are negative and are ‘social problems’. Now return to the issues above, and
provide some possible explanations that a sociologist might find by conducting a
thorough sociological investigation using the methods mentioned above. Try to
provide more than one explanation for each, if you can.
Social problems Possible Sociological explanations
Homelessness
White boys
underperforming
in exams
People claiming
unemployment
benefits
Young people
taking drugs
Activity 2.4: Consider the meme above, featuring an owl. With examples, explain
what you understand by the meme, and how it relates to Sociology.
Analysis of a meme
11. Activity 2.5: The government uses ‘social policy’ in an attempt to fix certain social
problems. For example, one of the problems associated with drug abuse is addressed
by providing a ‘needle exchange’, to discourage heroin users from sharing needles and
spreading illnesses like HIV or hepatitis and from discarding dirty needles for children
and others to pick up. Sociologists sometimes attempts to influence government
‘social policy’. For two of the social problems mentioned in either of the activities
above, makes some suggestions for addressing them – to either fix the problem or
minimise the negative impact they have on society.
Social problem Possible suggestions for addressing the problem
Activity 2.5: There are a number of ‘social problems’ associated with the current
Coronavirus pandemic. As news reports show, infection rates are high and hundreds
of people are dying every day because of it. As well as the implications for human
health, it is also having a negative impact on wider society – both directly and
indirectly. In the box below, describe your understanding of the statement that
‘phenomena like a global pandemic can have both direct and indirect effects on
people’s lives’. Provide some good examples, perhaps also related to poverty.
Direct and indirect effects
12. Activity 2.6: Think about the coronavirus pandemic and the crisis associated with it.
Problems linked to the virus might relate to issues like: schools, shops and services
having to close, people’s freedoms being restricted, criticisms of the government’s
response, death of loved ones and many more. Add your thoughts to the table
below:
Ways the virus is
impacting on
society – directly
or indirectly
Sociological comments (e.g.
explain the consequences,
explain the behaviour)
Social policy ideas to
address the problems
Activity 2.7: In Sociology exams, students are expected to be evaluative, and to
present arguments both for and against, or both strengths and weaknesses.
Regarding the coronavirus crisis, there have been positive impacts on pollution and
wildlife, and perhaps some people have been forced to become resilient and
independent – therefore learning new skills. In the boxes below, describe some of
the potential positive consequences of the coronavirus crisis.
13. Positive aspects of the Coronavirus crisis
Use this space for any further notes
14. Activity 3: Crime & deviance
Activity 3.1: Sociology is interested is interested in a number of issues relating to
crime, including seeking explanations for why some people commit crime and why
most people conform to the law. It also looks at the different rates of crime between
different social groups – such as men and women and different age groups. Before
we go any further, use the ‘sociological imagination’ you’re beginning to develop
(rather than ‘common sense’) to make some suggestions why there might be
differences in offending rates between the following pairs of social groups:
Social groups Why offending rates differ
People between 16 and
21, and people over 50
Males in their 20s and
females in their 20s
Black Carribeans and
people of Indian origin
People who live in rural
villages and people who
live in urban areas
Wealthy people and those
on low incomes
Activity 3.2: Part of studying crime involves analysing official crime statistics that
have been compiled by the police, the courts and other organisations within the
criminal justice system. This analysis involves looking at differences between social
groups and between locations (e.g. different towns), but also looking at changes
over time. Choose one topic from the following list, and complete the task that’s
explained beneath it: drink-driving; football hooliganism; knife crime; drug dealing;
sexual assault; environmental crime; internet fraud; vehicle theft; human
trafficking; homicide; racially-motivated offences; burglary; something else.
Use your internet-research skills to seek some government or police statistics on
your chosen topic. You may wish to use resources such as: Office for National
Statistics; the British Crime Survey, the Home Office or Police.org.uk.
Once you’ve found a table or graph, extract some statistical data from it (e.g. a
handful of years, a few locations) and create a simple graph that presents the data
15. you’ve selected. You can do this by using Excel to carefully plot some data, and
then create a bar chart – or you could go ‘old school’ and draw it by hand. Insert
your graph in the space below:
Activity 3.3: Analyse your graph in the box below, by explaining what the data
shows. For example, what changes happened over time? when did the crime peak?
where are there some comparisons and some contrasts? what conclusions can you
make about your chosen crime topic?
Analysis of crime data
16. Activity 3.4: Sociologists make use of official crime statistics, but they are cautious
because they are ‘socially constructed’. This means, they are not naturally correct but
are the product of decision-making by people involved in the criminal justice process
– such as offenders, victims, witnesses, police officers and members of juries.
