Case Study week 6

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

The answers must be in your own words with reference to the journal or book where you found the evidence to your answer. Do not copy-paste or use a past students work as all files submitted in this course are registered and saved in turn it in program.

Turn it in Score must be less than 30 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 30. Copy-paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites) per case Study

Late Assignment is not acceptable

Required Resources

Read/review the following resources for this activity:

• Textbook: Chapter 9
• Lesson

• Link (website):
  • Review the two columns comparing the 1790 Census categories with the 2020 Census categories.

Instructions

This week you learned about the U.S. Census Bureaus most recent racial and ethnic categories. For this assignment, we will analyze the concepts of race, ethnicity, and gender as social constructs, just as sociologists do. We will examine racial and ethnic categories used in the 2020 Census with the four racial, ethnic, and gender categories used in the 1790 Census: Free white males, free white females, all other free persons, slaves (Pew Research Center, 2020).

*This assignment is adapted from Glaser (2018).

In 23 pages, write an essay that uses these headings and provides this information:

Section 1: Case Study Subject

• In this section, identify one person to focus on in your case study (this person can be you, someone you know, or a public figure).

Section 2: Analysis

• In this section, explain how this person might have been categorized by the 1790 Census and explain how this person would have been categorized by the 2020 Census.
• Compare and contrast how this persons two potential categorizations on the 1790 and 2020. How does this demonstrate that the concepts of race, ethnicity, and even gender change over time as social constructs?

Section 3: Reflection

• In this section, suggest changes to ethnic, racial, and/or gender categories in a future U.S. census. What changes or new categories would most accurately show the diversity of the U.S. population, improve education about inequalities, and promote social justice? Explain your recommendations.

Writing Requirements (APA Format)

• Length: 2-3 pages total
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Page number in the upper right of all pages
• Parenthetical in-text citations included and formatted in APA style

Grading

This activity will be graded based on Essay (W5) Grading Rubric.

Outcomes

• CO3: Analyze the concepts of culture and society.
• CO4: Analyze interactions between ethnic or racial groups in social organizations based on the cultural characteristics of the groups.
• CO5: Examine the impact of cultural differences related to the changing demographics of the United States and the globalization of markets.
• CO6: Compare and contrast multicultural issues related to subgroups identified by categories in addition to or other than race and ethnicity.

Due Date

By 11:59 p.m. MT on Sunday

References

Pew Research Center. (2020). What Census calls us: A historical timeline.

Glaser, L.B. (2018, May 10). Sociology department launches Active Learning Initiative project. Cornell Chronicle.

Rubric

Essay (W5) Grading Rubric

Essay (W5) Grading Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeIdentifies subject of case study.	10 ptsClearly identifies the person chosen as the subject of this case study.0 ptsDoes not identify the person chosen as the subject of this case study.	10 pts
This criterion is linked to a Learning OutcomeExplanation of how the 1790 and 2020 census categories apply to the subject.	60 ptsThorough analysis of how 1790 and 2020 census categories for race, ethnicity, and gender apply to the subject.54 ptsAnalysis of how 1790 and 2020 census categories for race, ethnicity, and gender apply to the subject, though additional details could provide a stronger examination of the concepts. 48 ptsSome analysis of how 1790 and 2020 census categories for race, ethnicity, and gender apply to the subject. Additional support and details are needed to clarify points or improve accuracy.42 ptsMissing or inaccurate analysis of how 1790 and 2020 census categories for race, ethnicity, and gender apply to the subject.0 ptsNo effort	60 pts
This criterion is linked to a Learning OutcomeCompare/contrast demographic changes over time.	60 ptsThorough compare/contrast of categorizations is provided. Student provides a thorough analysis of how race, ethnicity, and gender change over time, and how these concepts are social constructs.54 ptsCompares/contrast of categorizations is provided. Student provides a mostly thorough analysis of how race, ethnicity, and gender change over time, and how these concepts are social constructs. 48 ptsComparison/contrast of categorizations is provided. Student provides an adequate analysis of how race, ethnicity, and gender change over time, and how these concepts are social constructs.42 ptsStudent fails to provide an adequate comparison/contrast of categorizations and/or at thorough analysis of how race, ethnicity, and gender change over time, and how these concepts are social constructs.0 ptsNo effort	60 pts
This criterion is linked to a Learning OutcomeReflection on future census categories	30 ptsThe central idea is developed and expanded with depth of critical thought. Student thoroughly describes what ethnic, racial, and/or gender categories would be best for a future census.27 ptsThe central idea is discernible and developed. Student describes what ethnic, racial, and/or gender categories would be best for a future census. 24 ptsThe central idea needs more development with points tying back to the thesis. Student describes what ethnic, racial, and/or gender categories would be best for a future census.21 ptsThe central idea is not developed, and the analysis lacks critical thought. Student fails to adequately describe what ethnic, racial, and/or gender categories would be best for a future census.0 ptsNo effort	30 pts
This criterion is linked to a Learning OutcomeWriting mechanics and usage	20 ptsThe writing is free of major errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.17 ptsThe writing contains a few major errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the paper. 15 ptsThe writing contains some major errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.13 ptsThe writing contains several major errors in grammar, spelling, and punctuation that impede a clear reading of the paper.0 ptsNo effort	20 pts
This criterion is linked to a Learning OutcomeAPA formatting	20 ptsPaper is formatted in APA style (i.e. references page, 12-point font, double spacing, and page numbers). All citations and references are in APA format.17 ptsPaper is mostly formatted in APA style. Some minor errors may exist in citation and reference format, but it does not interfere with understanding the source of the information. 15 ptsPaper is somewhat formatted in APA style. Some errors may exist in citation and reference format that need to be addressed to clarify the source of information.13 ptsPaper is not formatted in APA style. Formatting contains several errors that suggest a lack of understanding of APA format.0 ptsNo effort	20 pts

