Sociology

3 pages and it is supposed to be written from a book Essay 2 Summary: comparing yourself to the 1) upbringing; 2) values; and 3) rituals of Chinese Americans in Jeung’s book. How are you similar or different from the respondents in terms of (pick 4 key concepts –at least one from each category–to define, explain and apply)? Address these questions: 1. How were raised religiously and how did that affect your value system? Compare to CAs 2. What are your highest values and why? Compare to CAs 3. What are your most cherished rituals and why? Compare to CAs 1. Upbringing (ch. 1-4) The liyi outlook on religiosity Religious skepticism Religious pluralism Chinese Popular Religion Confucianism Dissonant acculturation 2. Values (ch. 5) Chinese American familism Maximizing World Changers Expressive Balancers Life narrative Paying it Back; Paying it Forward 3. Rituals (ch. 6) Rites of Passage Rituals of Belonging Table Traditions Norms of reciprocity or hospitality Marketable, consumable ethnicity You must define key concepts, explain, and apply them to your own life and that of your classmates. here is the guideline

For this assignment, you will choose a vulnerable population and research evidenced-based interventions that apply to disaster victims of the chosen population. You will then create an annotated bibliography based upon the following requirements: 1. You must use a minimum of five sources, including at least THREE SCHOLARLY ARTICLES, which features evidence-based interventions applicable to disaster victims of the vulnerable population you chose. 2. The intervention may be macro, mezzo, or micro-level and, in some cases multi-level of social work. 3. Citations must follow APA formatting guidelines Examples of populations that you might choose include:                                               A person with physical disabilities                                                    Victims of mass trauma                                     Victims of terror, political persecution, torture,                                                    Persons who are homeless                                                    Persons with mental illness                                                     Single-parent families                                 School-aged student survivors of a violent attack The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author’s project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

PLEASE ANSWER THESE 6 QUESTIONS SEPARATELY. ALSO, THE AREA THAT I LIVE IN IS LOS ANGELES, CA 1)    Using the internet, identify suburban growth in your area. 2)    Identify changing trends in the suburbs in your area. 3)    According to an internet search, what development fees are assessed in your area? 4)    What effect, if any, have changes in the tax laws had on the real estate marketplace in your area? 5)    Utilize an Internet search engine and give examples of overbuilding in your area. 6)    Have condominiums in your area increased value proportionally to appreciation of single-family homes?

This homework is for my discussion board has to be 150-300 words. Reference some of the articles in the discussion please.  How would you define rape culture? Which social institutions promote and maintain it? After reading all the sources, think about how and where you see examples of rape cultures around you. Conversely, how and where have you seen rape culture being challenged, if at all?  In your opinion and based on the sources, how can we create a change in rape culture? Read these links attached to answer this discussion https://www.nytimes.com/2018/02/04/opinion/metoo-law-legal-system.html https://www.baltimoresun.com/opinion/op-ed/bs-ed-sexual-violence-20160405-story.html https://www.theguardian.com/commentisfree/2018/mar/13/yale-saifullah-khan-criminal-justice https://www.jstor.org/stable/26638128?seq=5#metadata_info_tab_contents

Annotated Bibliography   Length: 10 sources, MLA Style citations Peer Review Workshop: Upload to Canvas for peer review on Monday, October 26.   if we knew what it was we were doing, it would not be called research, would it? – Albert Einstein  Classes that require you to do research often require an annotated bibliography. An annotated bibliography is a useful way to start a research project because it asks you to collect and summarize sources that you might use later in a researched argument. Collecting and summarizing sources early in the research process helps you narrow your research topic. The bibliography can also help you evaluate the possible usefulness of source material for later use in a paper.  We will be completing annotated bibliographies to launch us into our researched arguments, the biggest assignment you will write this semester and the largest part of your course grade. Your bibliography MUST include 10 sources. Four of these sources should be scholarly articles and two should be scholarly books (usually published on a university press). And remember: your annotated bibliography and researched argument should somehow relate to the topic of music.    What is an annotated bibliography?  If you have been assigned to write an annotated bibliography, you might be confused about what the words “annotated” and “bibliography” mean. The word “annotated” is the past tense form of the verb “to annotate” which means to summarize. An annotation is simply a summary of a book, article, or some other source. A bibliography is a list of sources on a particular topic. Put together, an annotated bibliography is a list of sources on a topic that offers a summary for each source.  An entry in an annotated bibliography has two parts. The first part is the bibliography line which should be written according to be MLA format (the author and title, etc.). The second part is the summary paragraph. Both parts taken together are called an “entry.” Entries are typically organized in alphabetical order according to the bibliography information, such as the last name of an author or the title of a book.  What is included in the summary part of an annotated bibliography? Timothy Crusius and Carolyn Channell in The Aims of Argument suggest that your summary should include the following elements: (1)  a sentence or two that describes the author’s credentials, purpose, and audience; (2)  a brief “capsule” summary of the source’s content; and (3)  a sentence at the end of the summary that explains “why this source seems valuable and how you might use it.”  Sample entries:  Alderman, Ellen, and Caroline Kennedy. Right to Privacy. New York: Vintage, 2004.  The authors of this informative national bestseller, who have experienced privacy violations of their own, make the claim that since there is no comprehensive agenda to solve the problem of informational privacy, American citizens will have to be concerned about protecting their personal information. One reason the authors give to support their claim is that most of citizens’ personal information is already being stored on computers that may not be well protected. For instance, as Alderman and Kennedy point out, most bank, insurance, medical and pharmaceutical records are stored on computers others may be able to access. A good example the authors provide of such ease of access is an incident in which a reporter was able to get Dan Quayle’s credit report with a phone call, fifty dollars, and a home computer.     Waite, L. J., Goldschneider, F. K., & Witsberger, C. “Nonfamily living and the erosion of traditional family orientations among young adults.” American Sociological Review 51 (1986): 541-554.  The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

why are disciplines foundational to interdisciplinarity? Also, identify and justify a complex problem that disciplines by themselves are inadequate to address comprehensively.