Therefore, lots of crimes are undetected (e.g. speeding), many are not reported to
the police (e.g. a burglary where nothing was taken), and some are reported to the
police but are not actually recorded by them or followed-up. Complete the following
table with your own thoughts and those of people you live with. If possible, conduct
some text or phone interviews with crime victims and any police officers you know
Some reasons why crime victims and
witnesses don’t report crimes to the police
Some reasons why police officers might not
record or follow-up crimes reported to them
Activity 3.5: Crime refers to behaviours which are against the law (at the time at
which they are committed and in the place in which they’re committed), so it
includes killing someone on purpose, stealing from shops, smoking cigarettes in pubs
and using a mobile phone whilst driving. However, ‘deviance’ is not the same as
crime. Deviance refers to behaviour which is against ‘social norms’ (i.e. is socially
inappropriate and against what is expected of people) and is widely frowned upon.
Therefore murder and the wearing of peculiar clothing to a funeral are both ‘deviant’,
despite them not both being criminal. This is mind, study the following table and tick
whether each behaviour is criminal, deviant, neither or both. Add your own ideas to
the blank rows:
17. Social behaviour Crime Deviance Neither
Kissing your best friend’s girlfriend
Smoking cannabis at a music festival
Playing Candy Crush at a funeral
A homosexual relationship
Being over-changed and keeping the money
Hiding money under your bed to avoid tax
Burping loudly in a restaurant
A male teacher who’s a drag queen
Being married to two women
Parking on yellow lines to pop into a shop
An adult getting drunk at home
A man shouting abuse in the street
Murdering a neighbour over loud music
Being rude to a teacher who’s trying to help
Having sex with someone who’s nearly 16
Driving on the left side of the road in the UK
Taking printer paper home from work
Driving 100mph on a motorway
Activity 3.6: Now that you’ve given some consideration to crime and deviance,
comment on whether or not you agree with each of the 10 statements below:
o All crime should be punished
o Poverty causes crime
o We all commit crime, but some are more likely to get caught
18. o Drug-taking shouldn’t be a crime, because the only victims are users
themselves
o Males and females commit different crimes and different amounts of crime
o Violence on TV and in computer games make people commit crime
o Prisoners should serve their full sentence, even if they’ve shown good
behaviour and rehabilitation
o What is classed as ‘deviant’ varies between different social groups and
between different places
o It’s wrong for the police to stop people based on their appearance
o Some people are more at risk of being a victim of crime than others
20. Activity 4: Education
Activity 4.1: In year 12, we study the Sociology of Education. This topic includes
studying the role that education plays for society, the government policies which have
shaped the education system, gender differences in subject choice and a range of
concepts like ‘pupil subcultures’, ‘pupil identities’ and ‘the globalisation of education’.
It also involves studying ‘educational inequalities’ and explaining why students from
certain social groups experience greater achievement that others. Using your
developing ‘sociological imagination’, provide some possible explanations for
differences in grades and skills between the following groups. Try to consider issues
such as: finances, parents, discrimination, family culture, family types, teacher
attitudes, ‘social norms’, what’s taught in schools and other issues.
Social groups One possible explanation Another possible explanation
Girls generally do
better than boys
Students from
‘middle class’
families tend to
do better than
‘working class’
students
Some ethnic
groups (e.g.
Indian) generally
do better than
others (e.g. black
Caribbean)
Activity 4.2: Within Sociology there are a number of different ‘perspectives’, which
look at society and its features (e.g. education and crime) in different ways. These
include perspectives like Functionalism, Marxism, Feminism, the New Right, Symbolic
Interactionism and Postmodernism. With regards to education, each of these have
different views on its purpose. From discussions with people you live with (or can
communicate with in other ways), respond to the following questions:
21. 1) What do you think is the purpose (or purposes) of education?
2) Why does society want you to be educated?
3) What role or ‘function’ does a school serve for individuals and for wider
society?
Activity 4.3: A ‘Functionalist’ called Talcott Parsons argued that for society to
‘function’, certain things need to exist or need to happen. Thinking back to the
aeroplane landing on the uninhabited island in task 1.4, we could use the concept of
‘functional pre-requisites’ to explain that certain things are needed (e.g. healthcare,
waste disposal, shelter, rules) for the society to work - or ‘function’. Parsons argued
that for a society to work, it needed to:
1) adapt to situations and surroundings (e.g. make use of resources on an island)
2) integrate people, to ensure people get along and work together (e.g. avoid
conflict on the island)
3) allocate roles to people (e.g. collecting firewood, caring for children, treating
illness)
4) enable people to attain goals (e.g. to feed their children, to have a role they
enjoy)
5) ensure systems, routines and ‘patterns’ can be maintained and can be
sustainable over time (e.g. ration the food, raise the next generation).