Total Points: 200

Using 3 sources from Weeks 3-4, and specifically Audre Lorde’s “Uses of Anger” as one of the three, describe how strikes are effective ‘uses of anger’ in arguing for justice. Connect modern day struggles for justice and explain how intersectional alliances are created during a strike.

Case study about Digital Transformation at MERCK

Questions:

1- Prepare a brief summary of this case study (200 words). 1 points

2- Analyze the context for Mercks MyCHC in China using the PESTLE framework (i.e. studying

the political, economic, social, technological, legal and ecological environment). 2 points

3- Assess the competitive landscape for myCHC in China. 2 points

4- Assess Mercks resources and capabilities regarding a successful introduction of MyCHC in

China. 2 points

5- Explain how Merck has transformed its Business using Digital Disruption. 2 points

6- Discuss the opportunities and barriers for UAE hospitals to transform their daily operations

(inspired by this success story). 1 points

LAB 2: FIELD OBSERVATION

(Individual Submission) READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN
Submit on CanvasGradescope | |

In this lab, youll continue to tune your ability to notice how cognition actually unfolds in everyday life. By performing a close observation of a particular activity in the wild, youll gain more experience observing the coordination of cognitive resources, including: the internal (not-observeable), embodied, external and material. In addition, you practice documenting activity in still images, and in turn using photographs as data for subsequent description and analysis. You are tasked with learning how to see what is relevant in visual data, and use activity descriptions to support inferences about cognitive processes and outcomes. Your analysis will be grounded in course concepts.

The more care you put into observing and documenting your activity, the more insight youll gain into how cognition works beyond the headand the stronger your foundation will be for the projects that follow.

LEARNING OBJECTIVES

1. Observe: Continue to tune your attention to the much broader range of human activities that can be described as cognitive.
2. Record: Practice documenting cognitive activity via still photographs.
3. Practice: Obtaining informed consent from potential research participants.
4. Analyze: Clearly differentiate between data, description, and analysis, and use description to support inferences about cognitive processes and outcomes.

DELIVERABLE

A PDF copy of the Lab 2 report template uploaded to Canvas including: a field note; (2) primary photographs; a description of the (2) primary photographs; an analysis of the cognitive activity; References + Appendix A (informed consent of participants) + Appendix B (full set of photographs taken).

SUBMISSION

Format: Make a copy of the lab report template and follow its format carefully.

Length:Please use the styles provided in the report template. Your description and analysis together should be no longer than 1000 words.
Title: Please give your paper a title at the top of the document
Sections/headings:you are encouraged to use appropriate sections and heading to
structure your document and provide context for the reader, although they are not required. These should not take the place of actual body content as it relates to the expected length of your paper
Citations & References: You must cite a minimum of one (1) relevant reading from class, though you will likely find at least (2) of the required + optionals readings to be relevant. You must use APA formatting (see for a style guide, or leverage google scholar to generate the appropriate in-line citation format as well as format for the reference section ). No shallow citations. If you cite a source, explain its relevance and importance to the topic under discussion in enough detail to demonstrate a clear connection.