Lesson Plan #4 Goal: 4. To stand up for oneself and others in the face of bias. Example: Lesson Title: Who Am I? Curriculum Content: Social/Emotional Estimated lesson length: 15-30 minutes (depends on attention span) Goals: #1 To develop positive, knowledgable, and confident self-identity within a cultural context. Materials: File folder (or card stock), 4-6 color markers, die, index cards Teacher preparation: Draw a 2-inch wide path, winding back and forth on construction paper. Mark one aside as “START” and the other end as “FINISH”. Write questions about culture and family on the index cards: 1. Do you have any brothers or sisters? 2. What is your families favorite meal? 3. Do you have relatives that do not live in this country? Where do they live? 4. Are there special holidays you celebrate? Describe what you do. 5. Do you speak any other languages? Does anybody in your family speak other languages? 6. Do you have a pet? If not, what animals do you like? 7. Who lives in your house? 8. Have you ever traveled to another place? Where? What was it like? 9. Is there special music that your family listens to? 10. Are there special clothes that you, or people in your family, dress in for special occasions? If so, describe them. 11. How are you similar to your family members? 12. How are you different than your family members? 13. What kinds of things do you do with your family on the weekends? 14. Share something about you or your family that is special? Directions: 1. Gather a small group of children (4-6) at a table. Tell them they are going to play a game to get to know each and themselves better. Remind the children of what the word culture means (taught in a previous lesson): We all have families, and they are all unique. Culture is what makes your family special. 2. Show them the game board, point to the path, and show them the direction they will move in, hold up markers that are all different colors and let them pick which one they want (ask by first name in alphabetical order if they disagree or compete over a color). Then hold up the card stack and tell them these are the question cards. Place them on the table face down next to the game board. 3. The teacher goes first to model how the game is played. Roll the die, pick a card, if you can answer the questions, you can move that many spaces forward, and mark it with your marker. 4. Child to the right of the teacher goes first. They roll the die, the teacher reads the card, if the child can answer they move forward the number of spaces they rolled, and mark it with their color marker. 5. Keep playing rounds until somebody wins. The deck can be cycled through as many times as necessary, as long as the child doesn’t get the same question twice. Assessment: Summative assessment – as children are playing, the teacher can take note of their level of comprehension and ability to answer the question. Formal assessment – at the end of the game, or the next day, the teacher can ask individual children some of the questions from the index card to check for comprehension and retention. Cultural Relevance/Anti-Bias: 1. Children begin to identify with aspects of their culture and family. 2. Children get to describe their family and culture with comfort and acceptance. Family Involvement: Create a handout with the questions from the index cards. Send it home to families with directions to discuss them with children at home. Reflection: Some of the children were not able to answer the questions. Perhaps it would be better to send the questions home first to discuss with the family, and then they would be more prepared when it is time to play in class. Also, this game does not benefit from being competitive. I think just the cards and a conversation would work just as w

Read Gorski & Pothini (2018) Chapter 8: Cases on (Dis)ability and select one of the mini cases.  Provide a reflection of how issues of privilege, power, and inequality converge on race within the mini case that you selected.   How do you think your own personal ability identity will affect your view of those who identify as the same and different than yours will impact your work as a social worker?   Discuss how ableism is demonstrated within the case and what are some of the barriers that the student/family experience.  Discuss the intersection of ableism with other multicultural identities (ie. sex, class, age, race etc.) and how does this impact the child/family.   Lastly, discuss what micro, macro, and mezzo recommendations/interventions might a social worker utilize to address ableism (disability oppression) that a client, community and/or organization may be experiencing or have experienced.

explains and contrasts the pluralist and power-elite model of political power.  Who (what social actors/collective) hold and exercise political power?  How widespread or narrow is the distribution of power in each model?  How is that power channeled or exercised?  For whose interests’ is power exercised in each model?  In what ways, if any, does the power-elite model of political power differ from the Marxist political-economy model of political power?

For this assignment, you will create a communication strategy that fosters change and innovation in an organization. Explain the context in which it occurs and the options that are available. Develop a solution that will solve the organizational issue and meet the needs of the people involved. In the report, you will provide a potential audience analysis, create a purposeful message, and discuss a type of channel that you could use for feedback. Include answers to Neal’s (2010) communication questions, which are listed below: What am I trying to achieve? How will my audience react to what I am trying to achieve? Will my message be resisted? What do I know about my audience that will help me tailor my message? (p. 40) Do not include the question/answers in a bullet or list format. Instead, integrate the responses in your paragraphs. Use the standard five-paragraph format (introduction/body/conclusion). Include at least two academic sources. APA format should be used. The assignment should be a minimum of two pages in length. Content, organization, and grammar/mechanics will be evaluated.