22. Considering each of Parsons’ five ‘functional pre-requisites’, use the table below to
explain how education serves these functions for society and for individuals?
Functional
pre-requisite
How education serves this function for individuals and for
society
Adaptation
Integration
Role
allocation
Goal
attainment
Pattern
maintenance
Activity 4.4: In an earlier activity about crime
statistics, you considered the concept of ‘social
construction’. It refers to how things are not a
natural occurrence, but are created through social
processes (e.g. interacting with others and making
decisions). For example, the fact that Saturday and
Sunday are ‘the weekend’ is not natural but was
decided. What’s right and what’s illegal was also
constructed and so were gender roles and how to
elect a government. This is why there are different
expectations of men and women in Muslim
communities compared to others, and why Donald Trump was elected President
despite his rival Hilary Clinton receiving more votes. This is mind, use the box below
to comment on the picture showing a sticker that someone stuck on a public toilet
mirror:
Social construction of ‘beauty’
23. Activity 4.5: The education system is also a ‘social construction’. It is different in one
country to the next, and changes over time. It’s not ‘natural’ for schools to consist of
classes of 28 children all of the same age being taught a subject for 60 minutes by one
teacher and then to move to another room to be taught something else by another
teacher. Watch these two video clips, and then respond to the questions below. If you
can’t access these clips, conduct research by using the terms in brackets.
www.youtube.com/watch?v=r1Y0cuufVGI (New Zealand ‘no rules’ school)
www.youtube.com/watch?v=yt9GtLCaNpU (Summerhill School in England)
1) What are your thoughts on the New Zealand school, and its Head Teacher’s
attitude of ‘the only rule is that they don’t kill each other’?
2) In what ways does Summerhill School differ from your own experience of
education?
3) What are your thoughts on the way Summerhill is run? Do you agree with its
systems? Would you like to send your own children there?
Activity 4.6: In recent years, the UK government has introduced ‘Free schools’, which
can be set up by faith groups, by companies, by groups of parents, or by anyone who
wants to offer an alternative ‘curriculum’ (a term which refers to what is taught in
schools). Conduct some brief research into ‘free schools in the UK’ and ‘Charter
schools in the USA’ (e.g. what are they, how are they run, how common are they,
where are some local examples?). Jot your notes in the box below:
24. Free schools and charter schools
Activity 4.7: You now know that schools do not have to run a particular way. Now
consider what your ideal ‘school’ would look like. From discussions with people
you’re able to communicate with, use the box below to present your own ‘free
school’. You might wish to consider: What it would provide; what ‘subjects’ it would
teach; the ‘rules’ that would be implemented; the school’s ‘ethos and the views it
would hold important; what it would intend to pass on to the students; and how the
days would be structured.
My ideal Free School
26. Activity 5: Families and Households
Activity 5.1: In Year-12 at Countesthorpe Leysland, we study Families & Households.
Whilst these two terms overlap, they are not the same. A ‘family’ refers to two or
more people who are related by either blood, marriage or legal adoption. They don’t
have to live together or share any household tasks, but so long as they are related,
they are a ‘family’ whether they like it or not. A ‘household’ is a broader term and
simply refers to who lives in a particular house, flat or other dwelling and to some
extent shares resources and responsibilities. Therefore, a block of flats contains
several ‘households’, some of which may well be families too. Study the following
table, and decide whether each group of people are a family, a household or both:
People Family? Household?
Married man and woman and their children
Single man living alone
Married couple whose kids have left home
Unmarried young couple without kids
Lesbian couple with child related to one of them
Unmarried couple with their grown-up children
Grandparents with their granddaughter
3 friends living in the same house
Unmarried couple with kids from previous relationships
Marred man and woman with their dogs
Divorced mother and her grown-up son
Woman with 3 children by 3 different fathers
Widowed woman living alone
Mother and daughter, with grandma living with them
Grandparents, parents and grandkids living together
Woman with her adopted daughter
Activity 5.2: As the table above shows, there is a variety of household types, and
indeed family types too. A ‘nuclear family’ refers to a married, opposite-sex couple
with their child or children who are biologically related to both of them and living
home dependent upon them to some extent. Thinking of people you know and in
the media. Jot down some families that are definitely ‘nuclear’:
Nuclear families
27. Activity 5.3: It’s argued by many Sociologists that the nuclear family is no longer the
norm, and have been replaced by ‘family diversity’, which refers to a variety of
different family types, some of which can be found in table for Activity 5.1.