INSTRUCTIONS

PART 1: MAKE FIELD OBSERVATIONS OF A COGNITIVE ACTIVITY in the wild

1. Choose an activity to document.

• Make sure the activity is interesting, accessible, observable, legal, involves people interacting with other people and/or the material environment.
• Make sure the activity is naturalistic (i.e. not staged for the purpose of your observation).

1. Obtain informed consent from the individuals you wish to observe.

• Use the (photo informed consent) form, and make sure each participant you photograph signs the consent form (before you photograph them). You are required to include the signed documents as part of this assignment. Assignments without informed consent documents will not be graded and receive an automatic 0.

1. While observing the activity, take a substantial amount of photographs (not video).

• Please be judicious as though you were using a film camera, and plan to submit no more than 10-20 photos to fully document the activity.
• Capture interesting aspects of embodied engagement and the social and material environment of the activity.
• Shoot a combination of wide and close shots. Aim to record the primary sites of action, as well as what you might consider contextual elements.

1. In addition to your photographs, take at least (1) field note.

• Record the time and location of the activity.
• Describe (in words) what action is occurring, and any context you believe is relevant to the action.

PART 2: DESCRIBE THE COGNITIVE ACTIVITY

1. Choose two (2) photos to describe in detail.

• Your two photos should be different from each other in some way: before/after; process/product; front/back; wide/tight; social/material…

1. Write a description of each photograph, in detail.

• Pay close attention to your photographic data, and describe: What, where, who, when, how?
• Describe in detail observable embodied and external resources specific and relevant to the activity.
• Describe the arrangement and interaction of the relevant resources in both space and time

• Make sure your observations are based wholly on observations phenomena captured in the photos (i.e. your data), and not your own prior knowledge of the activity

PART 3: ANALYZE THE COGNITIVE ACTIVITY

1. Write a cohesive analysis of the entire cognitive activity that you observed, based on your raw data (field note, photographs) and description.

• Describe what you believe the goal of the activity likely was
• Look for evidence of basic cognitive processes (e.g. memory, perception, judgements decision-making, reasoning) as well as complex cognitive activities (e.g. planning, sensemaking, learning, etc. ) in your participants actions.
• Using the raw data, description, and concepts youve learned in class (appropriately referenced), make reasonable inferences about how the goals of the observed cognitive activity were met using the assemblage of resources you observed.

GRADING RUBRIC

CRITERIA	PT
Primary Photographs + Field Note Includes (2) photos + field note (screenshot or photo Includes appendix with the full set of photos taken (10-20)	2
Activity Description identifies and describes: External environment and observable material resources Interaction with external environment Sequence of activities and/or interaction with resources in the environment	3
Activity Analysis concisely addresses the questions: What was the goal of the cognitive activity? What internal and external resources were involved? How did the activity accomplish its cognitive functions? Includes appropriate differentiation between observable descriptions and subjective analyses Appropriately situates emergence of activity in the world rather than solely in the mind	3
General + Informed Consent Includes at least (2) appropriately formatted references Includes informed consent document for each participant (failure to get informed consent means your project cannot be graded and will receive a 0)	2
TOTAL	10

USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

The purpose of this assignment is to tune your ability to notice, observe, reflect, describe and analyze a cognitive activity. We recognize that writing is hard. However, writing is in and of itself an act of thinking. This is a situation in which it is not beneficial for your current learning or future research performance to offload the composition of writing onto an AI-based tool.

• FOR WRITING: You are not permitted to use generative AI systems (such as ChatGPT, Claude, and other synthetic text generating tools) in writing your lab report.

• You are permitted to use built-in grammar-correction based tools that are available in Google Docs.
• FOR INFORMATION GATHERING: You are not permitted to use AI recommender systems (such as ChatGPT, Claude, and AI based features in Google Scholar, Google Search, Semantic Scholar, etc) to locate and investigate relevant source resources including papers to reference. The act of searching and reviewing repositories of your own prior reading materials is beneficial to the act of reflection and analysis required to generate a thoughtful analysis of the cognitive task.
• FOR IDEATION: You are permitted, with caution, to use AI chat systems (such as ChatGPT, Claude, and similar) to discuss the ideas presented in a source reference. (i.e. chat with a chatbot about the source paper after skimming/re-reading it). If you choose to use AI in this way you are required to include the following text in your references section. The author discussed source [cite papers] with [model name] in preparation of this report]. [url], and then
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