Sociologists from the ‘Postmodernist’ perspective such as Diana Gittins and Judith
Stacey argue that family diversity has been caused by an increase in choice and free
will. They say we can choose who to live our lives with, and aren’t stuck in one family
type – or forced by society to live a certain way. In the space below, explain whether
or not you agree with this view, or and whether there are any other reasons why
many people have moved away from the traditional nuclear family:
Causes of family diversity
Activity 5.4: Conduct some IT research into the extent of family diversity. Attempt to
find out the % of households which are nuclear, lone-parent families, step (blended)
families, same-sex families, for example. Add your findings below:
Activity 5.5: Sociologists from the ‘New Right’ perspective are concerned about
family diversity, and argue that the nuclear family is far better than any alternative. A
bit like Functionalists, they argue that the nuclear family is far better at meeting the
needs of family members and wider society. In the space below, and with reference
to issues like childcare, raising and disciplining children, domestic tasks, incomes,
stress and emotional issues, companionship, conflict and schooling; what arguments
could you make to suggest that nuclear families are the most effective?
28. Nuclear families are an effective family type because ….
Activity 5.6: However, Sociologists from the Marxist, Feminist and Postmodernist
perspectives are critical of the New Right’s view, as they don’t believe the nuclear
family is as perfect as is suggested. What arguments could you present that the
nuclear family is not always ideal, and/or that sometimes alternatives are better?
Problems with nuclear families & strengths of alternatives
29. Activity 5.7: Study each of the statements below, which present the views of
different Sociological perspectives on the issue of family diversity. Highlight or
circle which one (or ones) you most agree with, then explain why you feel this
way:
• Several family types in one lifetime is irresponsible, immoral and
encourages families to be dependent on welfare benefits (The New
Right)
• We all have choice about how to live our lives, and this choice leads
to family diversity. This should be celebrated (Postmodernism)
• Family diversity isn’t ideal, as nuclear family are best in principle.
However, if it works for individuals and for society, then so be it.
(Functionalism)
• We all have ‘free will’ about who to live with, and family ‘means’
different things to different people (Symbolic Interactionism)
• Choice and acceptance of alternatives to the nuclear family is great,
but the powerlessness of many women (e.g. financial-dependence
on men) restricts women’s choices (Feminism)
• Choice about who to live with isn’t available for all. The lower classes
and/or those with limited finances are often forced to stay in
unhappy and non-ideal living arrangements (Marxism)
Explaining my own view on family diversity
31. Activity 6: Global issues
Activity 6.1: You know what’s meant by ‘social construction’, and like aspects of
education and crime, family is also ‘social constructed’. What is considered the
‘right’ or ‘ideal’ family type changes over time and varies between societies, because
there is no ‘natural’ family type. Conduct some IT research into the family
arrangements, parenting and childhoods in a few of the cultures listed below, and
note your findings in the table beneath it. Note: you’ll probably find some of the
information you find to be truly shocking! But remember that what is ‘normal’ for us
(e.g. marriage between just two people, waiting until at least 16 to marry,
restrictions around sex, etc) is probably unusual for people of other cultures.
• The Ik people of Uganda
• The Nayar people of Northern India
• The Himba tribe of Africa
• The Trobriand Islanders
• the Toda people
• Kibbutz in Israel
• The Lakker people of Burma
• The Marind-anim
• The Nuer people of the Nile Basin
• Banaro of New Guinea
Name of the
culture or society
Some key features of family life, parenting or childhoods
32. Activity 6.2: In the Global Development topic in year-13 (and indeed in other topics),
we study the concept of ‘globalisation’. The term refers to increasing relationships
between countries (e.g. with regards to business, politics and social relationships),
but also increasing influence (and even dependence) between countries.
Considering issues like culture, business, communication, the economy, education,
technology, travel, politics and other areas; fill the boxes below up with evidence
that we’re definitely becoming more ‘globalised’?
Covid-19 is a pandemic (across
many countries) because of
international travel and tourism
Activity 6.3: As well as the Global Development topic, the concept of globalisation
pops up in families & deviance, education and crime & deviance. Conduct some IT
research into the relationship between globalisation and these areas, and use the
boxes below to comment on the impact of globalisation:
Some positive effects of
globalisation
Some negative effects of
globalisation
The education
system
Crime rates
Family types
33. Use this space for any further notes
Well done for completing these activities. Don’t worry if you’re unsure of your
responses to some of them. The main point is that you’ve been introduced to some
of the topics Sociology studies. We can discuss some of this when you’re A-Levels
start, but if you do have any pressing questions, contact the Head of Sociology at
Countesthorpe Leysland via drushin@clcc.college
